¿Estudiante o profesor? Relevancia sobre clima motivacional de clase, motivación y rendimiento

Francisco Leal-Soto; Rodrigo Ferrer-Urbina; Jesús Alonso-Tapia; E. Virna Rivero; Rocío Peredo

doi:10.18800/psico.202301.004

¿Estudiante o profesor? Relevancia sobre clima motivacional de clase, motivación y rendimiento

Translated title of the contribution: Student or teacher? Its relevance on classroom motivational climate, motivation performance

Francisco Leal-Soto
, Rodrigo Ferrer-Urbina
, Jesús Alonso-Tapia
, E. Virna Rivero
, Rocío Peredo

Universidad de Tarapacá
Universidad Autónoma de Madrid
Universidad Mayor de San Andrés, Bolivia

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.

Translated title of the contribution	Student or teacher? Its relevance on classroom motivational climate, motivation performance
Original language	Spanish
Pages (from-to)	87-116
Number of pages	30
Journal	Revista de Psicologia (Peru)
Volume	41
Issue number	1
DOIs	https://doi.org/10.18800/psico.202301.004
State	Published - 2023
Externally published	Yes

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title = "¿Estudiante o profesor? Relevancia sobre clima motivacional de clase, motivaci{\'o}n y rendimiento",

abstract = "Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.",

keywords = "beliefs, expectations, goal orientation, multilevel analysis, structural equation modeling",

author = "Francisco Leal-Soto and Rodrigo Ferrer-Urbina and Jes{\'u}s Alonso-Tapia and Rivero, \{E. Virna\} and Roc{\'i}o Peredo",

year = "2023",

doi = "10.18800/psico.202301.004",

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T1 - ¿Estudiante o profesor? Relevancia sobre clima motivacional de clase, motivación y rendimiento

AU - Leal-Soto, Francisco

AU - Ferrer-Urbina, Rodrigo

AU - Alonso-Tapia, Jesús

AU - Rivero, E. Virna

AU - Peredo, Rocío

PY - 2023

Y1 - 2023

N2 - Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.

AB - Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.

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KW - expectations

KW - goal orientation

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KW - structural equation modeling

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M3 - Article

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ER -

¿Estudiante o profesor? Relevancia sobre clima motivacional de clase, motivación y rendimiento

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