Perfiles de motivación y compromiso en matemática, desempeño académico y perfiles de apoyo a la autonomía e instruccional
DOI:
https://doi.org/10.21615/cesp.7772Palabras clave:
Motivación, compromiso, métodos de enseñanza, matemáticas, autonomía, apoyo instruccionalResumen
Los bajos desempeños en matemáticas de estudiantes de secundaria en Colombia, reportados en pruebas nacionales e internacionales, han impulsado el interés por comprender los factores que podrían relacionarse con esos resultados. En este contexto, el presente estudio identificó las interrelaciones entre los perfiles de motivación y compromiso académico de estudiantes de secundaria en clases de matemáticas, su desempeño académico y los perfiles de apoyo a la autonomía e instruccional de sus docentes. Participaron 56 estudiantes y dos docentes de un colegio privado de la ciudad de Cali, Colombia. Se realizó un estudio no experimental con alcance correlacional y diseño observacional, que observó tres sesiones de clase de una unidad temática en el área de matemáticas. Para medir la motivación y el compromiso, se utilizó la Escala de Motivación Situacional y el Cuestionario de Motivación Emergente (CME). El apoyo a la autonomía se midió con el Sistema de observación de apoyo a la autonomía, y el apoyo instruccional con la pauta de observación CLASS (Classroom Assessment Scoring System). Los resultados mostraron una relación entre los perfiles de motivación y de compromiso de los estudiantes; sin embargo, no se encontró relación entre los perfiles de motivación y compromiso de los estudiantes y su desempeño académico, ni con los perfiles de apoyo a la autonomía e instruccional de los profesores. Lo anterior sugiere que niveles bajos o medios de apoyo a la autonomía e instruccional por parte de los docentes, no implican la presencia de perfiles desmotivados y bajos de compromiso de los estudiantes, subrayando la necesidad de considerar factores instruccionales, contextuales e individuales adicionales al interpretar los patrones de motivación y compromiso de los estudiantes.
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Derechos de autor 2026 Leny González, Ingrid Uribe, Mateo Belalcazar, Marcela Valencia Serrano
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