Contexto social, autopercepción y compromiso del Estudiante: Una investigación SIM del modelo de auto-sistema de desarrollo motivacional (ASDM)
DOI:
https://doi.org/10.14204/ejrep.32.13081Palabras clave:
Contexto social, auto-percepción, compromiso del estudiante.Resumen
Introducción. El presente estudio tuvo como objetivo probar un modelo (basado en teoría del- auto-sistema de desarrollo motivacional que incluye, al mismo tiempo, la medida en que el contexto social proporciona la estructura de soporte, calidez y autonomía, la percepción de autonomía de los alumnos, la relación entre la competencia conductual-cognitiva y el compromiso emocional de los estudiantes.
Método. Trescientos treinta y un participantes en el último año en la universidad completaron un cuestionario de auto-informe sobre las variables específicas. Se utilizaron Análisis SEM para probar nuestras hipótesis.
Resultados. Los resultados revelaron que cada dimensión del contexto social se asoció con las variables autopercepción correspondientes que, a su vez, predice un mayor compromiso conductual, cognitivo y emocional. El compromiso cognitivo se predijo directamente por las tres variables de la auto-percepción e, indirectamente por un contexto social que apoye la autonomía. El contexto social estructurado se asocia indirectamente, a través de la percepción de competencia, con el compromiso conductual y emocional.
Discusión y Conclusión. Dos supuestos subyacentes de la SSMMD (y más, en general, del SDT) fueron apoyados por los resultados de este estudio. Las tres dimensiones del contexto social tienen efectos específicos sobre las variables de auto-percepción y estas percepciones son mediadores de la relación entre el contexto y el compromiso del estudiante. Las tres variables de autopercepción no tienen un impacto directo sobre las dimensiones de la participación estudiantil.
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