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MOTIVACIÓN ESTUDIANTIL, PERCEPCIÓN DE EFICACIA DOCENTE Y RENDIMIENTO ACADÉMICO EN EDUCACIÓN BÁSICA ELEMENTAL.

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Title: MOTIVACIÓN ESTUDIANTIL, PERCEPCIÓN DE EFICACIA DOCENTE Y RENDIMIENTO ACADÉMICO EN EDUCACIÓN BÁSICA ELEMENTAL.
Alternate Title: STUDENT MOTIVATION, PERCEIVED TEACHING EFFICACY AND ACADEMIC ACHIEVEMENT IN ELEMENTARY BASIC EDUCATION.
Authors: Portero Villena, Blanca Alicia1 blanca.portero@ueb.edu.ec, Paredes Vallejos, Marco Jacinto2 maparedes@ueb.edu.ec
Source: Ciencia y Educación (2707-3378). 2026 Special Issue, Vol. 7, p631-641. 11p.
Subject Terms: *Academic achievement, *Academic motivation, *Teacher effectiveness, *Teaching methods, *Elementary education, Quantitative research
Geographic Terms: Ecuador
Abstract (English): The objective of this study was to analyze the relationship between student motivation, perceived teacher effectiveness, and academic performance in elementary school students, considering the importance of pedagogical and motivational factors in academic achievement. The research was conducted using a quantitative approach, with a descriptivecorrelational scope and a non-experimental, cross-sectional design. The sample consisted of 60 second-, third-, and fourth-grade elementary school students from the "Jorge Álvarez" Educational Unit in the canton of Píllaro, Ecuador, selected through purposive non-probability sampling. Structured questionnaires with a Likert-type scale were used to measure student motivation using the Academic Motivation Scale (AMS) and perceived teacher effectiveness using the Teachers' Sense of Efficacy Scale (TSES). Academic records from the first semester of the 2025 school year served as the source for academic performance data. Descriptive and inferential statistical methods, including Pearson's correlation coefficient, were used for data processing. The results showed statistically significant positive correlations between student motivation and academic performance (r = 719, p < .01), between perceived teacher effectiveness and academic performance (r = .598, p < .01), and between student motivation and perceived teacher effectiveness (r = 567, p < .01). It is concluded that both variables are relevant determinants of academic performance, which supports the design of active pedagogical strategies and the continuous strengthening of teaching practices to improve the quality of education in Elementary Basic Education. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El objetivo del presente estudio fue analizar la relación entre la motivación estudiantil, la percepción de eficacia docente y el rendimiento académico en estudiantes de Educación Básica Elemental, considerando la importancia de los factores pedagógicos y motivacionales en el logro escolar. La investigación se desarrolló bajo un enfoque cuantitativo, con alcance descriptivo-correlacional y diseño no experimental de corte transversal. La muestra estuvo conformada por 60 estudiantes de segundo, tercero y cuarto año de Educación Básica Elemental de la Unidad Educativa "Jorge Álvarez", cantón Píllaro, Ecuador, seleccionados mediante muestreo no probabilístico intencional. Se aplicaron cuestionarios estructurados con escala tipo Likert para medir la motivación estudiantil mediante la Escala de Motivación Académica (AMS) y la percepción de eficacia docente mediante la Teachers' Sense of Efficacy Scale (TSES). Los registros académicos del primer semestre del año escolar 2025 constituyeron la fuente del rendimiento académico. Para el procesamiento de datos se utilizaron métodos de estadística descriptiva e inferencial, incluyendo el coeficiente de correlación de Pearson. Los resultados evidenciaron correlaciones positivas estadísticamente significativas entre la motivación estudiantil y el rendimiento académico (r = .719, p < .01), entre la percepción de eficacia docente y el rendimiento académico (r = .598, p < .01), y entre la motivación estudiantil y la percepción de eficacia docente (r = .567, p < .01). Se concluye que ambas variables constituyen determinantes relevantes del rendimiento académico, lo que sustenta el diseño de estrategias pedagógicas activas y el fortalecimiento continuo de la práctica docente para mejorar la calidad educativa en la Educación Básica Elemental. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): O objetivo deste estudo foi analisar a relação entre a motivação dos alunos, a percepção da eficácia dos professores e o desempenho acadêmico de alunos do ensino fundamental, considerando a importância dos fatores pedagógicos e motivacionais no rendimento acadêmico. A pesquisa foi conduzida utilizando uma abordagem quantitativa, com escopo descritivo-correlacional e delineamento transversal não experimental. A amostra foi composta por 60 alunos do segundo, terceiro e quarto anos do ensino fundamental da Unidade Educacional "Jorge Álvarez", no cantão de Píllaro, Equador, selecionados por meio de amostragem não probabilística intencional. Questionários estruturados com escala do tipo Likert foram utilizados para mensurar a motivação dos alunos por meio da Escala de Motivação Acadêmica (EMA) e a percepção da eficácia dos professores por meio da Escala de Senso de Eficácia Docente (ESED). Os registros acadêmicos do primeiro semestre do ano letivo de 2025 serviram como fonte para os dados de desempenho acadêmico. Métodos estatísticos descritivos e inferenciais, incluindo o coeficiente de correlação de Pearson, foram utilizados para o processamento dos dados. Os resultados mostraram correlações positivas estatisticamente significativas entre a motivação dos alunos e o desempenho acadêmico (r = 0,719, p < 0,01), entre a percepção da eficácia do professor e o desempenho acadêmico (r = 0,598, p < 0,01) e entre a motivação dos alunos e a percepção da eficácia do professor (r = 0,567, p < 0,01). Conclui-se que ambas as variávei são determinantes relevantes do desempenho acadêmico, o que apoia o desenvolvimento de estratégias pedagógicas ativas e o aprimoramento contínuo das práticas de ensino para melhorar a qualidade da educação na Educação Básica Fundamental. [ABSTRACT FROM AUTHOR]
Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: STUDENT MOTIVATION, PERCEIVED TEACHING EFFICACY AND ACADEMIC ACHIEVEMENT IN ELEMENTARY BASIC EDUCATION.
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– Name: Abstract
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  Data: The objective of this study was to analyze the relationship between student motivation, perceived teacher effectiveness, and academic performance in elementary school students, considering the importance of pedagogical and motivational factors in academic achievement. The research was conducted using a quantitative approach, with a descriptivecorrelational scope and a non-experimental, cross-sectional design. The sample consisted of 60 second-, third-, and fourth-grade elementary school students from the &quot;Jorge &#193;lvarez&quot; Educational Unit in the canton of P&#237;llaro, Ecuador, selected through purposive non-probability sampling. Structured questionnaires with a Likert-type scale were used to measure student motivation using the Academic Motivation Scale (AMS) and perceived teacher effectiveness using the Teachers&#39; Sense of Efficacy Scale (TSES). Academic records from the first semester of the 2025 school year served as the source for academic performance data. Descriptive and inferential statistical methods, including Pearson&#39;s correlation coefficient, were used for data processing. The results showed statistically significant positive correlations between student motivation and academic performance (r = 719, p &lt; .01), between perceived teacher effectiveness and academic performance (r = .598, p &lt; .01), and between student motivation and perceived teacher effectiveness (r = 567, p &lt; .01). It is concluded that both variables are relevant determinants of academic performance, which supports the design of active pedagogical strategies and the continuous strengthening of teaching practices to improve the quality of education in Elementary Basic Education. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: El objetivo del presente estudio fue analizar la relaci&#243;n entre la motivaci&#243;n estudiantil, la percepci&#243;n de eficacia docente y el rendimiento acad&#233;mico en estudiantes de Educaci&#243;n B&#225;sica Elemental, considerando la importancia de los factores pedag&#243;gicos y motivacionales en el logro escolar. La investigaci&#243;n se desarroll&#243; bajo un enfoque cuantitativo, con alcance descriptivo-correlacional y dise&#241;o no experimental de corte transversal. La muestra estuvo conformada por 60 estudiantes de segundo, tercero y cuarto a&#241;o de Educaci&#243;n B&#225;sica Elemental de la Unidad Educativa &quot;Jorge &#193;lvarez&quot;, cant&#243;n P&#237;llaro, Ecuador, seleccionados mediante muestreo no probabil&#237;stico intencional. Se aplicaron cuestionarios estructurados con escala tipo Likert para medir la motivaci&#243;n estudiantil mediante la Escala de Motivaci&#243;n Acad&#233;mica (AMS) y la percepci&#243;n de eficacia docente mediante la Teachers&#39; Sense of Efficacy Scale (TSES). Los registros acad&#233;micos del primer semestre del a&#241;o escolar 2025 constituyeron la fuente del rendimiento acad&#233;mico. Para el procesamiento de datos se utilizaron m&#233;todos de estad&#237;stica descriptiva e inferencial, incluyendo el coeficiente de correlaci&#243;n de Pearson. Los resultados evidenciaron correlaciones positivas estad&#237;sticamente significativas entre la motivaci&#243;n estudiantil y el rendimiento acad&#233;mico (r = .719, p &lt; .01), entre la percepci&#243;n de eficacia docente y el rendimiento acad&#233;mico (r = .598, p &lt; .01), y entre la motivaci&#243;n estudiantil y la percepci&#243;n de eficacia docente (r = .567, p &lt; .01). Se concluye que ambas variables constituyen determinantes relevantes del rendimiento acad&#233;mico, lo que sustenta el dise&#241;o de estrategias pedag&#243;gicas activas y el fortalecimiento continuo de la pr&#225;ctica docente para mejorar la calidad educativa en la Educaci&#243;n B&#225;sica Elemental. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: O objetivo deste estudo foi analisar a rela&#231;&#227;o entre a motiva&#231;&#227;o dos alunos, a percep&#231;&#227;o da efic&#225;cia dos professores e o desempenho acad&#234;mico de alunos do ensino fundamental, considerando a import&#226;ncia dos fatores pedag&#243;gicos e motivacionais no rendimento acad&#234;mico. A pesquisa foi conduzida utilizando uma abordagem quantitativa, com escopo descritivo-correlacional e delineamento transversal n&#227;o experimental. A amostra foi composta por 60 alunos do segundo, terceiro e quarto anos do ensino fundamental da Unidade Educacional &quot;Jorge &#193;lvarez&quot;, no cant&#227;o de P&#237;llaro, Equador, selecionados por meio de amostragem n&#227;o probabil&#237;stica intencional. Question&#225;rios estruturados com escala do tipo Likert foram utilizados para mensurar a motiva&#231;&#227;o dos alunos por meio da Escala de Motiva&#231;&#227;o Acad&#234;mica (EMA) e a percep&#231;&#227;o da efic&#225;cia dos professores por meio da Escala de Senso de Efic&#225;cia Docente (ESED). Os registros acad&#234;micos do primeiro semestre do ano letivo de 2025 serviram como fonte para os dados de desempenho acad&#234;mico. M&#233;todos estat&#237;sticos descritivos e inferenciais, incluindo o coeficiente de correla&#231;&#227;o de Pearson, foram utilizados para o processamento dos dados. Os resultados mostraram correla&#231;&#245;es positivas estatisticamente significativas entre a motiva&#231;&#227;o dos alunos e o desempenho acad&#234;mico (r = 0,719, p &lt; 0,01), entre a percep&#231;&#227;o da efic&#225;cia do professor e o desempenho acad&#234;mico (r = 0,598, p &lt; 0,01) e entre a motiva&#231;&#227;o dos alunos e a percep&#231;&#227;o da efic&#225;cia do professor (r = 0,567, p &lt; 0,01). Conclui-se que ambas as vari&#225;vei s&#227;o determinantes relevantes do desempenho acad&#234;mico, o que apoia o desenvolvimento de estrat&#233;gias pedag&#243;gicas ativas e o aprimoramento cont&#237;nuo das pr&#225;ticas de ensino para melhorar a qualidade da educa&#231;&#227;o na Educa&#231;&#227;o B&#225;sica Fundamental. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Ciencia y Educaci&#243;n (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Text: Spanish
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Teacher effectiveness
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      – SubjectFull: Teaching methods
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      – SubjectFull: Elementary education
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      – SubjectFull: Quantitative research
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      – SubjectFull: Ecuador
        Type: general
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      – TitleFull: MOTIVACIÓN ESTUDIANTIL, PERCEPCIÓN DE EFICACIA DOCENTE Y RENDIMIENTO ACADÉMICO EN EDUCACIÓN BÁSICA ELEMENTAL.
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              Text: 2026 Special Issue
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