Papel de la motivación en el rendimiento académico del alumnado de Psicología del Desarrollo

Résumé

The following objectives were proposed in this study: 1st, to know the factorial structure of CEAM (an adaptation of MSLQ) referred to the motivation section applied to students of Developmental Psychology in the UNED; 2nd, analyze the relationship between the performance obtained in such subject in February and the CEAM scores in two evaluation moments (beginning of the course and when the February exams took place). A factorial structure composed of three factors that roughly considered the original components, that is, value, expectation and emotions, was obtained. The emotion component (named concern by us) showed predictive and concurrent validity. It reliably and negatively correlated to performance in the February exam both, at the beginning of the course and at the imminent dates of such exam. Also, it showed predictive validity with respect to the final grade (average of the February and June grades). For its part, the expectation component required a longer period of contact with the subject to show a significant and positive relationship with performance.