Bibliographic Details
| Title: |
Análisis de factores cognitivo-motivacionales en estudiantes universitarios del sur de Chile: Motivaciones de ingreso, permanencia y diferencias sociodemográficas. |
| Alternate Title: |
Analysis of cognitive-motivational factors in university students from southern Chile: Motivations for enrollment, persistence, and sociodemographic differences. |
| Authors: |
Escandón-Nage, Neli1 nescandon@uct.cl, García-Hormazábal, Ricardo2 rgarcia@uct.cl, Infante-Villagrán, Valeria3 valeria.infante@uss.cl, Rojo-Mendoza, Félix4 frojo@uct.cl |
| Source: |
Estudios Pedagogicos (Valdivia). 2025, Vol. 51 Issue 1, p263-280. 18p. |
| Subject Terms: |
*Motivation (Psychology), *College students, *Higher education, Self-efficacy, Psychological factors, Persistence (Personality trait), Sociodemographic factors, Chileans |
| Geographic Terms: |
Chile |
| Abstract (English): |
The massification of access to higher education has brought with it the challenge of incorporating students with different motivations and expectations regarding their university experience, aspects that influence both entry and retention in higher education. The objective of this study is to analyze the motivations, expectations, and academic self-efficacy of university students, considering gender, socioeconomic level, and belonging to indigenous peoples. Instruments were administered to 209 students from southern Chile, revealing that the three main reasons for the decision to go to university are: vocation, economic reasons, and the natural continuation of studies. Differences were found based on gender and belonging to indigenous peoples, but not in relation to socioeconomic level. Academic self-efficacy and expectations of personal, academic, and family well-being predict motivation. It is important to consider these aspects in order to promote retention in higher education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La masificación del acceso a la educación superior ha traído consigo el desafío de incorporar a estudiantes con distintas motivaciones y expectativas respecto a su paso por la universidad, aspectos que influyen en el ingreso y en la permanencia en la educación superior. El objetivo de este estudio es analizar las motivaciones, expectativas y autoeficacia académica de estudiantes universitarios, considerando sexo, nivel socioeconómico y pertenencia a pueblos originarios. Se administraron instrumentos a 209 estudiantes del sur de Chile, observándose que los tres principales motivos para la decisión de ir a la universidad son: por vocación, por motivos económicos y por continuidad natural de estudios. Se encontraron diferencias según sexo y pertenencia a pueblo originario, pero no en relación al nivel socioeconómico. La autoeficacia académica y las expectativas de bienestar personal, académicas y familiares predicen la motivación. Es importante tener en cuenta estos aspectos para favorecer la permanencia en la educación superior. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
