ABSTRACT
Resumen En este estudio experimental se presentan los resultados de un programa psicoeducativo de mindfulness sobre la motivación del logro y motivación para el aprendizaje aplicado a una muestra de estudiantes inmigrantes de origen latinoamericano que viven en el sureste español. La muestra se compone de 50 estudiantes, de los cuales 25 forman el grupo experimental y 25 el grupo de control. El programa de intervención se llevó a cabo durante 10 semanas. Los resultados muestran diferencias estadísticamente significativas entre los grupos en la variable motivación de logro y en tres de las seis dimensiones de la variable motivación para el aprendizaje (autoeficacia, control y ansiedad). El estudio confirma la eficacia del programa de mindfulness para mejorar los niveles de motivación del logro y la motivación para el aprendizaje en los jóvenes latinoamericanos procedentes de la inmigración. Se destaca la conveniencia de la utilización de estos programas dentro del currículum educativo.
Abstract In this experimental study, we present the results of a mindfulness psycho-educational program on achievement motivation and motivation for learning applied to a sample of immigrant students of Latin American origin living in southeastern Spain. The sample consists of 50 students, of which 25 form the experimental group and 25 the control group. The intervention program was carried out for 10 weeks. The results show statistically significant differences between both groups in motivation for achievement and in three of the six dimensions of motivation for learning (self-efficacy, control and anxiety). The study confirms the effectiveness of the mindfulness program to improve the levels of achievement motivation and motivation for learning in Latin American youth immigrants. The convenience of using these programs within the educational curriculum is highlighted.
Subject(s)
Humans , Male , Female , Adolescent , Students/psychology , Emigrants and Immigrants/psychology , Mindfulness/methods , Motivation , Achievement , Spain , Case-Control Studies , Surveys and Questionnaires , Analysis of Variance , Latin America , LearningABSTRACT
Resumen El estudio se propuso determinar las diferencias en percepción de autoeficacia académica, bienestar psicológico y motivación al logro académico en estudiantes universitarios con alto y bajo desempeño académico. De una muestra de 495 estudiantes universitarios se identificó a 60 con alto desempeño (M = 9.67, DE = .10 promedio académico) y 60 con bajo desempeño (M = 8.17, DE = .18 promedio académico). Los resultados de la prueba de regresión logística sugirieron que la autoeficacia académica (OR = 2.52) y la motivación al logro relacionada con la maestría (OR = 4.98) se asocian de forma positiva con la pertenencia de estudiantes al grupo de alto desempeño, mientras el bienestar psicológico en las relaciones sociales lo hace de forma negativa. Se concluyó que la autoeficacia y la orientación al logro favorecen el logro académico y que el bienestar no es una variable relacionada con este tipo de desempeño.
Abstract The purpose of the study is to determine the differences in perception of academic selfefficacy, psychological well-being and motivation to academic achievement in college students with high and low academic performance. From a sample of 495 college students, 60 were identified with high performance (M = 9.67, SD = .10 grade point average) and 60 underperforming (M = 8.17, SD = .18 grade point average). The results of logistic regression test suggest that academic self-efficacy (OR = 2.52) and motivation to related achievement with expertise (OR = 4.98) are positively associated with the high-performance students´ membership, while the psychological well-being in social relations does so negatively. It is concluded that self-efficacy and achievement orientation promote academic achievement and that wellbeing is not a variable related to this type of performance.
ABSTRACT
Las expectativas laborales positivas representan la confianza que tienen los jóvenes de un futuro prometedor en términos de desarrollo laboral y económico. La obtención de un trabajo cualificado y un mejor ingreso es importante en el ajuste social adecuado en la vida de los jóvenes. Este estudio analiza la influencia de distintas variables psicosociales de hijos y padres sobre las expectativas laborales de los hijos adolescentes de beneficiarios del Programa Oportunidades. Los hogares inscritos en este programa son considerados como hogares que viven en condiciones de pobreza. Se analizaron datos de 1.093 jóvenes (55.8% hombres), con un promedio de edad de 14.92 (±1.29) años y de 1.049 madres y 545 padres con una edad promedio de 46.21 (±13.43) y 49.58 (±14.17) años, respectivamente. Se realizaron regresiones lineales múltiples con variables medidas en los padres y las madres por separado, con las que se identificaron predictores significativos de las expectativas laborales positivas de adolescentes que viven en condiciones de pobreza, provenientes de entornos tanto urbanos como rurales. Los resultados indican que la esperanza de obtener estabilidad económica en el futuro en estos jóvenes depende más bien de aspectos personales, por ejemplo, habilidades sociales y de aspectos familiares, por ejemplo interacciones familiares no punitivas ni coercitivas; más que del género o de sus habilidades cognitivas, aunque los jóvenes de localidades urbanas reportan perspectivas laborales más optimistas. Los datos provienen de una muestra probabilística nacional de hogares beneficiarios del Programa Oportunidades en México, lo que permite extender los resultados a otros jóvenes que viven en condiciones similares.
Positive employment expectations represent the confidence that young people have of a promising future in terms of employment and economic development. Obtaining a skilled job and a better income is important in terms of the adequate social adjustment of youth to the adult life. The aim of this study was to determine what factors may predict positive employment expectations in the adolescent offspring of beneficiaries of the Opportunities Program of Mexico. Households enrolled in this program are considered as households living in poverty. The program aims to reduce poverty in the current generation by conditioned cash transfers; in order to alleviate poverty in the next generation through investment in the offsprings human capital (education, nutrition, and health). The participants come from a probability sample of beneficiaries of Opportunities households with program-recertification data and proceeding from non-indigenous communities with 45 or more households. From this selection, a national sample of 2112 households was obtained. Of these 2112 households, in the first survey were interviewed the program household holder, which is usually the wife or a single parent, and the spouses, if they were available. Subsequently, from the original 2112 households there were selected those households with teenage children and we returned to those households in the second survey to interview the teenage children of the program household holder interviewed in the first survey. Data of 1093 children, 1049 mothers, and 545 fathers were obtained from both surveys. The sample of children had an average age of 14.92 (± 1.29) years, 55.8% of them were male, and 55.2% lived in an urban area. The sample of mothers had an average age of 46.21 (± 13.43) years, and the sample of fathers had an average age of 49.58 (± 14.17) years. Self-reports from both children and parents were obtained separately from both surveys. Self-reports from the children measured work expectations, cognitive abilities, psychopathology, social competence, school attitude, relationship with peers, social support, adverse life events, and perceived parenting practices and family conflict. Self-reports from the parents measured self-control, achievement motivation, social maladjustment, and social competence. Two models of multiple linear regression were performed to analyze the influence of the variables measured in the mother and father separately, in addition to the measured variables in the children.The results showed that the perception of social competence at school, positive attitude toward school, and social support consistently played an important role in predicting positive employment expectations. Positive peer relationship also has a positive influence; so that higher perceived social popularity predicted higher level of positive work expectations. Additionally, behavioral control parent practices, as perceived by the children, positively influenced the employment expectations of the adolescents. In contrast, the report of externalizing symptoms reduces their employment prospects. Likewise, maternal practices of autonomy, parental psychological control practices and conflicting family relationships, as perceived by the children, negatively affect the positive employment prospects of young people. Neither the gender of the adolescents nor their intellectual abilities influenced their work expectations; but the type of locality they live in did: the urban adolescents reported higher levels of positive work expectations. In summary, this analysis allows to identify significant predictors of positive work expectations of adolescents living in poverty, from both urban and rural settings. The results suggest that increasing the hope of gaining economic stability in the future largely depends on stimulate the social skills of young people and on eradicate punitive and coercive family interactions. It can be expected that interventions to improve social skills of the adolescents and to encourage more positive family interactions would promote greater economic stability in the future of young people living in poverty.
ABSTRACT
Tres fueron los objetivos: a) explorar la influencia que ejercen las metas sociales y de logro (aproximación/evitación) en el esfuerzo y diversión de los estudiantes de Educación Física, b) examinar los perfiles motivacionales de los adolescentes desde un marco holístico y c) estudiar las posibles diferencias entre perfiles en el esfuerzo y la diversión autoinformados. Los participantes fueron 479 estudiantes de secundaria (M = 14.36, DE = 1.58). Las metas de aproximación-maestría y evitación-amistad fueron los únicos predictores positivos del esfuerzo, mientras que las metas de aproximación-maestría y aproximación-amistad fueron los únicos predictores positivos de la diversión. Emergieron tres perfiles de clúster: (a) metas sociales bajas, (b) metas altas y (c) metas sociales altas y de logro moderadas a bajas, siendo los dos últimos más adaptativos. Los estudiantes varones se divirtieron significativamente más que las mujeres.
The present study had three goals: a) to explore the influence of social and achievement goals (approach-avoidance), individually and together, on physical education studentseffort and enjoyment, b) to examine the studentsmotivational profiles from a holistic framework, and c) to study existing profiles differences in studentsself-informed effort and enjoyment. 479 secondary education students participated in the study (M = 14.36, SD = 1.58). Results showed that mastery-approach and friendship-avoidance goals were the only positive predictors of effort, while mastery-approach and friendship-approach goals were the only positive predictors of enjoyment. Three clusters emerged from the sample: (a) low social goals, (b) high social and achievement goals, and (c) high social goals and medium-low achievement goals. The last two clusters were more adaptive. Males showed higher enjoyment scores than females.
