La influencia del apoyo emocional del profesor en el compromiso académico de los estudiantes universitarios: Examinando el papel de la motivación académica a través de la teoría de la autodeterminación.
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- Jet Longakit+−
- Joseph Lobo+−
- Novri Gazali+−
- Lyndie Toring-Aque+−
- Minerva Sayson+−
- Felix Aque Jr.+−
- Teejay Panganiban+−
- Ruben L Tagare Jr.+−
- Alfonso L. Garcia Jr.+−
- John Michael D. Aquino+−
- Jay Mark D. Sinag+−
- Elvie F. Celestial+−
Resumen
A pesar de los numerosos estudios sobre la influencia del apoyo emocional de los docentes en el compromiso estudiantil, hay una escasez de investigaciones sobre cómo la motivación académica mejora la efectividad del apoyo docente en la participación de los estudiantes universitarios. Este estudio investiga el papel mediador de la motivación académica en la relación entre el apoyo emocional del docente y el compromiso estudiantil. Utilizando la Teoría de la Autodeterminación (SDT), examinamos cómo la motivación intrínseca, extrínseca y la desmotivación influyen en el compromiso académico. Este estudio emplea un diseño de investigación cuantitativo y transversal para analizar el papel mediador de la motivación académica en la relación entre el apoyo emocional del docente y el compromiso estudiantil. Un total de 1,250 estudiantes universitarios participaron en la investigación, respondiendo a escalas validadas que miden el apoyo emocional del docente, la motivación académica y el compromiso. Los resultados revelaron que el apoyo emocional del docente predice significativamente tanto la motivación académica como el compromiso estudiantil. Además, la motivación académica media parcialmente esta relación, donde la motivación intrínseca y extrínseca mejoran el compromiso, mientras que la desmotivación lo afecta negativamente. Estos hallazgos resaltan la importancia del apoyo emocional en el fomento de la motivación, lo que conduce a un mayor compromiso académico. El estudio destaca los mecanismos psicológicos subyacentes en el compromiso estudiantil, contribuyendo a la investigación sobre estrategias en la educación superior. Los resultados enfatizan la necesidad de que los educadores creen entornos emocionalmente solidarios para maximizar la motivación y el compromiso de los estudiantes. Las investigaciones futuras deberían explorar diseños correlacionales para establecer causalidad y examinar factores adicionales como el apoyo de los compañeros y los entornos de aprendizaje.
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