Publicado Dec 5, 2018



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Solanlly Ochoa-Angrino http://orcid.org/0000-0002-7043-2808

Jairo A. Montes-González http://orcid.org/0000-0003-1778-1096

Tatiana Rojas-Ospina https://orcid.org/0000-0003-0212-8537

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Resumen

Este estudio evalúa la relación entre percepción de habilidad, reto, relevancia de la tarea y compromiso cognitivo y afectivo en 88 estudiantes colombianos de secundaria durante clases de Ciencias. Igualmente, indaga si las relaciones entre percepción de habilidad, reto, relevancia y compromiso están moderadas por tipo de asignatura y género, y si existe relación entre compromiso y desempeño académico. El diseño del estudio es descriptivo correlacional y predictivo. Se usó el método de muestreo de experiencias (ESM) para tomar medidas repetidas del compromiso y de las percepciones de habilidad, reto y relevancia. Dada la característica anidada de los datos, se realizaron análisis lineales jerárquicos. Las percepciones de habilidad, reto y relevancia predicen el compromiso cognitivo y afectivo. Género y tipo de curso emergen como moderadores de las relaciones entre estas percepciones y compromiso. A su vez, el compromiso cognitivo y afectivo predice el desempeño académico en Ciencias. Se discuten las implicaciones educativas del estudio.

Keywords

compromiso cognitivo y afectivo, percepción de reto, percepci´´´ón de habilidad, percepción de relevancia, desempeño académicocognitive and affective engagement, perception of challenge, perception of ability, perception of relevance, academic performance

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Cómo citar
Ochoa-Angrino, S., Montes-González, J. A., & Rojas-Ospina, T. (2018). Percepción de habilidad, reto y relevancia como predictores de compromiso cognitivo y afectivo en estudiantes de secundaria. Universitas Psychologica, 17(5), 1-18. https://doi.org/10.11144/Javeriana.upsy17-5.phrr
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