Estilo motivacional docente, necesidades psicológicas básicas y metacognición en matemática en niños de primaria
DOI:
https://doi.org/10.24310/espsiescpsi.v15i2.14564Keywords:
metacognition, basic psychological needs, motivational styleAbstract
Grounded on Self Determination Theory (SDT), this cross-sectional study aimed to explore the relationship between teacher’s autonomy-supportive and controlling style perceived by students, satisfaction and frustration of basic psychological needs and use of metacognitive skills in mathematics. The sample consisted of 739 students from fifth grade (M age = 10.45, SD = 0.51) from a Peruvian private school network. A path analysis was performed in order to test a model in which motivational teaching style predicted both metacognitive knowledge and regulation via need satisfaction and frustration. The model’s fit indices were optimal (?2 = 14.65, CFI = .99, TLI = .98, RMSEA = .064, SRMR = .029).In this model, perceived autonomy supportive style positively predicted the use of metacognitive knowledge and self-regulation, mediated by the satisfaction of basic psychological needs. On the other hand, perceived controlling teaching style positively predicted metacognitive knowledge, mediated by the frustration of basic psychological needs. Results are discussed using the notion of a Bright and Dark Side of motivation towards mathematics.
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