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Ver términos de la licenciaGarcía Garay, Jonathan, et al. (2024). Effects of the implementation of practical activities on achievement motivation in college students. Investigación en Educación Médica; Vol. 13 Núm. 52, 2024; 40-48. Recuperado de https://repositorio.unam.mx/contenidos/4159651
Autor(es)
García Garay, Jonathan; Andrade Mayorga, Omar; Lavados Romo, Pamela
Tipo
Artículo de Investigación
Área del conocimiento
Medicina y Ciencias de la Salud
Título
Effects of the implementation of practical activities on achievement motivation in college students
Fecha
2024-09-06
Resumen
Introduction: Motivation is that which drives an individual towards a goal, entailing actions and accepting the effort required to achieve it. It can be extrinsic, associated with external factors such as recognition or punishment, and intrinsic, related to what arises from the individual themselves, such as self-fulfillment and personal developmentAchievement motivation is a form of intrinsic motivation that encourages the pursuit of solutions to problems without the need for rewards. It constitutes a precursor to learning, serving as its driving force. Therefore, in education, it is essential to employ strategies that enhance students’ achievement motivation. Objective: Evaluate the effects of incorporating practical laboratory activities in teaching human physiology on achievement motivation attributions in physical therapy students. Method: Attributions of achievement motivation were assessed in undergraduate students at the end of two equivalent human physiology subjects in two consecutive semesters using the Modified Attributional Achievement Motivation Scale (EAML-M). The first subject was based on traditional activities, while in the second one, practical laboratory activities of exercise physiology were also implemented. Results: The EAML-M dimension with the highest score at the end of both subjects was “interest/effort”. Significant differences were found in two dimensions between semesters, specifically increases in the score “task/ability” (4.2 ± 0.56 vs. 4.6 ± 0.56; P = 0.002) and “exam” (5 [5-5] vs. 5 [4-6]; P = 0.011) in the subject that incorporated practical activities. Conclusions: These results suggest that implementing practical exercise physiology laboratory activities could improve achievement motivation attributions in undergraduate students, specifically in the dimensions “task/ability” and “exam”. In addition, a possible influence of gender on students’ motivation was found since, when analyzed by sex, improvements were only found in women.
Idioma
spa
ISSN
ISSN electrónico: 2007-5057; ISSN impreso: 2007-865X
