Estilo docente y competencia en educación superiormediación del clima motivacional

  1. Antonio Granero-Gallegos 1
  2. David Hortigüela-Alcalá 2
  3. Alejandra Hernando-Garijo 2
  4. María Carrasco-Poyatos 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2021

Volumen: 24

Número: 2

Páginas: 43-64

Tipo: Artículo

DOI: 10.5944/EDUCXX1.28172 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

El objetivo de este estudio es analizar la mediación del clima motivacional entre el estilo interpersonal docente y la satisfacción y frustración de la competencia académica en alumnado de educación superior. El diseño de la investigación es observacional, descriptivo y transversal, con muestreo por conveniencia. Han participado 354 estudiantes universitarios (59.6% varones) (Medad=21.84; DT=1.98) y se han utilizado las siguientes escalas: Estilo Interpersonal Docente en Educación Superior, Clima Motivacional en Educación, Satisfacción de las Necesidades Psicológicas Básicas y Frustración de las Necesidades Psicológicas Básicas. Las relaciones predictivas del estilo interpersonal docente sobre la satisfacción y frustración de la competencia académica, mediados por el clima motivacional, se han sometido a verificación mediante un modelo de senderos (path analysis). Se presentan las relaciones directas e indirectas del modelo. Ha quedado demostrada la importancia del clima motivacional como elemento mediador entre el estilo interpersonal docente y la satisfacción y frustración de la competencia académica del alumnado, siendo el clima hacia la maestría el mediador más relevante para la predicción positiva de la satisfacción de la competencia a partir de un estilo de apoyo a la autonomía.

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Información de financiación

Este trabajo fue realizado con la ayuda recibida de la convocatoria de Grupos Docentes de Innovaci?n y Buenas Pr?cticas, Universidad de Almer?a; bienio 2020-2021 (Proyecto: Metodolog?as activas y aprendizaje competencial en educaci?n superior).

Financiadores

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Fuente de los datos: Dialnet