Publication: Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios: Un análisis empírico
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2015
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Edit. Univ. Complutense
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Abstract
El rendimiento académico de los alumnos es un aspecto clave para todos los agentes implicados en una educación superior de calidad. Sin embargo, no hay unanimidad sobre la forma de medirlo. Algunos profesionales se decantan por evaluar únicamente aspectos cognitivos y otros por la adquisición de competencias. La necesidad de que se formen profesionales cada vez más adaptados a las exigencias de las empresas y/o que puedan competir a nivel internacional en un mercado de trabajo global requiere de una formación más allá de conocimientos aprendidos de memoria. La capacidad de crítica, de razonamiento lógico y de redacción escrita son habilidades muy demandas actualmente en el campo de las Ciencias Sociales.
El objetivo de este estudio es demostrar empíricamente el impacto que los trabajos voluntarios tienen en el rendimiento académico de los alumnos. Nuestra hipótesis de partida es que los alumnos que hacen todos los trabajos voluntarios con calidad son aquellos más motivados y, por ende, son los que sacan mejores notas. Para demostrarlo se ha realizado un experimento con los alumnos de “Financial Accounting II” del curso 2012/13 en la Facultad de Ciencias Económicas y Empresariales de la UCM. Se han planteado una serie de trabajos voluntarios que suponen la elaboración de ensayos contables, con la finalidad de desarrollar habilidades y competencias en materias complementarias a las valoradas en el currículo de la asignatura. Al final del curso, se ha comparado tanto la realización o no del ensayo como su calidad crítica, reflexiva y de redacción.
Los resultados obtenidos demuestran una relación entre los trabajos de calidad presentados voluntariamente y la nota final de la asignatura. Esto supone que la motivación intrínseca del alumno es un elemento clave para su rendimiento académico. El rol del profesor se focaliza en ser un elemento motivador del aprendizaje.
The students academic performance is a key aspect for all agents involved in a higher education quality program. However, there is no unanimity on how to measure it. Some professionals choose assessing only cognitive aspects while others lean towards assessing the acquisition of certain skills. The need to train increasingly adapted professionals in order to respond to the companies’ demands and being able to compete internationally in a global labour market requires a kind of training that goes beyond memorizing. Critical and logical thinking are amongst written language skills demanded in the field of Social Sciences. The objective of this study is to empirically demonstrate the impact of voluntary assignments on the academic performance of students. Our hypothesis is that students who complete high quality voluntary assignments are those more motivated and, therefore, those with higher grades. An experiment with students from the "Financial Accounting II" during the academic year of 2012/13 at the Business and Economics School of the UCM was carried out. A series of voluntary assessments involving the preparation of accounting essays were proposed in order to develop skills and competencies as a complement to the lessons included in the curriculum of the subject. At the end of the course, the carrying-out or not of the essay together with its critical, reflective quality and style, were compared. Our findings show a relationship between the voluntarily presented papers of quality and the final grade obtained throughout the course. These results show that the students intrinsic motivation is a key element in their academic performance. On the other hand, the teachers role focuses on being a motivating element through the learning process.
The students academic performance is a key aspect for all agents involved in a higher education quality program. However, there is no unanimity on how to measure it. Some professionals choose assessing only cognitive aspects while others lean towards assessing the acquisition of certain skills. The need to train increasingly adapted professionals in order to respond to the companies’ demands and being able to compete internationally in a global labour market requires a kind of training that goes beyond memorizing. Critical and logical thinking are amongst written language skills demanded in the field of Social Sciences. The objective of this study is to empirically demonstrate the impact of voluntary assignments on the academic performance of students. Our hypothesis is that students who complete high quality voluntary assignments are those more motivated and, therefore, those with higher grades. An experiment with students from the "Financial Accounting II" during the academic year of 2012/13 at the Business and Economics School of the UCM was carried out. A series of voluntary assessments involving the preparation of accounting essays were proposed in order to develop skills and competencies as a complement to the lessons included in the curriculum of the subject. At the end of the course, the carrying-out or not of the essay together with its critical, reflective quality and style, were compared. Our findings show a relationship between the voluntarily presented papers of quality and the final grade obtained throughout the course. These results show that the students intrinsic motivation is a key element in their academic performance. On the other hand, the teachers role focuses on being a motivating element through the learning process.
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