Motivación, Rendimiento en Matemáticas y Prácticas Familiaresun Estudio de su Relación en 1º de Educación Primaria

  1. Raquel De Sixte
  2. Álvaro Jáñez
  3. Marta Ramos
  4. Javier Rosales
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 1

Páginas: 67-75

Tipo: Artículo

Otras publicaciones en: Psicología educativa

Resumen

Esta investigación aporta datos sobre la motivación en edades tempranas y su impacto sobre el rendimiento matemático, incluyendo a la familia como agente educativo esencial. Se obtuvo una muestra de 127 alumnos de 1º de Educación Primaria y sus progenitores. Se evaluó el rendimiento de los estudiantes y sus diferentes tipos de motivación (intrínseca, identificada y controlada), las prácticas matemáticas formales e informales en el hogar y la importancia percibida respecto a ese contenido. Los datos sugieren que los alumnos distinguen especialmente las formas de motivación más autodeterminadas (intrínseca e identificada). La motivación identificada guarda una relación significativa con el rendimiento matemático. La importancia percibida de los padres respecto a las matemáticas predice el desarrollo de una motivación intrínseca hacia dicho contenido, mientras que la práctica formal predice el desarrollo de una preocupante motivación controlada. En cuanto al rendimiento, encontramos una relación significativa negativa con las prácticas informales del hogar.

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