Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students

Just by the end of the last century, the Social Sciences have begun to take an interest in socioemotional skills; especially, in motivation for learning by reporting the incidence that this has on educational performance (Santos and Primi, 2014, Farrington et al., 2012).In this study, our objective...

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Autor principal: Wilkins Masse, Andrés
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Católica de Córdoba. Facultad de Educación 2024
Materias:
motivación para los estudios, Uruguay, desigualdad social
motivation for studies, Uruguay, social inequality
Acceso en línea:https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5567
Aporte de:
Diálogos pedagógicos de Universidad Católica de Córdoba
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spelling I38-R392-article-55672025-09-03T23:56:01Z Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students Incidencia de la motivación hacia el aprendizaje y las expectativas educativas de los estudiantes uruguayos de 3° de Educación Media: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students Wilkins Masse, Andrés motivación para los estudios, Uruguay, desigualdad social motivation for studies, Uruguay, social inequality Just by the end of the last century, the Social Sciences have begun to take an interest in socioemotional skills; especially, in motivation for learning by reporting the incidence that this has on educational performance (Santos and Primi, 2014, Farrington et al., 2012).In this study, our objective is to know the incidence of learning motivation on the educational expectations of high school students. To do so, we start from a quantitative methodology by analyzing the Aristas Media 2018 survey (Instituto Nacional de Evaluación Educativa [INEEd], 2018] to a representative sample of students in 3rd year of high school that evaluates performance in Mathematics and Reading in Spanish. The main findings are that only intrinsic motivation has an impact on short-term educational expectations, while intrinsic and extrinsic motivation to Mathematics have an impact on long-term expectations, taking into account variation effect of other factors. Recién a fines del siglo pasado, las Ciencias Sociales han comenzado a interesarse en las habilidades socioemocionales; especialmente, en la motivación hacia el aprendizaje al reportar la incidencia que esta tiene en el desempeño educativo (Santos y Primi, 2014, Farrington et al., 2012).En este estudio, nuestro objetivo es conocer la incidencia de la motivación hacia el aprendizaje en las expectativas educativas de estudiantes de Educación Media. Para ello, partimos desde una metodología cuantitativa y analizamos la encuesta de Aristas Media 2018 (Instituto Nacional de Evaluación Educativa [INEEd], 2018) a una muestra representativa de estudiantes de 3° de Educación Media, que evalúa el desempeño en Matemática y Lectura. Los principales hallazgos son que, en las expectativas educativas a corto plazo, solo incide la motivación intrínseca, mientras que, en las expectativas a largo plazo, incide la motivación intrínseca y extrínseca a Matemática, teniendo en cuenta el efecto de la variación de otros factores. Universidad Católica de Córdoba. Facultad de Educación 2024-04-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5567 10.22529/dp.2024.22(43)03 Diálogos Pedagógicos; Vol. 22 Núm. 43 (2024): abril - septiembre 2024; 40-61 2524-9274 1667-2003 10.22529/dp.2024.22(43) spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5567/7384 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5567/7385 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5567/7386 Derechos de autor 2024 Andrés Wilkins Masse https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Católica de Córdoba
institution_str I-38
repository_str R-392
container_title_str Diálogos pedagógicos
language Español
format Artículo revista
topic motivación para los estudios, Uruguay, desigualdad social
motivation for studies, Uruguay, social inequality
spellingShingle motivación para los estudios, Uruguay, desigualdad social
motivation for studies, Uruguay, social inequality
Wilkins Masse, Andrés
Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
topic_facet motivación para los estudios, Uruguay, desigualdad social
motivation for studies, Uruguay, social inequality
author Wilkins Masse, Andrés
author_facet Wilkins Masse, Andrés
author_sort Wilkins Masse, Andrés
title Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
title_short Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
title_full Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
title_fullStr Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
title_full_unstemmed Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students: Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
title_sort incidence of motivation towards learning and educational expectations of uruguayan 3rd-year high school students: incidence of motivation towards learning and educational expectations of uruguayan 3rd-year high school students
description Just by the end of the last century, the Social Sciences have begun to take an interest in socioemotional skills; especially, in motivation for learning by reporting the incidence that this has on educational performance (Santos and Primi, 2014, Farrington et al., 2012).In this study, our objective is to know the incidence of learning motivation on the educational expectations of high school students. To do so, we start from a quantitative methodology by analyzing the Aristas Media 2018 survey (Instituto Nacional de Evaluación Educativa [INEEd], 2018] to a representative sample of students in 3rd year of high school that evaluates performance in Mathematics and Reading in Spanish. The main findings are that only intrinsic motivation has an impact on short-term educational expectations, while intrinsic and extrinsic motivation to Mathematics have an impact on long-term expectations, taking into account variation effect of other factors.
publisher Universidad Católica de Córdoba. Facultad de Educación
publishDate 2024
url https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5567
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last_indexed 2025-10-23T14:26:54Z
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