Percepción del estilo motivacional docente, motivación, autoeficacia y ansiedad ante exámenes en el curso de inglés en escolares de secundaria de un colegio privado de Lima Metropolitana
DOI:
https://doi.org/10.26439/persona2025.n2.8297Palabras clave:
apoyo a la autonomía, teoría de la autodeterminación, ansiedad ante exámenes , autoeficacia académica, control psicológico, estilo motivacional docente, motivaciónResumen
La enseñanza del idioma inglés en el Perú se promueve activamente tanto en escuelas privadas como en escuelas públicas. Sin embargo, pocas investigaciones han estudiado la motivación de los escolares por aprender esta segunda lengua. Así, basados en la teoría de la autodeterminación, se estudió la percepción de los estilos motivacionales utilizados por el docente en el curso de Inglés (apoyo a la autonomía y control psicológico), la motivación de los estudiantes de ese curso (autónoma y controlada), así como la ansiedad ante exámenes y la autoeficacia académica en una muestra de 394 escolares de cuarto y quinto grado de secundaria de ambos sexos, de una escuela privada de Lima Metropolitana. Luego de los análisis correlacionales, el análisis de senderos comprobó el modelo hipotetizado, en el que la percepción del estilo motivacional de apoyo a la autonomía predijo positivamente la motivación autónoma por aprender inglés, la que, a su vez, predijo positivamente la autoeficacia académica y negativamente la ansiedad ante exámenes. Por su parte, el estilo de control psicológico del docente predijo positivamente la motivación controlada y la desmotivación. Finalmente, se discuten los resultados que muestran la importancia de los estilos motivacionales docentes y la motivación de los estudiantes, así como sus efectos adaptativos, pero también los desadaptativos.
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