Factores de la motivación en estudiantes de primer semestre de Psicología de la Universidad Simón Bolívar
No hay miniatura disponible
Fecha
2025
Autores
Amador Tamara, Tatiana
Ochoa Redondo, Danilo
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La motivación académica es un factor determinante en el rendimiento y permanencia de los estudiantes universitarios durante su adaptación a la educación superior. Esta investigación tuvo como objetivo identificar los factores que inciden en la motivación de los estudiantes de primer semestre de Psicología de la Universidad Simón Bolívar, considerando la importancia de este período de transición académica. Se empleó un enfoque descriptivo con encuestas estructuradas y entrevistas semiestructuradas aplicadas a estudiantes de 16 a 25 años, evaluando la motivación de logro, la responsabilidad académica y el rendimiento estudiantil. Los resultados mostraron que la motivación intrínseca y la extrínseca desempeñan roles fundamentales en la adaptación al entorno universitario, siendo el apoyo social, la autoeficacia y la percepción de logro académico factores determinantes. Se halló una correlación significativa entre la motivación de logro y el rendimiento académico, mientras que la ausencia de apoyo institucional y estrategias de estudio inadecuadas afectan negativamente el desempeño. Asimismo, se identificó que el entorno familiar, el acceso a recursos educativos y la implementación de metodologías pedagógicas innovadoras son elementos cruciales para el compromiso y la permanencia universitaria. La autonomía y la autorregulación emergieron como factores influyentes que permiten a los estudiantes desarrollar hábitos de estudio efectivos y mantener la motivación sostenida. Estos hallazgos subrayan la necesidad de diseñar estrategias pedagógicas integrales y programas de acompañamiento que fortalezcan la motivación, contribuyendo al desarrollo de políticas institucionales que favorezcan el éxito académico y la continuidad durante el primer semestre universitario.
Academic motivation is a determining factor in the performance and retention of university students during their adaptation to higher education. This research aimed to identify the factors that influence the motivation of first-semester Psychology students at Simón Bolívar University, considering the importance of this period of academic transition. A descriptive approach was employed using structured surveys and semi-structured interviews applied to students aged 16 to 25, evaluating achievement motivation, academic responsibility, and student performance. The results showed that both intrinsic and extrinsic motivation play fundamental roles in adapting to the university environment, with social support, self-efficacy, and the perception of academic achievement being key determinants. A significant correlation was found between achievement motivation and academic performance, while the absence of institutional support and inadequate study strategies negatively affect performance. Likewise, it was identified that the family environment, access to educational resources, and the implementation of innovative pedagogical methodologies are crucial elements for student commitment and university persistence. Autonomy and self-regulation emerged as influential factors that enable students to develop effective study habits and maintain sustained motivation. These findings highlight the need to design comprehensive pedagogical strategies and support programs that strengthen student motivation, contributing to the development of institutional policies that foster academic success and continuity during the critical first semester of university studies.
Academic motivation is a determining factor in the performance and retention of university students during their adaptation to higher education. This research aimed to identify the factors that influence the motivation of first-semester Psychology students at Simón Bolívar University, considering the importance of this period of academic transition. A descriptive approach was employed using structured surveys and semi-structured interviews applied to students aged 16 to 25, evaluating achievement motivation, academic responsibility, and student performance. The results showed that both intrinsic and extrinsic motivation play fundamental roles in adapting to the university environment, with social support, self-efficacy, and the perception of academic achievement being key determinants. A significant correlation was found between achievement motivation and academic performance, while the absence of institutional support and inadequate study strategies negatively affect performance. Likewise, it was identified that the family environment, access to educational resources, and the implementation of innovative pedagogical methodologies are crucial elements for student commitment and university persistence. Autonomy and self-regulation emerged as influential factors that enable students to develop effective study habits and maintain sustained motivation. These findings highlight the need to design comprehensive pedagogical strategies and support programs that strengthen student motivation, contributing to the development of institutional policies that foster academic success and continuity during the critical first semester of university studies.
Descripción
Palabras clave
Adaptación universitaria, Apoyo social, Autoeficacia, Estudiantes universitarios, Motivación académica, Rendimiento académico
