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Escudero, S., (2024). Motivación de calidad y compromiso académico: un estudio en estudiantes universitarios de música [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29246
Escudero, S., Motivación de calidad y compromiso académico: un estudio en estudiantes universitarios de música []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29246
@misc{renati/1654626,
title = "Motivación de calidad y compromiso académico: un estudio en estudiantes universitarios de música",
author = "Escudero Cunza, Sebastian Benjamín",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
Title: Motivación de calidad y compromiso académico: un estudio en estudiantes universitarios de música
Authors(s): Escudero Cunza, Sebastian Benjamín
Advisor(s): Herrera Paredes, Dora Isabel
Keywords: Motivación en la educación--Perú--Lima; Música--Estudio y enseñanza (Superior)--Perú; Compromiso (Psicología)--Perú--Lima; Estudiantes universitarios--Psicología--Perú--Lima
OCDE field: https://purl.org/pe-repo/ocde/ford#5.01.00
Issue Date: 28-Oct-2024
Institution: Pontificia Universidad Católica del Perú
Abstract: La presente investigación tuvo como objetivo estudiar la relación entre la calidad
motivacional y el compromiso académico en estudiantes universitarios de música de Lima, Perú.
La muestra estuvo constituida por 108 estudiantes de música de distintas universidades del Perú:
78 hombres (72.2%) y 30 mujeres (27.8%), con edades entre los 19 y 28 años (M= 22.61
D.E=1.94). Para medir la calidad motivacional (autónoma y controlada), se utilizó la escala de
“Motivación para estudiar música” (Miksza et al., 2021); y para medir el compromiso académico
(conductual y emocional (Skinner et al., 2009); agente (AES; Reeve, 2013); cognitivo (Senko y
Miles, 2008), se utilizó la versión adaptada al español por Matos et al. (2018). Se halló una
correlación elevada y positiva entre motivación autónoma y las cuatro dimensiones de
compromiso. Asimismo, las cuatro dimensiones de compromiso correlacionaron entre sí de
manera positiva y muy alta. Inesperadamente y en contraste con lo propuesto teóricamente, la
motivación controlada no correlacionó significativamente con ninguna de las variables. Al
contrastar los grupos de acuerdo a las características sociodemográficas se halló diferencias
según sexo. Específicamente, las mujeres presentaron mayores niveles de motivación autónoma,
compromiso cognitivo y emocional a comparación de los hombres.
The objective of this research was to study the relationship between motivational quality and academic engagement in university music students from Lima, Peru. The sample was made up of 108 Music students from different universities in Peru: 78 men (72.2%) and 30 women (27.8%), aged between 19 and 28 years (M= 22.61 SD=1.94). To measure motivational quality (autonomous and controlled), the “Motivation for studying music” scale was used (Miksza et al., 2021); and to measure academic engagement (behavorial and emotional (Skinner et al., 2009); agentic (AES; Reeve, 2013); cognitive (Senko & Miles, 2008)), the version adapted to spanish by Matos et al. (2018) was used. A high and positive correlation was found between autonomous motivation and the 4 dimensions of engagement. Likewise, the 4 dimensions of engagement correlated with each other positively and very highly. Unexpectedly and in contrast to what was theoretically proposed, controlled motivation did not correlate significantly with any of the variables. When contrasting the groups according to sociodemographic characteristics, differences were found according to sex. Specifically, women presented higher levels of autonomous motivation, cognitive and emotional engagement compared to men.
The objective of this research was to study the relationship between motivational quality and academic engagement in university music students from Lima, Peru. The sample was made up of 108 Music students from different universities in Peru: 78 men (72.2%) and 30 women (27.8%), aged between 19 and 28 years (M= 22.61 SD=1.94). To measure motivational quality (autonomous and controlled), the “Motivation for studying music” scale was used (Miksza et al., 2021); and to measure academic engagement (behavorial and emotional (Skinner et al., 2009); agentic (AES; Reeve, 2013); cognitive (Senko & Miles, 2008)), the version adapted to spanish by Matos et al. (2018) was used. A high and positive correlation was found between autonomous motivation and the 4 dimensions of engagement. Likewise, the 4 dimensions of engagement correlated with each other positively and very highly. Unexpectedly and in contrast to what was theoretically proposed, controlled motivation did not correlate significantly with any of the variables. When contrasting the groups according to sociodemographic characteristics, differences were found according to sex. Specifically, women presented higher levels of autonomous motivation, cognitive and emotional engagement compared to men.
Link to repository: http://hdl.handle.net/20.500.12404/29246
Discipline: Psicología
Grade or title grantor: Pontificia Universidad Católica del Perú. Facultad de Psicología
Grade or title: Licenciado en Psicología
Juror: Matos Fernandez, Lennia; Herrera Paredes, Dora Isabel; Gargurevich Liberti, Rafael Ernesto
Register date: 28-Oct-2024
This item is licensed under a Creative Commons License