Estilo motivacional docente, necesidades psicológicas básicas y metacognición en matemática en niños de primaria
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https://doi.org/10.24310/espsiescpsi.v15i2.14564Palabras clave:
metacognición, necesidades psicológicas básicas, estilo motivacionalResumen
Desde la Teoría de la Autodeterminación, el presente estudio exploró las relaciones entre el estilo motivacional docente de apoyo a la autonomía y de control percibido, la satisfacción y frustración de las necesidades psicológicas básicas y el uso de habilidades metacognitivas en matemática. La muestra estuvo compuesta por 739 estudiantes de quinto de primaria (M edad = 10.45, DE = 0.51) de una red de colegios peruanos. Se realizó un análisis de senderos para evaluar un modelo donde los estilos de motivación predijeran el conocimiento y la regulación metacognitiva a través de la satisfacción y frustración de necesidades. Los índices de ajuste del modelo fueron óptimos (?2= 14.65, CFI= .99, TLI= .98, RMSEA= .064 SRMR= .029) En este modelo, la percepción de apoyo a la autonomía predijo de forma positiva el uso del conocimiento y regulación metacognitiva, mediado por la satisfacción de necesidades psicológicas básicas. Por otro lado, la percepción de control docente predijo positivamente el uso del conocimiento metacognitivo, mediado por la frustración de necesidades. Los resultados son discutidos en relación al “Bright side” y “Dark side” de la motivación hacia las matemáticas.
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