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De, M., Alhuay, A. (2022). Engagement académico y motivación de logro en estudiantes de universidades privadas de Lima [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/661946
De, M., Alhuay, A. Engagement académico y motivación de logro en estudiantes de universidades privadas de Lima [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/661946
@misc{sunedu/3320942,
title = "Engagement académico y motivación de logro en estudiantes de universidades privadas de Lima",
author = "Alhuay Orosco, Any",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
Title: Engagement académico y motivación de logro en estudiantes de universidades privadas de Lima
Other Titles: Academic Engagement and Achievement Motivation in students from private Universities of Lima
Advisor(s): Manzanares Medina, Eduardo Luis
Keywords: University students; Motivación de logro; Engagement académico; Universitarios; Lima Metropolitana; Achievement motivation; Academic engagement
OCDE field: https://purl.org/pe-repo/ocde/ford#5.01.00; http://purl.org/pe-repo/ocde/ford#5.00.00
Issue Date: 13-Oct-2022
Institution: Universidad Peruana de Ciencias Aplicadas (UPC)
Abstract: La presente investigación tuvo como objetivo relacionar el engagement académico con la motivación de logro en estudiantes de universidades privadas de Lima; así como identificar diferencias entre ambas variables según el sexo de los participantes. Participaron 168 jóvenes entre 18 a 27 años (M = 22.5, DE = 2.19), de los cuales el 70.1 % fueron mujeres y el 29.9 % hombres. Se utilizó la Escala de Bienestar en el Contexto Académico (UWES-S9) y la Escala Atribucional de Motivación de Logro Modificada (EAML–M). Los resultados muestran correlación positiva entre el engagement académico y la motivación de logro. Específicamente se aprecia que la dimensión vigor (UWES) presentó correlaciones moderadas con las dimensiones de interés y esfuerzo, interacción con el profesor y tarea/capacidad (EAML-M). Por otro lado, se identificó que las dimensiones de Dedicación y Absorción (UWES) tienen correlaciones moderadas con interés y esfuerzo y tarea/capacidad (EAML-M). Además, se encontró que las mujeres poseen mayor interés personal en concretar metas establecidas. En conclusión, los estudiantes motivados llegan a ser más comprometidos académicamente, y en un entorno de enseñanza virtual, su compromiso y desempeño académico no son afectados.
The objective of this research was to relate academic engagement with achievement motivation in students from private universities in Lima; as well as to identify differences between both variables according to the sex of the participants. 168 young people between 18 and 27 years old participated (M = 22.5, SD = 2.19), of which 70.1% were women and 29.9% men. The Utrecht Work Engagement Scale for Students (UWES-S9) and the Modified Achievement Motivation Attributional Scale (EAML-M) were used. The results show a positive correlation between academic engagement and achievement motivation. Specifically, the vigor dimension (UWES) presented moderate correlations with the dimensions of interest and effort, interaction with the teacher and task/capacity (EAML-M). On the other hand, it was identified that the dimensions of Dedication and Absorption (UWES) have moderate correlations with interest and effort and task/ability (EAML-M). In addition, it was found that women have a greater personal interest in achieving established goals. In conclusion, motivated students become more academically engaged, and in a virtual learning environment, their engagement and academic performance are not affected.
The objective of this research was to relate academic engagement with achievement motivation in students from private universities in Lima; as well as to identify differences between both variables according to the sex of the participants. 168 young people between 18 and 27 years old participated (M = 22.5, SD = 2.19), of which 70.1% were women and 29.9% men. The Utrecht Work Engagement Scale for Students (UWES-S9) and the Modified Achievement Motivation Attributional Scale (EAML-M) were used. The results show a positive correlation between academic engagement and achievement motivation. Specifically, the vigor dimension (UWES) presented moderate correlations with the dimensions of interest and effort, interaction with the teacher and task/capacity (EAML-M). On the other hand, it was identified that the dimensions of Dedication and Absorption (UWES) have moderate correlations with interest and effort and task/ability (EAML-M). In addition, it was found that women have a greater personal interest in achieving established goals. In conclusion, motivated students become more academically engaged, and in a virtual learning environment, their engagement and academic performance are not affected.
Link to repository: http://hdl.handle.net/10757/661946
Discipline: Psicología
Grade or title grantor: Universidad Peruana de Ciencias Aplicadas (UPC). Facultad de Psicología
Grade or title: Licenciado en Psicología
Register date: 3-Nov-2022; 3-Nov-2022
This item is licensed under a Creative Commons License