Departamento de Análisis de Datos, Facultad de Ingeniería, Universidad Autónoma de Chile, Talca, Chile.
Departamento de Ciencias Sociales, Facultad de Ciencias Sociales, Artes y Humanidades, Universidad de Antofagasta, Antofagasta, Chile.
BMC Psychol. 2024 Sep 28;12(1):512. doi: 10.1186/s40359-024-02014-y.
Evidence shows that motivational practices focused on utility, importance, and autonomy shape university students' motivational orientation toward learning. On the other hand, the relationship between these variables and motivational orientation toward learning is not linear and requires models that describe their behavior over time.
In this study, mathematical modeling based on system dynamics methodology is used to simulate in health students the temporal dynamics of the motivational orientation toward learning based on the behavior of these variables in different scenarios.
The results indicate that a) Mastery is sensitive to changes in frequency when importance and autonomy practices are performed; b) the development of Mastery is critical in the first three semesters of academic life, but its loss is hardly recoverable even when practices are incorporated in subsequent semesters; c) Utility-focused motivational practices have no significant effect on the development of learning-oriented motivation.
These findings have significant practical implications for higher education. Understanding the critical role of Mastery in the early stages of academic life and the limited potential for recovery if lost can help raise awareness of the importance of early implementation of motivational practices focused on relevance and autonomy.
有证据表明，以效用、重要性和自主性为重点的激励实践可以塑造大学生对学习的动机倾向。另一方面，这些变量与学习动机倾向之间的关系并不是线性的，需要有模型来描述它们随时间的行为。
在这项研究中，基于系统动力学方法的数学建模被用于模拟健康专业学生的学习动机倾向的时间动态，这是基于这些变量在不同情境下的行为。
结果表明，a）掌握对重要性和自主性实践的频率变化敏感；b）在学术生涯的前三个学期，掌握是至关重要的，但即使在后续学期中纳入实践，其损失也很难恢复；c）以效用为重点的激励实践对学习导向的动机发展没有显著影响。
这些发现对高等教育具有重要的实际意义。了解掌握在学术生涯早期的关键作用，以及如果失去掌握，恢复的潜力有限，可以帮助提高对早期实施以相关性和自主性为重点的激励实践的重要性的认识。
