Bibliographic citations
Bernal, V., (2024). Clima de aprendizaje en los estilos de motivación y autoeficacia en estudiantes universitarios de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/26938
Bernal, V., Clima de aprendizaje en los estilos de motivación y autoeficacia en estudiantes universitarios de Lima []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/26938
@misc{renati/1665658,
title = "Clima de aprendizaje en los estilos de motivación y autoeficacia en estudiantes universitarios de Lima",
author = "Bernal Chavez, Victor Martin",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The present study uses the conceptual framework of Self-Determination Theory (SDT) to examine the relationship between learning climate, the seven motivational regulations and self-efficacy. The sample consisted of 210 students from a university in Metropolitan Lima. To test the proposed theoretical connections, structural equation models were used to determine whether the seven motivational regulations are positively related to learning climate and self-efficacy, and whether the latter construct shows any relationship with learning climate. The results show adequate fit indices (CFI=.939, TLI= .935, RMSEA=.043, SRMR=.066) and a positive relationship was found between learning climate, intrinsic regulations and identified regulation. A positive relationship was also observed between academic self-efficacy and intrinsic regulations, identified regulation and introjected regulation. Likewise, an inversely proportional relationship was found between academic self-efficacy and amotivation. In conclusion, learning climate and self-efficacy were found to significantly predict most of the seven motivational regulations. Finally, the limitations and scope of the results were discussed, and it was suggested that the sociodemographic data of the participants be analyzed in greater depth.
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