Publicado dic 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

cognitive and affective engagement, perception of challenge, perception of ability, perception of relevance, academic performancecompromiso cognitivo y afectivo, percepción de reto, percepci´´´ón de habilidad, percepción de relevancia, desempeño académico

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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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