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

Inmaculada Beltrán Martín

doi:10.51302/tce.2019.241

Autores/as

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

Palabras clave:

implicación académica, teoría de la autodeterminación, necesidades psicológicas

Resumen

La implicación del estudiantado se refiere a la atención, al interés y al esfuerzo que ponen los estudiantes durante el proceso de enseñanza-aprendizaje y que contribuye a su rendimiento académico. Un adecuado clima en el aula puede contribuir a mejorar esta implicación. Sin embargo, se sabe todavía relativamente poco respecto a los mecanismos específicos que explican la relación entre las actividades que lleva a cabo el profesorado en el aula y la implicación académica del estudiantado. El propósito de la presente investigación es analizar esta cuestión desde las premisas de la teoría de la autodeterminación. En concreto, a partir de datos obtenidos de 239 estudiantes universitarios españoles, demostramos que la satisfacción de las tres necesidades psicológicas básicas de competencia, autonomía y relaciones contribuye a la implicación del estudiantado y que su motivación intrínseca y su bienestar explican esta relación.

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Citas

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