Intervención psicoeducativa cognitivo-motivacional en el modelo de aceleración del aprendizaje
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Fecha
2021
Autores
Moreno Mendoza, Inés Lizeth
Álvarez-Maestre, Annie Julieth
Hernández Rincón, Anyeli Jimena
Melenge-Escudero, James Alexander
Vallejo-Córdoba, Silvana
Mendoza Rincón, Beatriz Milagros
Pérez-Fuentes, Carlos Alfredo
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Universidad Central de Venezuela
Resumen
El estudio se desarrolla desde la metodología
investigación-acción en educación, y corresponde a
un proceso de intervención psicoeducativa que busca
favorecer la dimensión cognitivo - motivacional
en estudiantes en condición de extra edad del
grado aceleración del aprendizaje. Después de
la identificación de las necesidades del grupo y el
diagnóstico cognitivo motivacional, se estableció
como objetivo incrementar el nivel motivacional
general de los participantes del estudio por medio
de un programa psicoeducativo basado en la teoría
motivacional de Pintrich. Este estudio se elaboró a
través de 4 fases desde el modelo de Stringer: detección
del problema, elaboración del plan, implementaciónevaluación
y retroalimentación. Para determinar la
efectividad del programa se empleó un diseño preexperimental
preprueba/posprueba con un solo grupo
preestablecido. El resultado de la prueba de rangos con signo de Wilcoxon fue de 0,32E-4 por debajo del nivel de
significancia P<0,05, evidenciándose una diferencia
significativa en las medias del puntaje obtenido antes
y después del programa psicoeducativo. La magnitud
del efecto por medio de la d de Cohen, identifica un
nivel grande de efectividad, d=6,81 con respecto al
programa diseñado y aplicado. Los participantes
aumentaron su nivel de motivación general, desde
un nivel bajo predominante en la preprueba (65,2 %)
a un nivel alto predominante en la posprueba
(87 %). Se puede concluir que se logró el objetivo
general de la investigación aplicada incrementando
por medios intrínsecos al programa formativo los
niveles cognitivo-motivacionales, fortaleciendo la
autorregulación, la autoestima y la permanencia de
los estudiantes en el sistema educativo.
The presented study is developed from the research action methodology in education and corresponds to a process of psychoeducational intervention that seeks to favor the cognitive-motivational dimension in students in a condition of extra age of the degree acceleration of learning. After the identification of the group’s needs and the motivational cognitive diagnosis, the objective was to increase the general motivational level of the study participants through a psychoeducational program based on Pintrich’s motivational theory. This study was carried out through 4 phases from the Stringer model: problem detection, plan development, implementation-evaluation, and feedback. To determine the effectiveness of the program, a pre-test/post-test pre-experimental design with a single pre-established group was used. The result of the Wilcoxon signed-rank test was 0.32E-4 below the significance level P<0.05, showing a significant difference in the means of the score obtained before and after the psychoeducational program. The magnitude of the effect using Cohen’s d identifies a large level of effectiveness, d = 6.81 with respect to the program designed and applied. Participants increased their general motivation level, from a low level prevailing in the pre-test (65.2 %) to a high level prevailing in the post-test (87 %). It can be concluded that the general objective of applied research was achieved by increasing cognitive-motivational levels by intrinsic means to the training program, strengthening selfregulation, self-esteem, and the permanence of students in the educational system.
The presented study is developed from the research action methodology in education and corresponds to a process of psychoeducational intervention that seeks to favor the cognitive-motivational dimension in students in a condition of extra age of the degree acceleration of learning. After the identification of the group’s needs and the motivational cognitive diagnosis, the objective was to increase the general motivational level of the study participants through a psychoeducational program based on Pintrich’s motivational theory. This study was carried out through 4 phases from the Stringer model: problem detection, plan development, implementation-evaluation, and feedback. To determine the effectiveness of the program, a pre-test/post-test pre-experimental design with a single pre-established group was used. The result of the Wilcoxon signed-rank test was 0.32E-4 below the significance level P<0.05, showing a significant difference in the means of the score obtained before and after the psychoeducational program. The magnitude of the effect using Cohen’s d identifies a large level of effectiveness, d = 6.81 with respect to the program designed and applied. Participants increased their general motivation level, from a low level prevailing in the pre-test (65.2 %) to a high level prevailing in the post-test (87 %). It can be concluded that the general objective of applied research was achieved by increasing cognitive-motivational levels by intrinsic means to the training program, strengthening selfregulation, self-esteem, and the permanence of students in the educational system.
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Palabras clave
Motivación escolar, Aceleración del aprendizaje, Fracaso escolar, Desmotivación académica, Investigación-acción en educación, School motivation, Acceleration of learning, School failure, academic demotivation, Action research in education
