Factors that influence school motivation for achieving meaningful learning among high school students in Hidalgo, Mexico

Authors

DOI:

https://doi.org/10.62697/rmiie.v4i2.180

Keywords:

School motivation, performance, meaningful learning

Abstract

This article aims to identify the factors that influence academic motivation in achieving meaningful learning among higher education students in Hidalgo, Mexico. To this end, various theoretical perspectives on motivation are analyzed, including behaviorist, humanistic, and cognitive approaches. Through a quantitative research study, the relationship between two key variables—motivation and meaningful learning—is examined in students from the Universidad Autónoma del Estado de Hidalgo (UAEH). The sample consisted of 18 currently enrolled and active students. To measure these variables, the adapted MAPE questionnaire was used, which evaluates students' motivational characteristics based on their behavior in academic and professional contexts. The MAPE instrument identifies seven motivational factors (motivation to learn, willingness to make an effort, disinterest and rejection of work, desire for success and its recognition, fear of failure, and performance-facilitating anxiety), which are grouped into two categories: intrinsic motivation and extrinsic motivation. The results show how these factors influence the achievement of meaningful learning and provide recommendations to optimize strategies.

Downloads

Download data is not yet available.

Author Biography

Octaviano García-Robelo, Universidad Autónoma del Estado de Hidalgo. México.

 

 

References

Aguilar Montes de Oca, Y. P., Valdez Medina, J. L., González Arratia López Fuentes, N. I., Rivera Aragón, S., Carrasco Díaz, C., Gómora Bernal, A., Pérez Leal, A., & Vidal Mendoza, S. (2015). Apatía, desmotivación, desinterés, desgano y falta de participación en adolescentes mexicanos. Enseñanza e Investigación en Psicología, 20(3), 326–336. http://www.redalyc.org/articulo.oa?id=29242800010

Alonso, J., Montero, I., & Huertas, J. (2000). Evaluación de la motivación en sujetos adultos: el cuestionario MAPE-3. Universidad Autónoma de Madrid.

Córdoba, É. F., García Umaña, L. J., García Umaña, M., García Narvaez, J. E., Becerra Calva, N. E., & Torres Rodríguez, M. E. (2024). Factores que influyen en la motivación escolar: La atención como prioridad en el aula de clase. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 3538-3552. https://dialnet.unirioja.es/descarga/articulo/9773509.pdf

Dörnyei, Z. (2008). Estrategias de motivación en el aula de lenguas. Editorial UOC.

Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación. McGraw-Hill.

Libao, N., Sagun, J., Tamangan, E., Pattalitan, A., Dupa, M., & Bautista, R. (2016). Science Learning Motivation as Correlate of Students’ Academic Performances. Journal of Technology and Science Education, 6(3), 209-218. https://www.jotse.org/index.php/jotse/article/view/231/0

Mcclelland, D. C. (1989). Estudio de la motivación humana. Narcea.

Naranjo Pereira, M. L. (2009). Motivación: Perspectivas teóricas y algunas consideraciones de su importancia en el ámbito educativo. Revista Educación, 33(2), 153–170. http://www.redalyc.org/articulo.oa?id=44012058010

Ormrod, J. (2008). Aprendizaje humano. Pearson Educación.

Ospina Rodríguez, J. (2006). La motivación, motor del aprendizaje. Revista Ciencias de la Salud, 4(Suppl. 1), 158-160. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1692-72732006000200017&lng=en&tlng=es

Parra Ocampo, P. J., & Mejía Narro, E. (2022). El impacto del aprendizaje significativo en la educación del siglo XXI. Revista Cubana de Educación Superior, 41(3). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0257-43142022000300007&lng=es&tlng=es

Peña, G., Cañoto, Y., & Santalla de Banderali, Z. (2006). Una introducción a la piscología. Universidad Católica Andrés Bello.

Ryan, R., & Deci, E. (2000). La Teoría de la autodeterminación y la facilitación de la motivación intrínseca, el desarrollo social, y el bienestar. https://www.selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SpanishAmPsych.pdf

Santrock, J. (2002). Psicología de la educación. Mc Graw-Hill.

Tejedor Tejedor, F. J., & García-Valcárcel, A. (2007). Causas del bajo rendimiento del estudiante universitario (en opinión de los profesores y alumnos). Propuestas de mejora en el marco del EEES. Revista de Educación (Madrid), 342(342), 443-474. https://www.educacionfpydeportes.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2007/re342/re342-21.html

Valdés, C. (2005). Motivación. http://www.gestiopolis.com/canales5/rrhh/lamotici.htm

Veiga, F., García, F., Reeve, J., Wentzel, K., García, Ó. (2015). Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto Revista de Psicodidáctica, 20(2), 305-320. https://www.redalyc.org/pdf/175/17541412006.pdf

Woolfolk, A. (1996). Psicología de la educación. Ediciones Programas Educativos.

Downloads

Published

2025-05-01

How to Cite

Hernández-Lora, E., & García-Robelo, O. (2025). Factors that influence school motivation for achieving meaningful learning among high school students in Hidalgo, Mexico. Revista Mexicana De Investigación E Intervención Educativa, 4(2), 80–98. https://doi.org/10.62697/rmiie.v4i2.180

Issue

Vol. 4 No. 2 (2025): Educomunicación en contextos digitales (Mayo-agosto)

Section

Artículos

License

Copyright (c) 2025 Efraín Hernández-Lora, Octaviano García-Robelo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish in Revista Mexicana de Investigación e Intervención Educativa (RMIIE), of Universidad Pablo Latapí Sarre agree to the following terms:

1. Copyright

Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.

© The authors.

2. License

The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en

This license allows:

  • Sharing: Copying and redistributing the material in any medium or format.
  • Adapting: Remixing, transforming, and building upon the material.

Under the following terms:

  • Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
  • NonCommercial: You may not use the material for commercial purposes.
  • ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.

There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.