La teoría de la autodeterminación (SDT) y la implicación del estudianteun nuevo instrumento para medir la motivación,resiliencia, orientación al trabajo grupaly las percepciones de competencias profesionalesdurante las actividades de aprendizaje

Abstract

Recent research from the SDT perspective indicates that changes in student involvement duringlearning activities produce changes in motivation. After implementing changes in learning activitiesthat favor student involvement, we aim to: 1. measure the academic motivation through the new instrumentPLOC-U in the theoretical-practical activities of two different subjects at the end of the semester,and its association with resilience, teamwork, the perceived competence level, and the expectationsof academic results. 2. analyze the degree of internalization of extrinsic motivation (Self-determinationIndex, SDI) of students and their association with other factors such as resilience, group work and selfperceptionof skills. 316 students of Health Sciences enrolled in the first year of the Degrees of Psychologyand Nursing of the University of the Basque Country. Confirmatory factor analysis (CFA) was performedin the new PLOC-U instrument and correlational analysis, using a repeated measures design.The CFA presented an optimal adjustment and good reliability of the PLOC-U. Before the final evaluation,higher levels of motivation were detected in the activities of the practical continuous assessmentthan in the theoretical classes, being statistically significant t(315) = –13.238, p <.001 Cohen Dz = 0.74higher the external motivation in the practical activities (x- = 4.10, SD = 0.85) than in the theoretical activities(x- = 3.33, SD = 0.98). 87.5% of the students expected to pass the subject. The average SDI valuesreveal a low internalization of extrinsic motivation in practical activities in 81.6% of the students. Resilience,cooperative work and the perception of competences were negatively associated with the extrinsicmotivation of practical activities. The quality of the student’s involvement in the first course in theframework of ECTS studies has to be analyzed considering the type of evaluation, promoting a goodlevel of SDI, controlling the intensity of external motivation and strengthening other associated individualfactors.