Estilo motivacional docente, necesidades psicológicas básicas y metacognición en matemática en niños de primaria

• Amanda Jibaja-Barreda ^[1]
  1. [1] Pontificia Universidad Católica del Perú

     Pontificia Universidad Católica del Perú

     Perú

     
• Localización: Escritos de psicología, ISSN-e 1989-3809, ISSN 1138-2635, Vol. 15, Nº 2 (Monográfico), 2022 (Ejemplar dedicado a: Nuevas tendencias en inteligencia emocional), págs. 80-92
• Idioma: español
• DOI: 10.24310/espsiescpsi.v15i2.14564
• Títulos paralelos:
  • Teacher motivational style, basic psychological needs, and metacognition in mathematics in elementary school children
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Desde la Teoría de la Autodeterminación, el presente estudio exploró las relaciones entre el estilo motivacional docente de apoyo a la autonomía y de control percibido, la satisfacción y frustración de las necesidades psicológicas básicas y el uso de habilidades metacognitivas en matemática. La muestra estuvo compuesta por 739 estudiantes de quinto de primaria (M edad = 10.45, DE = 0.51) de una red de colegios peruanos. Se realizó un análisis de senderos para evaluar un modelo donde los estilos de motivación predijeran el conocimiento y la regulación metacognitiva a través de la satisfacción y frustración de necesidades. Los índices de ajuste del modelo fueron óptimos (χ2= 14.65, CFI= .99, TLI= .98, RMSEA= .064 SRMR= .029) En este modelo, la percepción de apoyo a la autonomía predijo de forma positiva el uso del conocimiento y regulación metacognitiva, mediado por la satisfacción de necesidades psicológicas básicas. Por otro lado, la percepción de control docente predijo positivamente el uso del conocimiento metacognitivo, mediado por la frustración de necesidades. Los resultados son discutidos en relación al “Bright side” y “Dark side” de la motivación hacia las matemáticas.

  • English

    Grounded on Self Determination Theory (SDT), this cross-sectional study aimed to explore the relationship between teacher’s autonomy-supportive and controlling style perceived by students, satisfaction and frustration of basic psychological needs and use of metacognitive skills in mathematics. The sample consisted of 739 students from fifth grade (M age = 10.45, SD = 0.51) from a Peruvian private school network. A path analysis was performed in order to test a model in which motivational teaching style predicted both metacognitive knowledge and regulation via need satisfaction and frustration. The model’s fit indices were optimal (χ2 = 14.65, CFI = .99, TLI = .98, RMSEA = .064, SRMR= .029). In this model, perceived autonomy supportive style positively predicted the use of metacognitive knowledge and self-regulation, mediated by the satisfaction of basic psychological needs. On the other hand, perceived controlling teaching style positively predicted metacognitive knowledge, mediated by the frustration of basic psychological needs.

    Results are discussed using the notion of a Bright and Dark Side of motivation towards mathematics.

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