Aburrimiento y disfrute en clase de Lengua española en secundaria: predictores motivacionales y efectos sobre el rendimiento

• Autores: Antonio González Fernández, Paola Verónica Paoloni, María Cristina Rinaudo
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 29, Nº. 2, 2013, págs. 426-434
• Idioma: español
• DOI: 10.6018/analesps.29.2.136401
• Enlaces
  • Texto completo
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    Este trabajo intenta analizar, mediante un modelo de ecuaciones estructurales, las relaciones entre motivación autodeterminada, aburrimien-to, disfrute y rendimiento en clase de Lengua. La muestra estuvo compues-ta por 642 estudiantes de secundaria españoles, con edades comprendidas entre 12 y 18 años, que fueron evaluados en tres momentos sucesivos. Los resultados mostraron que la motivación intrínseca y la regulación identifica-da predijeron positivamente el disfrute y el rendimiento, y negativamente el aburrimiento; amotivación y regulación externa predijeron positivamente el aburrimiento y negativamente el disfrute y el rendimiento; la regulación in-troyectada mostró unos resultados menos concluyentes; aburrimiento y dis-frute predijeron el rendimiento y mediaron las relaciones entre motivación autodeterminada y rendimiento. Se discuten los resultados y la importancia de la autodeterminación y las emociones académicas en el aula.

  • English

    The aim of this study was to undertake a structural equation modelling analysis of the relationship between self-determined motivation, boredom, enjoyment, and performance in the Spanish language classroom. The sample consisted of 642 Spanish secondary education students aged 12 to 18 years, who were assessed at 3 successive intervals. The results reveal that intrinsic motivation and identified regulation positively predicted en-joyment and performance, and negatively boredom; amotivation and exter-nal regulation positively predicted boredom, and negatively enjoyment and performance; introjected regulation, however, did not yield conclusive re-sults; boredom and enjoyment predicted performance and mediated the re-lationships between self-determined motivation and performance. The re-sults are discussed in terms of the significance of self-determination and emotions in academic settings.

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