Motivación y autoconcepto académico de estudiantes universitarios de primer hasta quinto semestre de psicología, Fisioterapia y Trabajo Social
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Fecha
2025
Autores
Gómez Navarro, Keyla Julianny
Silva Gómez, Kelly Johanna
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tuvo como propósito analizar la relación entre la motivación y el autoconcepto académico en los estudiantes universitarios de Psicología, Fisioterapia y Trabajo social en la universidad Simón Bolívar de Cúcuta, con el fin de comprender cómo estos factores afectan su rendimiento académico. Mediante ello, se desarrolló desde un enfoque cualitativo bajo el paradigma hermenéutico-interpretativo, orientado a comprender las experiencias subjetivas de los estudiantes sobre su motivación, identidad académica y los factores internos y externos que influyen en su proceso educativo. Además, se aplicó una entrevista y un grupo focal, en el cual estos instrumentos evaluaron, la motivación, autoconcepto académico y la autoeficacia, donde se entrevistaron a 47 estudiantes que participaron en la entrevista y 15 en el grupo focal.
El análisis de la gráfica de codificación muestra que la motivación intrínseca obtuvo el mayor número de cifras, lo cual indica que es el factor más influyente en la experiencia académica de los estudiantes universitarios, ya que la motivación intrínseca es el principal motor del aprendizaje, vinculada con el interés personal, la curiosidad y la satisfacción por aprender. En contraste, la motivación extrínseca, la autoeficacia y la autoimagen presentaron menor cifras, aunque mantienen una relación significativa con el autoconcepto académico, mostrando que los estudiantes con una percepción positiva de sí mismos tienden a mantener mayor compromiso y resiliencia frente a los retos académicos. En general, los resultados confirman que el aprendizaje significativo se sostiene principalmente en factores internos de motivación, reforzados por la autoconfianza y la percepción de competencia personal.
The purpose of this research was to analyze the relationship between motivation and academic self-concept in university students studying psychology, physical therapy, and social work at Simón Bolívar University in Cúcuta, in order to understand how these factors affect their academic performance. To this end, a qualitative approach was developed under the hermeneutic-interpretive paradigm, aimed at understanding the students' subjective experiences regarding their motivation, academic identity, and the internal and external factors that influence their educational process. In addition, an interview and a focus group were conducted, in which these instruments assessed motivation, academic self-concept, and self-efficacy. Forty-seven students participated in the interview and 15 in the focus group. Analysis of the coding graph shows that intrinsic motivation obtained the highest number of figures, indicating that it is the most influential factor in the academic experience of university students, since intrinsic motivation is the main driver of learning, linked to personal interest, curiosity, and satisfaction in learning. In contrast, extrinsic motivation, self-efficacy, and self-image received lower scores, although they maintain a significant relationship with academic self-concept, showing that students with a positive perception of themselves tend to maintain greater commitment and resilience in the face of academic challenges. Overall, the results confirm that meaningful learning is mainly sustained by internal motivational factors, reinforced by self-confidence and the perception of personal competence.
The purpose of this research was to analyze the relationship between motivation and academic self-concept in university students studying psychology, physical therapy, and social work at Simón Bolívar University in Cúcuta, in order to understand how these factors affect their academic performance. To this end, a qualitative approach was developed under the hermeneutic-interpretive paradigm, aimed at understanding the students' subjective experiences regarding their motivation, academic identity, and the internal and external factors that influence their educational process. In addition, an interview and a focus group were conducted, in which these instruments assessed motivation, academic self-concept, and self-efficacy. Forty-seven students participated in the interview and 15 in the focus group. Analysis of the coding graph shows that intrinsic motivation obtained the highest number of figures, indicating that it is the most influential factor in the academic experience of university students, since intrinsic motivation is the main driver of learning, linked to personal interest, curiosity, and satisfaction in learning. In contrast, extrinsic motivation, self-efficacy, and self-image received lower scores, although they maintain a significant relationship with academic self-concept, showing that students with a positive perception of themselves tend to maintain greater commitment and resilience in the face of academic challenges. Overall, the results confirm that meaningful learning is mainly sustained by internal motivational factors, reinforced by self-confidence and the perception of personal competence.
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Palabras clave
Motivación intrínseca, Motivación extrínseca, Autoconcepto académico, Rendimiento escolar, Jóvenes universitarios
