Clima motivacional, satisfacción, compromiso y éxito académico en estudiantes angoleños y dominicanos

Abstract

Resumen El objetivo fue triple: validar las versiones portuguesa y española de la Escala de Orientación y Clima Motivacional (MOC), evaluar la invarianza métrica en muestras de estudiantes dominicanos y angoleños, y estudiar las relaciones de las orientaciones y climas motivacionales con aspectos educativos relevantes. Participaron 2302 estudiantes dominicanos y 2028 angoleños de 14 a 18 años. Mediante Análisis Factorial Confirmatorio se comprobó que las cuatro dimensiones hipotetizadas del MOC se ajustaban bien a los datos de ambas muestras. Los resultados más relevantes mostraron que las percepciones de los estudiantes sobre el clima de maestría se relacionaron positivamente con el compromiso escolar y el éxito académico en ambas muestras, mientras que las percepciones del clima de ejecución se relacionaron negativamente con estas variables escolares. Los resultados se discuten en el marco de la teoría de las metas de logro (TML) y en relación con las implicaciones para la práctica educativa.

Spanish Adaptation of Motivational Climate in Education Scale with University Students

“…The scale also demonstrated adequate temporal stability. These are notable contributions made by this research to the literature, since none of the cited versions of this scale [34,38,62] show AVE values for these factors or a temporal stability analysis for the scale. In relation to the discriminant validity, it should be pointed out that an analysis using the HTMT ratio has also been performed in the present study, showing adequate values.…”

“…In relation to the analysis of invariance by gender, the scale is invariant at the configural level-weak and strong-although not in the strict invariance model. In the other four-factor versions of this scale, no factor invariance by gender analysis has been shown, although Gutiérrez et al [62] presented invariance by country.…”

“…The original Stornes and Bru scale [38] also presented adequate goodness-of-fit indices at the psychometric level, but with four factors. In this regard, it should be noted that the four-factor original by Stornes and Bru [38] has recently been validated in Portuguese and Latin American Spanish (The Dominican Republic) by Gutiérrez, Tomás, Gómez, and Moll [62] to measure the orientation and the motivational climate in students from 14 to 18 years of age, and that, in general, it has presented adequate psychometric fits, both in the Portuguese version with the Angolan population and in the version with the Dominican Republic population. Likewise, Gutiérrez and Tomás [34] adapted this four-factor scale to the university population in the Dominican Republic, although this validation presents some indices below the acceptable value, such as the TLI value and the χ 2 /df ratio.…”

The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

“…Although, as we have indicated previously, there are not many studies that investigate the specific variables proposed in this research, there are some studies that also approach the study of the relationship between the engagement and academic self-concept constructs in the adolescent student population. Gutiérrez, Tomás, Gómez, and Moll [ 53 ] showed the relationship between engagement and academic success with perceptions of task orientations where the climate of mastery and effort in the classrooms play a fundamental role in the learning process of students. Schnitzler, Holzberger, and Seidel [ 54 ] maintain the same line of results where it is manifested that those students with the highest level of commitment acquire a beneficial academic self-concept, carrying intrinsic and self-referential motivational implications, in line with our results.…”