Regulació motivacional, satisfacció i rendiment acadèmic dels estudiants de psicologia

This study applies the Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002) and the motivational construct of Engagement (Schaufeli, Martínez, Marqués, Salanova & Bakker, 2002; Schaufeli, Salanova, González-Roma & Bakker, 2002) to investigate the effects of students‟ motivational self-regulation, Engagement, Perceived competence, and Relatedness on Academic and Occupational Expectancies, Satisfaction, and Academic achievement. The results reveal that: (1) the 214 students of Psychology from the University of Girona that participated in the research show high levels of autonomous regulation (Identified and Intrinsic Motivation), but moderate levels of Engagement (Vigor and Absorption, and a somewhat higher Dedication); (2) Intercorrelations among all the motivational variables considered in the research confirm the predictions of the Self-Determination Theory and the Engagement model of motivation. (3) Perceived competence predicts Academic Expectancies while Intrinsic Motivation and Engagement predict Occupational Expectancies; (4) Amotivation and Cynism (in a negative direction) and Intrinsic Motivation and Engagement (in a positive direction) predict Satisfaction with the degree; and (5) Amotivation (negative direction) and Competence (positive) predict Academic achievement ​
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