Explorando el lado oscuro de la motivación sobre la satisfacción con la vida en estudiantes universitarios: ¿importa la constancia?

• Autores: Elisa Huéscar Hernández, Juan Antonio Moreno Murcia, Luis Cid, Diogo Monteiro, Filipe Rodrigues
• Localización: Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud, ISSN 1132-9483, Vol. 29, Nº. 1, 2021, págs. 111-125
• Idioma: español
• DOI: 10.51668/bp.8321106n
• Títulos paralelos:
  • Examining the dark side of motivation on life satisfaction in college students: Does grit matter?
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• Resumen
  • español

    A pesar de que los docentes pueden ejercer un efecto importante sobre la regulación del comportamiento de los estudiantes, la literatura científica existente ha explorado poco la influencia simultánea de los rasgos personales y los factores sociales para promover el bienestar de los estudiantes. Este estudio examinó el papel mediador de la desmotivación y las relaciones con el comportamiento controlador percibido del docente y la constancia del estudiante para mejorar la satisfacción con la vida. Participaron 474 estudiantes universitarios (339 hombres y 135 mujeres), que rellenaron los cuestionarios sobre las variables incluidas en el estudio. Los resultados del análisis del modelo de ecuaciones estructurales mostraron un ajuste adecuado, mostrando el papel mediador de la desmotivación en la relación entre la dimensión perseverancia de la constancia y la satisfacción con la vida, pero no lo hizo así la dimensión pasión. Los resultados aportan pruebas respecto a los comportamientos adecuados del docente y las medidas de la individualidad del estudiante en relación con la constancia a tener en cuenta para optimizar el escenario de aprendizaje.

  • English

    Despite the fact that teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for gritpassion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes.

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