Motivación temprana hacia el aprendizaje y rendimiento lector: estudio longitudinal

Abstract

El objetivo del presente estudio longitudinal consistió en examinar el poder predictivo de distintas variables de motivación hacia el aprendizaje, evaluadas en Educación Infantil sobre diferentes aspectos del rendimiento en lectura en 2º de Educación Primaria. La muestra inicial estuvo compuesta por 209 niños de Educación Infantil de 5 a 6 años y sus tutores, de los cuales 179 volvieron a ser evaluados dos años más tarde. En Educación Infantil, los maestros y maestras cumplimentaron la escala de estimación Preschool Learning Behaviors Scale (PLBS; McDermott, Green, Francis, y Stott, 2000) que evalúa las conductas de aprendizaje de competencia-motivación (conductas relacionadas con la anticipación del éxito), atención-persistencia (capacidad de persistir realizando una tarea hasta llegar a completarla) y actitud hacia el aprendizaje (voluntad de participar en las actividades de aprendizaje). Dos años más tarde, se administró la Batería de Evaluación de los ProcesosLectores (PROLEC-R; Cuetos, Rodríguez, Ruano, y Arribas, 2007) para evaluar diferentes aspectos relacionados con el rendimiento lector: procesos de identificación de letras, de acceso al léxico y de procesos sintácticos y semánticos. Los resultados mostraron que las variables de motivación hacia el aprendizaje evaluadas en Educación Infantil son capaces de predecir el rendimiento lector posterior, con un especial peso de la capacidad para persistir ante las tareas. Se comentan las implicaciones de estos hallazgos para la investigación y la práctica psicoeducativa.

Active Home Literacy Environment: parents’ and teachers’ expectations of its influence on affective relationships at home, reading performance, and reading motivation in children aged 6 to 8 years

“…These high expectations, far from being a drawback, are very important and valuable, as it is desirable for all participating families to share these values. These findings are in line with those reported by authors such as Baker and Scher (2002), and Ruiz et al (2019), who emphasized the influence of parents' positive attitudes and beliefs toward reading on their children's motivation and pleasure in reading, through the promotion of literacy practices. More importantly, these positive beliefs are also fundamental to the design of quality literacy activities (Bojczyk et al, 2016;Patel et al, 2021).…”

“…Motivation is a psychological process present in a large part of the activities and behaviors performed by human beings throughout the day in different contexts and situations. The nature of motivation and its effects on young children have led to numerous studies in recent years focused on determining the predictive validity of motivation to explain learning as measured through academic performance and success (2019; Regueiro et al, 2015 ; Guay and Bureau, 2018 ; Siegenthaler-Hierro et al, 2019 ; Rodríguez et al, 2020 ; among others). These attempts have prompted researchers from the fields of psychology, psycho-pedagogy, and education to not only accept the importance of this cognitive capacity in school results, but also in students’ persistence in studies and task completion ( Pintrich, 2003 ; Guay et al, 2010 ; Guay and Bureau, 2018 ).…”

“… Siegenthaler-Hierro et al (2019) and Ruiz et al (2019) allude to the need to investigate the relationship between reading and motivation from an early age. In their works, belonging to the same project, they investigated the association between the learning motivation of 208 children, aged 5 to 6 years, as perceived by their teachers, and their reading ability (decoding of graphemes, lexical, syntactic and semantic processes) measured 2 years later.…”

“…A lesion in the septal area or stressful situations that alter the functioning of the amygdala can lead to changes in brain activity and in the connections that regulate the action of the hippocampus, and thereby, either enhance or impair the learning process. Thus, given the characteristics of reading and learning to read, as well as the role of motivation in this process, we believe it is essential to design programs for reading and learning that seek to improve motivational aspects of reading, such as active HLE programs ( Siegenthaler-Hierro et al, 2019 ; Cho et al, 2021 ).…”