Eficacia y motivación de la intervención en la carrera profesional: comparación de las modalidades semipresencial y a distancia
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Este estudio evalúa la eficacia de un programa de intervención sobre los recursos profesionales en las modalidades semipresencial y a distancia, y explora la relación entre los cambios en esos recursos y la motivación autodeterminada. Participaron en intervenciones de carrera en las modalidades semipresencial y a distancia dos grupos de 68 y 72, respectivamente, de estudiantes de educación superior. El programa semipresencial tuvo lugar en un contexto de infusión curricular y estuvo sujeto a evaluación, mientras que el programa a distancia fue totalmente voluntario. Se evaluó al alumnado con pre y post-test sobre cuatro dimensiones de los recursos profesionales. La motivación sobre la experiencia del programa se evaluó después de la intervención. Los resultados indican que, a pesar de algunas diferencias entre las dos modalidades, ambas intervenciones fueron eficaces, con mejoras en tres de las cuatro dimensiones de los recursos profesionales evaluados. La relación fue mayor en el formato mixto del programa, mientras que el alumnado del formato a distancia informó haber experimentado mayores niveles de autonomía durante el programa. A pesar de ello, las variables de motivación no presentaron un poder predictivo relevante en la ganancia de recursos profesionales obtenida a través de la participación en el programa. Las implicaciones para la práctica incluyen la posibilidad de infundir el programa en los planes de estudio de las titulaciones superiores como forma de aumentar la finalización del programa y llegar a diferentes audiencias, así como destacar la importancia de utilizar múltiples enfoques para ampliar su alcance.
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