Motivational profiles related to the academic satisfaction of university students

Abstract

Los objetivos del estudio fueron identificar los perfiles motivacionales de estudiantes universitarios y evaluar sus diferencias en cuanto a la satisfacción académica. Los participantes fueron 882 estudiantes con edades comprendidas entre los 17 y 50 años, procedentes de nueve universidades chilenas. Los perfiles motivacionales se identificaron mediante análisis de conglomerados, siguiendo la combinación de métodos jerárquicos y no jerárquicos. El análisis de conglomerados se realizó incluyendo las siguientes variables motivacionales: (1) motivación autónoma, (2) motivación controlada, (3) percepción de apoyo a la autonomía, y (4) percepción de control de la autonomía. Las diferencias entre los perfiles se evaluaron a través de la prueba Anova unifactorial, considerando el cálculo del tamaño del efecto y el análisis post-hoc de Games-Howell. Los resultados del análisis de conglomerados apoyaron una solución de cuatro perfiles motivacionales: mala calidad (n = 167), baja cantidad (n = 144), buena calidad (n = 333), y alta cantidad (n = 238). Además, los estudiantes agrupados en los perfiles con mayores niveles de autonomía para el aprendizaje, presentaron los niveles más altos de satisfacción académica. Como conclusión, se destaca la importancia que tienen los factores motivacionales para facilitar el desarrollo del bienestar de los estudiantes universitarios. The aims of the study were to identify the motivational profiles of university students and to assess their differences according the academic satisfaction. The participants were 882 students aged 17 to 50, from nine Chilean universities. Motivational profiles were identified by cluster analysis, following the combination of hierarchical and non-hierarchical methods. The cluster analysis was perform including the following motivational variables: (1) autonomous motivation, (2) controlled motivation, (3) perception of autonomy support, and (4) perception of autonomy control. The differences among the profiles were assessed through the one way Anova test, considering the effect size calculation, and the Games-Howell post-hoc analysis. The cluster analysis results supported a four motivational profiles solution: poor quality (n = 167), low quantity (n = 144), good quality (n = 333), and high quantity (n = 238). Moreover, students grouped into profiles with higher levels of autonomy for learning, presented the highest levels of academic satisfaction. In conclusion, the importance of motivational factors to facilitate the development of university students’ well-being is highlighted.

Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels

“…Based on the first of the proposed objectives, to analyze the motivational profiles that might exist in a sample of PE students, four types of motivational profiles were found. These results are in line with those found by Sánchez-Oliva et al [32] in a sample made up of 1690 students and Manzano-Sánchez et al [9] with 768 students, both groups with a mean age of 13, while Vergara-Morales et al [14] found these same profiles among university students. However, results indicate no agreement with studies such as the one by Moreno et al [52] who found three profiles, Haerens et al [53] with five profiles, and Valle et al [13], six profiles.…”

“…Motivation has been studied through motivational profiles employing a cluster analysis from different approaches, such as in the field of PE [7][8][9], sports [5,10,11] and university students [12][13][14], among others. SDT encompasses, in turn, the Basic Psychological Needs (BPN) theory, which highlights the presence of three psychological needs: competence (focused on mastery of skills), autonomy (oriented to the development of good actions) and relationship (aimed at connecting and giving affection to others) which, when developed, promote progress in motivation [15].…”

The Context of the Covid-19 Pandemic and its Effect on the Self-Perception of Professional Competences by University Students of Business Administration

“…In the same line of thought as the previous author, in the study of [10], it is pointed out that the context of the pandemic has not only made the existing deficiencies and major inequities more noticeable, which already made it difficult to achieve the achievement of competencies in the university students in the faceto-face context, has also brought to light the deficiencies of acquiring these skills through virtual environments.…”

Engagement, motivación académica y ajuste de estudiantado universitario

“…Otra de las variables relevantes para el ajuste es la motivación, definida como aquellas fuerzas percibidas que mueven a la persona a actuar, se enfoca en los procesos internos que las llevan a actuar (Ryan y Deci, 2019;Stover et al, 2017). En términos educativos, reside en el tipo de motivación que el estudiantado emplea para el logro de sus metas académicas (Vergara-Morales et al, 2019).…”