Descriptive analysis of Academic Motivation (EMA) in telesecundaria education students in Sonora
Abstract
The objective of this study was to describe the academic motivation of third-year telesecundaria students and to examine differences by gender. This is a quantitative, cross-sectional study with a descriptive design. The participants were 53 telesecundaria students from a municipality in the southern part of the state of Sonora, Mexico. A sociodemographic questionnaire and the Academic Motivation Scale (AMS) were used. The findings show average to very high levels of academic motivation, both overall and in each of its dimensions, as well as higher scores in all cases for women. Likewise, extrinsic motivation stands out as the dimension with the highest score and the one that has the greatest impact on students' motivational performance. Likewise, amotivation was the dimension with the greatest variability in scores, which represents an indicator that should be addressed before it leads to apathy or academic indifference. Finally, with regard to gender differences, statistically significant results were identified in the dimensions of intrinsic motivation and amotivation, with better ratings for women.
Downloads
References
Benavides-Lara, M. (2020). La importancia de la obligatoriedad para exigir el derecho a la educación en México. Revista Latinoamericana De Derechos Humanos, 31(2), 81-98. https://doi.org/10.15359/rldh.31-2.4
Bonilla, A., Guerrero Salazar, A., & Prieto-López, A. (2020). Estrategias metodológicas interactivas en la educación. Revista Científica UISRAEL, 7(3), 25-36. https://doi.org/10.35290/rcui.v7n3.2020.282
Carrillo, A., Chávez, O. E., Iruz, C., & Lira, D. A. (2020). La motivación y el abandono escolar en alumnos de bachillerato. PsicoEducativa: reflexiones y propuestas, 6(11), 38-43. https://psicoeducativa.iztacala.unam.mx/revista/index.php/rpsicoedu/article/view/125/329
Casanova-Valencia, S., Hurtado-Ramírez, J., & González-Samaniego, A. (2023). Implementación de la Escala de Motivación Académica (EMA) en estudiantes universitarios de México. Revista De La Facultad De Contaduría y Ciencias Administrativas, 8(16), 34-41. https://rfcca.umich.mx/index.php/rfcca/article/view/197
Colebrusco Souza, G., Meireles, E., Mira, L., & Januário Leite, M. (2021). Escala de Motivación Académica: evidencias de validez y confiabilidad en estudiantes del curso de enfermería. Revista Latino-americana de Enfermagem, 29, 1-11. https://dx.doi.org/10.1590/1518-8345.3848.3420
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https//dx.doi.org/10.1007/978-1-4899-2271-7
Domínguez-Alonso, J., & Pino-Juste, M. (2014). Motivación intrínseca y extrínseca: análisis en adolescentes gallegos. International Journal of Developmental and Educational Psychology, 1(1), 349-358. https://doi.org/10.17060/ijodaep.2014.n1.v1.380
Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.
Estrada-Ruiz, M., & Cruz-Estrada, P. (2024). Las perspectivas sobre la desafiliación escolar en el nivel medio superior mexicano. IE Revista de Investigación Educativa de la REDIECH, 15, 1-20. https://doi.org/10.33010/ie_rie_rediech.v15i0.2160
González, A., & Rueda, M. (2020). Un estudio sobre la motivación hacia la escuela secundaria en estudiantes mexicanos. Revista Electrónica de Investigación Educativa, 22(1), 1-15.
González-Sanmamed, M., Estévez, I., Souto-Seijo, A., & Muñoz-Carril, P. (2020). Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario. Comunicar, 62, 9-18. https://doi.org/10.3916/C62-2020-01
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw Hill Education.
Korpershoek, H., King, R. B., McInerney, D. M., Nasser, R. N., Ganotice, F. A., & Watkins, D. A. (2019). Gender and cultural differences in school
motivation. Research Papers in Education, 36(1), 27–51. https://doi.org/10.1080/02671522.2019.1633557
López Sauceda, M., Norzagaray Benítez, C., Arreola Romero, F., & Corral Frías, N. (2023). Factores predictores del consumo de drogas en estudiantes de secundaria. Psicumex, 13(1), 1-28. https://doi.org/10.36793/psicumex.v13i1.551
Muñoz-Chávez, J. P., Valle-Cruz, D., Barrios-Quiroz, H., & García-Contreras, R. (2022). Hacia el liderazgo transformacional en la educación superior: competencias para responder a la crisis del COVID-19. Ciencia y Sociedad, 47(2), 21–40. https://doi.org/10.22206/cys.2022.v47i2.pp21-40
Núñez Alonso, J. L., Lucas, J. M., Navarro Izquierdo, J. G., & Grijalvo Lobera, F. (2006). Validación de la Escala de Motivación Educativa (EME) en Paraguay. Revista Interamericana de Psicología, 40(3), 391-398. https://psycnet.apa.org/record/2006-22402-006
Núñez Alonso, J. L., Martín-Albo, J., & Navarro Izquierdo, J. (2005) Validación de la versión española de la Échelle de Motivation en Éducation. Psicothema, 17(2), 344-349. https://www.psicothema.com/pi?pii=3110
Rodríguez, M., Aguilar, J., & Apolo, D. (2018). El Buen vivir como desafío en la formación de maestros: aproximaciones desde la Universidad Nacional de Educación del Ecuador. Revista mexicana de investigación educativa, 23(77), 577-596.
Rossi, T., Trevisol, A., Dos Santos-Nunes, D., Dapieve-Patias, N., & Von Hohendorff, J. (2020). Autoeficacia general percibida y motivación para aprender en adolescentes de educación media. Acta Colombiana de Psicología, 23(1), 254-263. https://doi.org/10.14718/ACP.2020.23.1.12
Santillán-Hernández, A., & Vargas-Sánchez, J. (2022). Trabajo infantil y rendimiento escolar en México. Problemas del desarrollo, 53(208), 125-150. https://doi.org/10.22201/iiec.20078951e.2022.208.69734
Schunk, D. H., & Zimmerman, B. J. (2022). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Stenberg, I., Sundgren, M., & Bostedt, G. (2025). The boy paradox: exploring motivational factors in gender differences and academic achievement across ages 9–14 years. Educational Psychology in Practice, 41(2), 211-230. https://doi.org/10.1080/02667363.2025.2469242
Torres Bartra, K. (2018). Propiedades psicométricas de la escala de motivación académica (EMA) para estudiantes del nivel secundario de Tarapoto, 2018 [Tesis de Licenciatura] Repositorio Universidad César Vallejo. https://hdl.handle.net/20.500.12692/60354
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159-172
Zambrano-Montero, L. A., & Yarce-Pinzón, E. (2023). Impacto de la pandemia por COVID-19 en la Motivación Escolar. Búsqueda, 10(1), 1-10. https://doi.org/10.21892/01239813.664
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
