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Explanatory Model of Intrinsic Motivation in University Students
Modelo Explicativo de la Motivación Intrínseca en Estudiantes Universitarios
DOI:
https://doi.org/10.15446/rcp.v34n2.111867Keywords:
intrinsic motivation, university students, procrastination, self-efficacy, achievement orientation, school perception (en)motivación intrínseca, estudiantes universitarios, procrastinación, autoeficacia, orientación al logro, percepción escolar (es)
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Despite numerous studies on intrinsic motivation and its relationship with individual and contextual variables, few investigations explore this relationship using a multivariate approach. This research employs an explanatory design with cross-sectional measures to empirically assess a model examining the direct and indirect associations between intrinsic motivation, achievement orientation, procrastination, school perception, and self-efficacy among 389 non-randomly selected Colombian university students who responded to the instruments via Google Forms. The resulting model demonstrates an adequate practical fitness. In this model, achievement orientation, school perception, and self-efficacy positively and directly influence intrinsic motivation, while procrastination negatively and directly influences self-efficacy. Furthermore, self-efficacy indirectly affects intrinsic motivation through the latent variable of procrastination. These findings support the design of interventions aimed at fostering intrinsic motivation and helping students develop time management and task-planning skills to reduce procrastination and enhance academic performance.
A pesar de los numerosos estudios sobre la motivación intrínseca y su relación con variables individuales y contextuales, pocas investigaciones exploran esta relación utilizando un enfoque multivariante. Esta investigación emplea un diseño explicativo con medidas transversales para evaluar empíricamente un modelo que examina las asociaciones directas e indirectas entre motivación intrínseca, orientación al logro, procrastinación, percepción escolar y autoeficacia en 389 estudiantes universitarios colombianos seleccionados de forma no aleatoria que respondieron a los instrumentos a través de Google Forms. El modelo resultante demuestra una adecuada adecuación práctica. En este modelo, la orientación al logro, la percepción escolar y la autoeficacia influyen positiva y directamente en la motivación intrínseca, mientras que la procrastinación influye negativa y directamente en la autoeficacia. Además, la autoeficacia afecta indirectamente a la motivación intrínseca a través de la variable latente de la procrastinación. Estos resultados apoyan el diseño de intervenciones dirigidas a fomentar la motivación intrínseca y ayudar a los estudiantes a desarrollar habilidades de gestión del tiempo y planificación de tareas para reducir la procrastinación y mejorar el rendimiento académico.
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