Motivación en la escuela: una revisión sistemática desde la perspectiva teórica de Susan Harter
Resumen
Se presenta una revisión sistemática sobre la motivación hacia el aprendizaje en escolares desde la perspectiva teórica de Susan Harter. Se incluyeron estudios empíricos que utilizaron el instrumento de evaluación motivacional Scale of intrinsic versus extrinsic orientation in the classroom (Harter, 1980, 1981). Se brinda una aproximación al desarrollo, posteriores adaptaciones y aplicaciones del mencionado instrumento. Integran la revisión 26 artículos que abordan el constructo motivacional desde esta perspectiva. Los estudios se agruparon en cuatro categorías, aquellos que: a) utilizan la escala original sin cambios; b) emplean algunas subescalas; c) modifican el instrumento para aplicarlo en otro contexto; y, d) realizan una revisión teórico-metodológica y modifican la escala original. La mayoría de las investigaciones se llevaron adelante en América del Norte y se encontraron pocos estudios recientes. Un número importante de investigaciones lograron replicar la estructura factorial inicial, las principales dificultades psicométricas refieren a la dimensión Curiosidad. La revisión realizada muestra que el instrumento de evaluación desarrollado por Harter, y la perspectiva teórica de la autora, continúan siendo objeto de discusión y reformulación hasta el presente. Se constata un cambio en la visión de la motivación intrínseca y extrínseca en el salón de clases. Inicialmente ambos tipos de motivación se conceptualizaban como polos opuestos de un continuo, posteriormente se comienza a comprender que pueden coexistir en el salón de clases y variar en función de las diferentes materias escolares.
ARK-CAICYT: http://id.caicyt.gov.ar/ark:/s23143932/6f4vle71y
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