Motivación situacional académica en los estudiantes de la unidad básica de la carrera de Trabajo Social

Abstract

The descriptive research, with a population of 86 students, aims to determine the academic situational motivation in the students of the basic unit of Social Work. The academic situational motivation in students has become a very important issue in education, due to the dropout levels that exist, which becomes a social and family problem. Motivation is considered to be an internal process that drives the person to change, guides behavior and determines an objective. Motivation refers to different reasons that guide human behavior, including both energy and persistence, direction and purpose of behaviors, including actions and intentions. Therefore, it has awakened an interest in the academic field in relation to student performance, to assess motivation it is important to understand what impacts and modulates academic trajectories, in this sense I use the theory of Self-determination because it provides a robust theoretical corpus to address this issue. For the execution of the research, a quantitative approach methodology was used, a previously validated questionnaire was used, for the variable the Academic Motivation Scale instrument was used, made up of dimensions and indicators, amotivation, extrinsic motivation, (external regulation, identified regulation and introjected regulation), intrinsic motivation (intrinsic motivation towards knowledge and intrinsic motivation towards achievement) and stimulating experiences. In the results of the present investigation, evidence that students are at an acceptable level of motivation, therefore, it will be affecting their personal motivation and performance, with respect to extrinsic and intrinsic motivation, students show high levels, which determines that external and internal factors show a regulated and stable behavior, finally, experiences are a fundamental part of emotional development and allow exploring new life situations.