Rendimiento académico en músicaefecto de la motivación intrínseca y el pensamiento crítico

  1. Leon, Jaime 1
  2. Núñez, Juan Luis 1
  3. Ruiz-Alfonso, Zuleica 1
  4. Bordón, Beatriz 1
  1. 1 Universidad de Las Palmas de Gran Canaria

    Universidad de Las Palmas de Gran Canaria

    Las Palmas de Gran Canaria, España


Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2015

Volumen: 20

Número: 2

Páginas: 377-391

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.12673 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica


El objetivo de este estudio fue analizar la relación entre la motivación intrínseca, el pensamiento crítico y el rendimiento académico en la asignatura de Música de estudiantes de Educación Secundaria Obligatoria. Participaron 494 estudiantes. Los datos se analizaron utilizando un modelo mixto de ecuaciones estructurales. Los resultados mostraron dos grupos o clústeres de estudiantes, diferenciados por sus puntuaciones en motivación intrínseca, pensamiento crítico y calificación en Música, donde un grupo se caracterizó por altas y el otro por bajas puntuaciones en las tres variables. Respecto a las relaciones entre las variables, se observó que el efecto de la motivación intrínseca sobre el pensamiento crítico era similar en ambos grupos, pero la regresión del pensamiento crítico sobre la calificación en Música fue mayor en el grupo de estudiantes con puntuaciones más bajas. Este estudio ofrece una mejor comprensión de los diferentes perfiles y del efecto de las variables para explicar las calificaciones en Música. 

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