Motivación del alumnado universitario: entre desmotivación y motivación intrínseca

Louis Pierre Philippe Homont; José Antonio Alcoceba Hernando

doi:10.31637/epsir-2025-306

Authors

Louis Pierre Philippe Homont Universidad Complutense de Madrid https://orcid.org/0000-0003-1947-6407
José Antonio Alcoceba Hernando Universidad Complutense de Madrid https://orcid.org/0000-0003-3190-5155

DOI:

https://doi.org/10.31637/epsir-2025-306

Keywords:

University students, Motivation, Amotivacion, Self-Determination Theory, Intrinsic motivacion, Extrinsic motivation, University, Learning

Abstract

Introduction: Nowadays, student motivation has become a concern issue for university teachers. Based on Self-Determination Theory, the current research considers three types of motivation: intrinsic motivation, extrinsic motivation, and amotivation, and aims (1) to identify the motivation types to which students are more sensitive and (2) to know their evolution during the semester. Methodology: To this end, two questionnaires were submitted to students in seven classes from two Spanish public universities at the beginning and at the end of the semester. In total, 105 students responded. Results: It appears that amotivation, although high, decreases during the semester and that intrinsic motivation dominates extrinsic motivation. Also, many of the unmotivated people ended up intrinsically motivated, while this type of motivation is associated with higher levels of motivation in general. Discussion: These findings point to an amotivation reduction that should lead to apply new teaching methods to promote student motivation, such as carrying out group work or recurring feedback on the students' progress. Conclusions: To achieve it, the use of qualitative methods that allow in-depth knowledge of student motivation appears necessary.

Downloads

Download data is not yet available.

Author Biographies

Louis Pierre Philippe Homont, Universidad Complutense de Madrid

Assistant Professor in the Department of Sociology: Methodology and Theory in the Faculty of Information Sciences at the Complutense University of Madrid (UCM). He is a member of the UCM Research Group "Social Identities and Communication" and a PhD student in Audiovisual Communication, Advertising and Public Relations (UCM). His main lines of research are political and public sector communication, the management of intangible assets in the public sector and digital communication. His recent research includes studies on populism and national-populism as political communication strategies, the use of digital media to involve citizens in the management of collective affairs and the effects of motivation on such involvement.

José Antonio Alcoceba Hernando, Universidad Complutense de Madrid

PhD in Information Sciences from the UCM (Madrid-Spain). Professor in the Department of Sociology: Methodology and Theory in the Faculty of Information Sciences (UCM) where he teaches Communication Theory, Sociology of Communication, Social Production of Communication. His main lines of research are the social production of communication and the sociology of communication and youth. He has 2 sexenios of research and his recent publications include those published in, UOC, 2019, OBETS, 2021, Historia y Comunicación Social, 2022, Estudios sobre el Mensaje Periodístico, 2023.

References

Adler, I., Schwartz, L., Madjar, N. y Zion, M. (2018). Reading between the lines: The effect of contextual factors on student motivation throughout an open inquiry process. Social Education, 102(4), 820-855. https://doi.org/10.1002/sce.21445 DOI: https://doi.org/10.1002/sce.21445

Barrick, M. R., Mount, M. K. y Li, N. (2013). The theory of purposeful work behavior: The role of personality, higher-order goals, and job characteristics. Academy of Management Review, 38(1), 132-153. https://doi.org/10.5465/amr.2010.0479 DOI: https://doi.org/10.5465/amr.2010.0479

Bock, G. W., Zmud, R. W., Kim, Y. G. y Lee, J. N. (2005). Behavioral intention formation in knowledge sharing: Examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. MIS Quarterly, 29(1), 87-111. https://doi.org/10.2307/25148669 DOI: https://doi.org/10.2307/25148669

Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105-115. https:///doi/10.1037/h0030644 DOI: https://doi.org/10.1037/h0030644

Deci, E. L. (1975). Intrinsic Motivation. Plenum Press. DOI: https://doi.org/10.1007/978-1-4613-4446-9

Deci, E. L. y Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behaviour. Plenum Press. DOI: https://doi.org/10.1007/978-1-4899-2271-7

Deci, E. L., Koestner, R. y Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(3), 627-668. https://psycnet.apa.org/doi/10.1037/0033-2909.125.6.627 DOI: https://doi.org/10.1037//0033-2909.125.6.627

Di Domenico, S. I. y Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience, 11, 145. https://doi.org/10.3389/fnhum.2017.00145 DOI: https://doi.org/10.3389/fnhum.2017.00145

Gagné, M. y Deci, E. L. (2005). Self-Determination Theory and Work Motivation. Journal of Organizational Behavior, 26(4), 331-362. https://doi.org/10.1002/job.322 DOI: https://doi.org/10.1002/job.322

González, I., Vázquez, M. y Zavala, M. (2021). La desmotivación y su relación con factores académicos y psicosociales de estudiantes universitarios. Revista Digital de Investigación en Docencia Universitaria, 15(2), e1392. https://doi.org/10.19083/10.19083/ridu.2021.1392 DOI: https://doi.org/10.19083/ridu.2021.1392

Kikuchi, K. (2015). Demotivation in Second Language Acquisition. Insights from Japan. Multilingual Matters. DOI: https://doi.org/10.21832/9781783093953

Luria, E., Shalom, M. y Levy, D. A. (2021). Cognitive Neuroscience Perspectives on Motivation and Learning: Revisiting Self-Determination Theory. Mind, Brain, and Education, 15(1), 5-17. https://doi.org/10.1111/mbe.12275 DOI: https://doi.org/10.1111/mbe.12275

Mares, G., Rocha, H., Rivas, O., Rueda, E., Cabrera, R., Tovar, J. y Medina, L. (2012). Identificación de factores vinculados con la deserción y la trayectoria académica de los estudiantes de Psicología en la Fes Iztacala. Enseñanza e Investigación en Psicología, 17(1), 189-207. https://bit.ly/3JVyD6A

Méndez Santos, M. C. (2020). La desmotivación de los estudiantes adultos de ELE: un acercamiento desde los sistemas dinámicos complejos. Culture Crossroads, 1, 74-91. https://bit.ly/3wixRO4

Nakamura, J. y Csikszentmihalyi, M. (2002). The concept of flow. En C. R. Snyder, y S. J. Lopez (Eds.), The handbook of positive psychology (pp. 89-105). Oxford University Press. DOI: https://doi.org/10.1093/oso/9780195135336.003.0007

Perry, J. L. y Wise, L. R. (1990). The motivational bases of public service. Public Administration Review, 50, 367-373. https://doi.org/10.2307/976618 DOI: https://doi.org/10.2307/976618

Ramírez, M. R. y Olmos, H. I. (2020). Funciones cognitivas y motivación en el aprendizaje de las matemáticas. Naturaleza y Tecnología, 2, 51-63. https://bit.ly/4dsWUPb

Rawn, C. D. y Vohs, K. D. (2011). People use self-control to risk personal harm: An intra-interpersonal dilemma. Personality and Social Psychology Review, 15(3), 267-289. https://doi.org/10.1177/1088868310381084 DOI: https://doi.org/10.1177/1088868310381084

Rivas Alvarado, M. F. y Aviles Marxelly, D. A. (2020). La motivación académica y el contacto socioemocional de estudiantes en el contexto de la pandemia. Universidad Dr. José Matías Delgado. https://bit.ly/4bczsEf

Ryan, R. M. (1995). Psychological needs and facilitation of integrative processes. Integrative Journal of Personality, 63(3), 397-427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x DOI: https://doi.org/10.1111/j.1467-6494.1995.tb00501.x

Ryan, R. M. y Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. En E. L. Deci, y R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). University of Rochester Press.

Taylor, B. M. (2015). The Hierarchical Model of Motivation: A Lens for Viewing the Complexities of Motivation. Performance Improvement, 54(4), 34-42. https://doi.org/10.1002/pfi.21475 DOI: https://doi.org/10.1002/pfi.21475

Touré-Tillery, M. y Fishbach, A. (2018). Three sources of motivation. Consumer Psychology Review, 1(1), 123-134. https://doi.org/10.1002/arcp.1007 DOI: https://doi.org/10.1002/arcp.1007

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M. Zanna (Ed.), Advances in experimental social psychology (pp. 271-359). Academic Press. DOI: https://doi.org/10.1016/S0065-2601(08)60019-2

Vallerand, R. J., Pelletier, L. C., Blais, M. R., Brière, N. M., Senécal, C. y Vallières, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53(1), 159-172. https://doi.org/10.1177%2F0013164493053001018 DOI: https://doi.org/10.1177/0013164493053001018

Woolley, K. y Fishbach, A. (2017). Immediate rewards predict adherence to long-term goals. Personality and Social Psychology Bulletin, 43(2), 151-162. https://doi.org/10.1177/0146167216676480 DOI: https://doi.org/10.1177/0146167216676480

Yan, Y. y Davison, R. M. (2013). Exploring Behavioral Transfer from Knowledge Seeking to Knowledge Contributing: The Mediating Role of Intrinsic Motivation. Journal of the American Society for Information Science and Technology, 64(6), 1144-1157. https://doi.org/10.1002/asi.22820 DOI: https://doi.org/10.1002/asi.22820

Yang, H. L. y Lai, C. Y. (2011). Understanding knowledge-sharing behaviour in Wikipedia. Behaviour & Information Technology, 30(1), 131-142. https://doi.org/10.1080/0144929X.2010.516019 DOI: https://doi.org/10.1080/0144929X.2010.516019