Motivación del logro académico del docente en el aprendizaje. Una revisión sistemática
Resumen
Objetivo: El presente artículo de revisión sistemática tiene como objetivo el análisis de los aportes respecto a la motivación del logro académico del docente en el aprendizaje de los estudiantes. Metodología: La investigación se realizó utilizando la metodología de la Declaración PRISMA. Para ello se realizaron criterios de inclusión y exclusión en el análisis que se presenta en diagrama de flujo; quedando 22 artículos seleccionados de un total de 1510 artículos Resultados: los hallazgos encontrados se basan en investigaciones tanto de tipo cualitativo como mixto, pero fundamentalmente de artículos con enfoque cuantitativo, en todas ellas se consideró categorías como motivación intrínseca, motivación extrínseca y motivación trascendente, las que deben complementarse para su influencia en el aprendizaje, sin embargo se notó la escasez de estudios sobre esta última categoría. Conclusiones: Se demuestra que la motivación intrínseca se ve influenciada por la escuela, la familia y la comunidad, mientras que toda actividad que demande un reto o desafío la favorece, en ese sentido las necesidades psicológicas básicas son esenciales para la motivación. Complementariamente, una forma de evidenciar la motivación extrínseca es al sentirse parte de la solución de un problema, además la actitud positiva que pueda expresar un compañero favorece dicha motivación.
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