Motivación de los Estudiantes de Ingeniería con Altas Capacidades en el Ámbito Universitario: Análisis de Factores Docentes Influyentes
DOI:
https://doi.org/10.5281/zenodo.14502794Palavras-chave:
Motivación, Altas capacidades, Inclusión, UniversidadResumo
Este estudio analiza los factores docentes que afectan la motivación de estudiantes universitarios con altas capacidades, destacando la importancia de la inclusión y la atención a la diversidad de necesidades en el aula. La motivación del estudio reside en el fenómeno conocido como subrendimiento paradójico. El objetivo principal es identificar cómo el apoyo a la autonomía, la adecuación de los desafíos académicos y las relaciones docentes contribuyen a satisfacer las necesidades de estos estudiantes. La investigación emplea una metodología de métodos mixtos, con un análisis cualitativo de entrevistas y un análisis cuantitativo de cuestionarios, y considera diferencias entre grupos y sexos. Los resultados muestran que el apoyo a la autonomía, un nivel de desafío ajustado a la competencia de los estudiantes y las relaciones docentes de apoyo influyen positivamente en su motivación académica, como factores clave. Las diferencias observadas entre grupos resaltan la necesidad de promover prácticas inclusivas en la universidad que atiendan a la diversidad del alumnado. La adaptación de las prácticas docentes, de acuerdo con los factores analizados, puede optimizar la experiencia académica, la motivación y el compromiso de los estudiantes con altas capacidades en el ámbito universitario.
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Direitos de Autor (c) 2024 Kumar Mahtani, Antoine Bernard (Autor/a)
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