Aburrimiento y disfrute en clase de Lengua española en secundaria: predictores motivacionales y efectos sobre el rendimiento

Abstract

Resumen: Este trabajo intenta analizar, mediante un modelo de ecuaciones estructurales, las relaciones entre motivación autodeterminada, aburrimiento, disfrute y rendimiento en clase de Lengua. La muestra estuvo compuesta por 642 estudiantes de secundaria españoles, con edades comprendidas entre 12 y 18 años, que fueron evaluados en tres momentos sucesivos. Los resultados mostraron que la motivación intrínseca y la regulación identificada predijeron positivamente el disfrute y el rendimiento, y negativamente el aburrimiento; amotivación y regulación externa predijeron positivamente el aburrimiento y negativamente el disfrute y el rendimiento; la regulación introyectada mostró unos resultados menos concluyentes; aburrimiento y disfrute predijeron el rendimiento y mediaron las relaciones entre motivación autodeterminada y rendimiento. Se discuten los resultados y la importancia de la autodeterminación y las emociones académicas en el aula. Palabras clave: Autodeterminación; motivación; emociones académicas; resultados académicos; modelos estructurales.Title: Boredom and enjoyment in the Spanish language classroom in secondary education: Motivational predictors and effects on performance Abstract: The aim of this study was to undertake a structural equation modelling analysis of the relationship between self-determined motivation, boredom, enjoyment, and performance in the Spanish language classroom. The sample consisted of 642 Spanish secondary education students aged 12 to 18 years, who were assessed at 3 successive intervals. The results reveal that intrinsic motivation and identified regulation positively predicted enjoyment and performance, and negatively boredom; amotivation and external regulation positively predicted boredom, and negatively enjoyment and performance; introjected regulation, however, did not yield conclusive results; boredom and enjoyment predicted performance and mediated the relationships between self-determined motivation and performance. The results are discussed in terms of the significance of self-determination and emotions in academic settings. Key words: Self-determination; motivation; academic emotions; academic achievement; structural models. IntroducciónEn nuestras aulas, especialmente a partir de secundaria, no resulta extraño ver estudiantes que dormitan, bostezan, miran el reloj o simplemente se distraen mientras esperan que concluya una sesión de clase que les parece interminable. Por fortuna, en otros muchos casos un timbre sorprende a los alumnos anunciándoles el final de una clase que concluyó mucho antes de lo deseado. Éstos son sólo dos ejemplos que apoyan a diferentes autores (Ainley y Ainley, 2011; Meyer y Turner, 2007;Pekrun, Frenzel, Goetz y Perry, 2007) cuando afirman que las emociones influyen de manera importante sobre el aprovechamiento académico. También lo expresan dos informes recientes sobre la educación en España: así, Fernández, Mena y Riviere (2010) aseguran que el aburrimiento en las clases representa uno de los principales procesos que conduce al fracaso ...

Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class

“…The task value is one of the value appraisals most frequently studied in relation to boredom (Goetz, Frenzel, Stoeger, & Hall, 2010;Goetz et al, 2006;González et al, 2013;Nett et al, 2010;Pekrun et al, 2010;Sánchez Rosas & Bedis, 2015;Tze, 2011). When an activity is negatively valued negative emotions like boredom will instigate (Pekrun & Perry, 2014).…”

“…On the other hand, a negative task value effect and academic self-efficacy on boredom in class was found. This would mean that when students perceive the class as interesting, valuable or useful for future achievements, they experience less boredom (Goetz et al, 2010(Goetz et al, , 2006González et al, 2013;Nett et al, 2010;Pekrun et al, 2010;Sánchez Rosas & Bedis, 2015;Tze, 2011). In addition, the students' confidence in their own abilities to perform well in class would reduce boredom (Artino et al, 2010;Pekrun et al, 2011;Sánchez Rosas, 2015;Tze et al, 2013Tze et al, , 2014.…”

“…The accumulated empirical evidence shows that students experience a wide range of emotions in the classroom (Pekrun & Perry, 2014) and that boredom is one of the most frequent emotions in classes (Ahmed, van der Werf, Kuyper, & Minnaert, 2013;Daniels et al, 2009;Daschmann, Goetz, & Stupnisky, 2011, 2014González, Paoloni, & Rinaudo, 2013;Nett, Goetz, & Hall, 2011;Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010;Pekrun & Perry, 2014;Sánchez Rosas, 2015;Sánchez Rosas & Bedis, 2015;Sharp, Hemmings, Kay, Murphy, & Elliott, 2016;Yazzie-Mintz, 2010). The recent findings show the detrimental impact of boredom on motivation, learning strategies, cognitive resources, selfregulation and academic development of students (Mann & Robinson, 2009;Nett, Goetz, & Daniels, 2010;Pekrun et al, 2010;Pekrun, Goetz, Titz, & Perry, 2002), including absence (Sharp et al, 2016) and school dropout (Bearden, Spencer, & Moracco, 1989), among others.…”

Perceived Emotional Intelligence and Learning Strategies in Spanish University Students: A New Perspective from a Canonical Non-symmetrical Correspondence Analysis

“…The presence of emotional abilities or competences in the academic context is relevant given its impact on the general development of the students ( Costa et al, 2013 ; González et al, 2013 ; Nathanson et al, 2016 ). Several studies have suggested that academic performance is better if the students have emotional skills and are more actively involved in their own education ( Schutte et al, 2001 ; Barchard, 2003 ; Durlak et al, 2011 ; Gutiérrez-Cobo et al, 2017 ).…”

The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents

“…In addition, boredom in school has been associated with high-risk behaviors, such as drinking, drug use, car racing, and criminal actions [75,76]. It is thus important to prevent students’ from having a low commitment in the classroom, as it increases the probability of early school leaving [77].…”