Departamento de Terapeútica Médico Quirúrgica, Facultad de Medicina y Ciencias de la Salud, Universidad de Extremadura, Avda de Elvas s/n, 06006 Badajoz, España.
Departamento de Didáctica de las Ciencias Sociales, Lengua y Literatura, Facultad de Educación, Universidad de Extremadura, Avda de Elvas s/n, 06006 Badajoz, España.
Int J Environ Res Public Health. 2021 Jul 28;18(15):7976. doi: 10.3390/ijerph18157976.
Universities face challenges on a number of levels. In this scenario, university professors play an important role as facilitators of knowledge. The main objective of this study was to analyse the motivations that influence the professional performance in a sample of 102 university professors from nine Spanish public universities (Male: 54 (52.9%); Female: 48 (47.1%)). For this purpose, a questionnaire of 22 closed-ended Likert-type questions was designed, in which scores ranged from 0 to 10 (do not agree at all, strongly agree). Following analysis, the final questionnaire was composed of 17 items, and showed good internal consistency (Cronbach's alpha = 0.858). The validity analysis showed a value of 0.822 (>0.5) in the sample adequacy measure of Kaiser-Meyer-Olkin and Bartlett's sphericity test ( < 0.0001). The exploratory factor analysis showed a clustering in four factors (two for intrinsic motivations and two for extrinsic motivations), explaining 64.33% of the total variance. Comparisons between each factor score by gender (male and female) showed statistically significant differences for factor F1 (higher for females) and F2 (higher for males). Finally, Q1 and Q13 showed a statistically significant correlation ( ≤ 0.05) with years of teaching experience. The motivations of Spanish university professors appear to be associated with the age and gender of the teacher.
高校在多个层面上面临挑战。在这种情况下，高校教授作为知识的促进者发挥着重要作用。本研究的主要目的是分析影响样本中 102 名来自西班牙 9 所公立大学的大学教授（男性：54 名（52.9%）；女性：48 名（47.1%））专业表现的动机。为此，设计了一份包含 22 个封闭式李克特量表问题的问卷，分数范围从 0 到 10（完全不同意，非常同意）。分析后，最终问卷由 17 个项目组成，显示出良好的内部一致性（克朗巴赫 α = 0.858）。效度分析表明，Kaiser-Meyer-Olkin 样本充分性度量和 Bartlett 球形检验（<0.0001）的效度值为 0.822（>0.5）。探索性因素分析表明，四个因素聚类（两个内在动机因素和两个外在动机因素），解释了总方差的 64.33%。按性别（男性和女性）对每个因素得分进行比较，因素 F1（女性得分较高）和 F2（男性得分较高）存在统计学差异。最后，Q1 和 Q13 与教学经验年限呈统计学显著相关（≤0.05）。西班牙大学教授的动机似乎与教师的年龄和性别有关。
