Factores motivacionales y enfoques de aprendizaje en el rendimiento académico de estudiantes universitarios
Palabras clave:
Motivación, aprendizaje, rendimiento académico, estudiantes universitarios, factores motivacionales
Resumen
Esta investigación analiza la influencia de los factores motivacionales y los enfoques de aprendizaje en el rendimiento académico de estudiantes universitarios, determinando hasta qué punto intervienen en el bajo rendimiento académico de los estudiantes en la Universidad. Se realizó un estudio con enfoque mixto, con análisis multivariado para describir las relaciones entre las variables. La muestra consistió en 37 estudiantes de la Facultad de Salud en una Institución de Educación Superior de Cali-Colombia, durante un periodo académico. La recolección de datos incluyó un registro documental, dos cuestionarios y entrevistas semiestructuradas. Como resultado, los estudiantes obtuvieron un promedio académico de 3.2 y una mortalidad académica del 21,6%. Se encontró una correlación significativa entre los factores motivacionales, especialmente la ansiedad por la prueba, y el rendimiento académico. Aunque los enfoques profundos y estratégicos de aprendizaje se correlacionaron entre sí, no mostraron una relación directa con el rendimiento académico. La motivación intrínseca y la gestión de recursos, juegan un papel clave en el éxito académico. Se concluye que en casos de bajo rendimiento académico es necesario validar las determinaciones y motivaciones intrínsecas del estudiante, puesto que los enfoques o estrategias de aprendizaje adecuadas no son garantía para un buen desempeño.
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Biggs, J., y Tang, C. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education.
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Friedman, B. A., y Mandel, R. G. (2011). Motivation predictors of college student academic performance and retention. Journal of College Student Retention, 13(1), 1-15. https://doi.org/10.2190/CS.13.1.a
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Hernández-Sampieri, R., y Mendoza, C. (2018). Metodología de la Investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Janson, M. P., Wenker, T., y Bäulke, L. (2024). Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students’ examination preparation. The British Journal of Educational Psychology, 94(4), 1192-1207. https://doi.org/10.1111/bjep.12712
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Ardisana, E. F. H. (2012). La motivación como sustento indispensable del aprendizaje en los estudiantes universitarios. Pedagogía Universitaria, XVII(4), 13-27.
Ayala, T., Belmar, L., y Vidal, O. J. (2004). La comprensión del aprendizaje en el aula de Noel Entwistle. Contextos: Estudios de Humanidades y Ciencias Sociales, (11), 135-153. https://revistas.umce.cl/index.php/contextos/article/view/676
Biggs, J. (2006). Calidad del aprendizaje universitario. Narcea, S.A. de Ediciones.
Biggs, J., y Tang, C. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education.
Buenaño, N. A., Palacios, C. Y., Soplapuco, J. P., y Reluz, F. F. (2023). Importancia de la motivación para el aprendizaje universitario: Una revisión integradora. Revista de Ciencias Sociales (Ve), XXIX(4), 371-385. https://doi.org/10.31876/rcs.v29i4.41261
Chen, D.-P., Hour, A.-L., Tsao, K.-C., Huang, C.-G., Lin, W.-T., y Hsu, F.-P. (2024). Examining the factors influencing academic performance of medical technology students in e-learning: A questionnaire survey. PLoS One, 19(12), e0311528. https://doi.org/10.1371/journal.pone.0311528
Cook, D. A., Thompson, W. G., y Thomas, K. G. (2011). The motivated strategies for learning questionnaire: Score validity among medicine residents. Medical Education, 45(12), 1230-1240. https://doi.org/10.1111/j.1365-2923.2011.04077.x
Díaz-Bravo, L., Torruco-García, U., Martínez-Hernández, M., y Varela-Ruiz, M. (2013). La entrevista, recurso flexible y dinámico. Investigación en Educación Médica, 2(7), 162-167. https://doi.org/10.1016/s2007-5057(13)72706-6
Entwistle, N. (1995). The nature of academic understanding: A festschrift in honour of Kjell Raaheim. In G. Kaufmann, T. Helstrup y K. H. Teigen (Eds.), Problem solving and cognitive processes. Fagbokforlaget.
Entwistle, N. (1996). Contrasting perspectives on learning. In F. Marton, D. Hounsell y N. Entwistle (Eds.), The experience of learning (pp. 3-22). Scottish Academic Press.
Entwistle, N. (1998). Approaches to learning and forms of understanding. In B. Dart y G. Boulton-Lewis (Eds.), Teaching and learning in higher education: From theory and practice. Australian Council for Educational Research.
Entwistle, N., McCune, V., y Tait, H. (2013). Approaches and Study Skills Inventory for Students (ASSIST) (incorporating the Revised Approaches to Studying Inventory - RASI). https://www.researchgate.net/publication/260291730_Approaches_and_Study_Skills_Inventory_for_Students_ASSIST_incorporating_the_Revised_Approaches_to_Studying_Inventory_-_RASI
Entwistle, N., y Marton, F. (1994). Knowledge objects: Understandings constituted through intensive academic study. British Journal of Educational Psychology, 64(1), 161-178. https://doi.org/10.1111/j.2044-8279.1994.tb01092.x
Entwistle, N., y Ramsden, P. (1983). Understanding student learning. Routledge. https://doi.org/10.4324/9781315718637
Fasce, E., Ortega, J., Ibáñez, P., Márquez, C., Pérez, C., Bustamante, C., Ortiz, L., Matus, O., Bastías, N., y Espinoza, C. (2016). Aspectos motivacionales involucrados en el aprendizaje autodirigido en estudiantes de medicina. Un enfoque cualitativo. Revista Médica de Chile, 144(5), 664-670. https://doi.org/10.4067/S0034-98872016000500016
Feng, S., Meng, X., Yan, Y., Xu, X., Xiao, D., Brand-Saberi, B., Cheng, X., y Yang, X. (2022). Exploring the situational motivation of medical students through clinical medicine level test: A cross-sectional study. Advances in Physiology Education, 46(3), 416-425. https://doi.org/10.1152/advan.00009.2022
Friedman, B. A., y Mandel, R. G. (2011). Motivation predictors of college student academic performance and retention. Journal of College Student Retention, 13(1), 1-15. https://doi.org/10.2190/CS.13.1.a
Galán, M. (2010). Ética de la investigación. Revista Iberoamericana de Educación, 54(4), 1-2. https://doi.org/10.35362/rie5441666
Garrote, D., Garrote, C., y Jiménez, S. (2016). Factores influyentes en motivación y estrategias de aprendizaje en los alumnos de grado. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(2), 31-44. https://doi.org/10.15366/reice2016.14.2.002
González, I. (2005). Motivación y actitudes del alumnado universitario al inicio de la carrera. ¿Varían al egresar? Electronic Journal of Research in Educational Psychology, 3(5), 35-56. https://doi.org/10.25115/ejrep.v3i5.1154
Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J., y Schlechter, A. (2011). An investigation of the relationship between students’ motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373-385. https://doi.org/10.1177/008124631104100311
Hamid, S., y Singaram, V. S. (2016). Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students. African Journal of Health Professions Education, 8(1), 104-107. https://www.ajol.info/index.php/ajhpe/article/view/135516
Hernández, R., Fernández, C., y Baptista, M. D. P. (2014). Metodología de la Investigación. McGraw-Hill/ Interamericana Editores S. A. de C. V.
Hernández-Sampieri, R., y Mendoza, C. (2018). Metodología de la Investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Janson, M. P., Wenker, T., y Bäulke, L. (2024). Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students’ examination preparation. The British Journal of Educational Psychology, 94(4), 1192-1207. https://doi.org/10.1111/bjep.12712
Jiang, Q., Horta, H., y Yuen, M. (2024). High- and low-achieving international medical students’ perceptions of the factors influencing their academic performance at Chinese universities. Medical Education Online, 29(1), 2300194. https://doi.org/10.1080/10872981.2023.2300194
Khanagar, S. B., Salam, A., Almoallem, F. M. A., Alwatban, S. N. S., Almutairi, A. M. S., y Altamimi, N. A. N. (2025). Assessment of academic motivation and its impact on self-esteem among Saudi Arabian undergraduate dental students: A cross-sectional study. Cureus, 17(1), e77262. https://doi.org/10.7759/cureus.77262
King, R. B., Wang, F., Leung, S. O., y Elliot, A. (2024). Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation. The British Journal of Educational Psychology, 94(2), 499-517. https://doi.org/10.1111/bjep.12660
Li, Q.-L., Zhao, J.-Y., Tian, J., Sun, T., Zhao, C.-X., Guo, H.-C., Zhu, L.-Y., Gao, R., Yang, L.-B., Cao, D.-P., y Zhang, S.-E. (2021). The association among achievement goal orientations, academic performance, and academic well-being among Chinese medical students: A cross-sectional study. Frontiers in Psychology, 12, 694019. https://doi.org/10.3389/fpsyg.2021.694019
Maquilón, J. J., y Hernández, F. (2011). Influencia de la motivación en el rendimiento académico de los estudiantes de formación profesional. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(1), 81-100.
Marton, F., y Säljö, R. (1976). On qualitative differences in learning: I—outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. https://doi.org/10.1037/h0054346
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Publicado
2025-04-07
Cómo citar
Rodríguez Quintero, D., Díaz Villa, M., Monsalve García, A., & Rodríguez Botero, V. H. (2025). Factores motivacionales y enfoques de aprendizaje en el rendimiento académico de estudiantes universitarios. Revista De Ciencias Sociales, 31(2), 241-262. https://doi.org/10.31876/rcs.v31i2.43764
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