Un análisis empírico de los determinantes de la implicación académica del estudiantado universitario

Inmaculada Beltrán Martín

doi:10.51302/tce.2019.241

Authors

Inmaculada Beltrán Martín Profesora titular del Departamento de Administración de Empresas y Marketing de la Universitat Jaume I (España)

DOI:

https://doi.org/10.51302/tce.2019.241

Keywords:

academic engagement, self-determination theory, psychological needs

Abstract

Student engagement refers to students’ attention, interest and effort during the learning process, and contributes to their academic performance and learning. An appropriate classroom climate may contribute to enhance student engagement. However, little is known about the specific mechanisms that explain the relationship between classroom climate and students’ academic engagement. The main purpose of this study is to examine this issue from the premises of selfdetermination theory. Specifically, data from a sample of 171 spanish university students show that satisfying the three psychological needs for competence, autonomy and relatedness contributes to academic engagement, and that intrinsic motivation and well-being explain this relationship.

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