Bibliographic citations
Huaringa, K., (2020). Estilo motivacional docente, necesidades psicológicas básicas, estilos de regulación emocional y compromiso académico en escolares y universitarios [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/17484
Huaringa, K., Estilo motivacional docente, necesidades psicológicas básicas, estilos de regulación emocional y compromiso académico en escolares y universitarios []. PE: Pontificia Universidad Católica del Perú; 2020. http://hdl.handle.net/20.500.12404/17484
@mastersthesis{sunedu/2651778,
title = "Estilo motivacional docente, necesidades psicológicas básicas, estilos de regulación emocional y compromiso académico en escolares y universitarios",
author = "Huaringa Angeles, Katty Janett",
publisher = "Pontificia Universidad Católica del Perú",
year = "2020"
}
Using Self Determination Theory as a framework, this study examines the relationship between perception of teacher’s motivational styles, satisfaction/frustration of basic psychological needs (BPN), emotion regulation styles, and academic engagement. The sample was composed of 423 school students (Mean age: 15.65 SD: .98) and 472 university students (Mean age: 21.32 SD: 2.58) from Metropolitan Lima. The hypothetical model was studied through the path analysis. The results confirmed two of the hypotheses, since they showed that motivational teaching styles are related to the internal experiences of school and university students, like feelings about their own basic psychological needs and their emotion regulation styles. In this sense, autonomy support is better related to the satisfaction of the BPN and with a use of integrated regulation, while psychological control is associated with a greater frustration of the BPN and encourages a greater use of suppressive regulation and dysregulation. On the other hand, hypotheses regarding the mediating role of emotion regulation styles in the relationship between BPN and academic engagement were not verified. All these findings are discussed based on their scope and limitations, in addition to commenting on recommendations and future lines of work.
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