¿Estudio lo que quiero o lo que debo?Efectos de la motivación en la preferencia de estudio sobre la eficacia percibida, el engagement académico y la ideación de abandonar los estudios universitarios

  1. Merhi, Richard 1
  2. Sánchez-Elvira-Paniagua, Ángeles 2
  3. Palací, Francisco J. 2
  4. Salanova, Marisa 1
  1. 1 Universitat Jaume I
    info
    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

    Geographic location of the organization Universitat Jaume I
  2. 2 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Revista de investigación educativa, RIE

ISSN: 1989-9106

Year of publication: 2025

Issue: 43

Type: Article

DOI: 10.6018/RIE.594561 DIALNET GOOGLE SCHOLAR HANDLE: https://hdl.handle.net/10201/149980

More publications in: Revista de investigación educativa, RIE

Abstract

The present study uses a cross-lagged model in order to analyse the impact of  (intrinsic and extrinsic) motivations on the choice of a university degree. It examines how these motivations affect perceived efficacy, academic engagement, academic results and the tendency to change or drop out. A sample of 198 students from Spanish universities answered a battery of questionnaires before and after the first academic evaluation period of the course. The results show the significant and positive impact of intrinsic (as opposed to extrinsic) motivations on perceived efficacy and academic engagement. On the other hand, it is noted that engagement plays a mediational role in the relationship of motivation and perceived efficacy with the ideation of change and university dropout. The latter indicator is predicted by both lower engagement and poorer academic performance. The data highlight the relevance of an adequate pre-university orientation towards degrees for which the student experiences greater intrinsic motivation, due to its subsequent impact on variables that prevent dropout and change of studies. These actions should be complemented with others that increase the levels of personal resources and well-being of students once they have started their studies.

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