Motivación y rendimiento académico en la adolescencia: una revisión sistemática meta-analítica
Formento Torres, Ana Cristina (Universidad de Zaragoza) ; Quílez-Robres, Alberto (Universidad de Zaragoza) ; Cortés-Pascual, Alejandra (Universidad de Zaragoza)
Resumen: La adolescencia es un período en la vida humana en el que se advierte una bajada del interés y la motivación hacia los aspectos académicos y en el que la inmadurez del estudiante puede producir complicaciones en las actividades de aprendizaje. El presente meta-análisis estudia la relación entre la motivación y el rendimiento académico, así como las variables que pueden incidir en ella como el sexo o la edad. Comprende 48 bases de datos seleccionadas a partir de la aplicación de criterios de inclusión y exclusión en torno a temas clave como temporalidad (2012-2021), estadística clara, muestra centrada en la adolescencia y rendimiento académico medido a partir de pruebas estándar. Los pasos empleados para la elegibilidad de los estudios incluidos se basaron en una revisión manual por pares sobre los títulos, sobre los resúmenes y finalmente, un último paso de revisión de los manuscritos de manera completa obteniendo una muestra total de 144,012 participantes con una edad media de 14.65 años. Los resultados muestran un tamaño del efecto significativo positivo moderado entre motivación y rendimiento académico (r =0.327; p<0.001) no encontrando diferencias significativas en las variables moderadoras de sexo y edad. Por lo tanto, se concluye que la motivación es un óptimo predictor del éxito académico sin encontrar un efecto moderador, en las variables estudiadas, para esta etapa vital concreta. Todo ello tiene implicaciones prácticas a nivel pedagógico susceptibles de implementar intervenciones de carácter motivacional en el aula adolescente que mejoren el rendimiento académico.
Adolescence is a period in human life where a decline in interest and motivation towards academic aspects is observed, and the immaturity of students can lead to complications in learning activities. This meta-analytic review examines the relationship between motivation and academic performance, as well as variables that may influence it, such as gender or age. It includes 48 selected databases based on inclusion and exclusion criteria focusing on key topics such as temporality (2012-2021), clear statistics, samples centered on adolescence, and academic performance measured through standardized tests. The steps employed for the eligibility of included studies were based on a peer-reviewed manual review of titles, abstracts, and ultimately, a final step of comprehensive manuscript review, resulting in a total sample of 144,012 participants with a mean age of 14.65 years. The results reveal a significant moderate positive effect size between motivation and academic performance (r = 0.327; p < 0.001), with no significant differences found in the moderating variables of gender and age. Therefore, it is concluded that motivation is a strong predictor of academic success without a moderating effect found for these specific life stage variables. These findings have practical implications in terms of pedagogy, suggesting the implementation of motivational interventions in the adolescent classroom to enhance academic performance.
Idioma: Español
DOI: 10.30827/relieve.v29i1.25110
Año: 2023
Publicado en: Revista electrónica de investigación y evaluación educativa 29, 1 (2023), [23 pp.]
ISSN: 1134-4032
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Socia. (Dpto. Didácticas Específicas)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
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Adolescence is a period in human life where a decline in interest and motivation towards academic aspects is observed, and the immaturity of students can lead to complications in learning activities. This meta-analytic review examines the relationship between motivation and academic performance, as well as variables that may influence it, such as gender or age. It includes 48 selected databases based on inclusion and exclusion criteria focusing on key topics such as temporality (2012-2021), clear statistics, samples centered on adolescence, and academic performance measured through standardized tests. The steps employed for the eligibility of included studies were based on a peer-reviewed manual review of titles, abstracts, and ultimately, a final step of comprehensive manuscript review, resulting in a total sample of 144,012 participants with a mean age of 14.65 years. The results reveal a significant moderate positive effect size between motivation and academic performance (r = 0.327; p < 0.001), with no significant differences found in the moderating variables of gender and age. Therefore, it is concluded that motivation is a strong predictor of academic success without a moderating effect found for these specific life stage variables. These findings have practical implications in terms of pedagogy, suggesting the implementation of motivational interventions in the adolescent classroom to enhance academic performance.
Idioma: Español
DOI: 10.30827/relieve.v29i1.25110
Año: 2023
Publicado en: Revista electrónica de investigación y evaluación educativa 29, 1 (2023), [23 pp.]
ISSN: 1134-4032
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Socia. (Dpto. Didácticas Específicas)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2023-07-28-13:46:33)
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Record created 2023-07-06, last modified 2023-07-28