Autoeficacia, motivación académica y madurez vocacional en estudiantes de enfermería en una universidad privada de Lima
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Date
2021
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Publisher
Universidad Femenina del Sagrado Corazón
Abstract
La investigación se llevó a cabo en una universidad privada del distrito de San
Juan de Lurigancho en la ciudad de Lima. Presentó dos objetivos: a) Identificar
la asociación entre autoeficacia, motivación académica y madurez vocacional
y b) Establecer las diferencias de autoeficacia, motivación académica y
madurez vocacional en estudiantes de primer y quinto año de estudios de
enfermería. Método: De nivel descriptivo comparativo, tipo básico, sustantivo,
correlacional y de diseño no experimental. Con una muestra de 190 alumnos
de enfermería. Los instrumentos que se usaron para recoger la información
fueron: MSLQ Motivated Strategies for Learning Questionnaire (Navea, 2015),
cuestionario de madurez vocacional (Rodríguez, 2016) y la escala de
Autoeficacia (Bueno, 2017).
Resultados: La autoeficacia presenta relación moderada significativa con la
madurez vocacional. La motivación académica guarda relación moderada
significativa con la madurez vocacional. La autoeficacia muestra una relación
moderada significativa con la motivación académica. Los estudiantes del
quinto año presentan mayor nivel de autoeficacia, motivación académica y
madurez vocacional que los estudiantes que cursan el primer año de estudios.
The research was carried out at a private university in the district of San Juan de Lurigancho in the city of Lima. This research had two objectives: a) To determine the relationship between self-efficacy, academic motivation and vocational maturity and b) To establish the differences in self-efficacy, academic motivation and vocational maturity in first and fifth year nursing students. Methods: Comparative descriptive level, basic type, noun, correlational and non-experimental design. With a sample of 190 nursing students. The instruments used to collect the information were: MSLQ Motivated Strategies for Learning Questionnaire (Navea, 2015), vocational maturity questionnaire (Rodríguez, 2016) and the Self-Efficacy scale (Bueno, 2017). Results: Self-efficacy has a moderate significant relationship with vocational maturity. Academic motivation has a moderately significant relationship with vocational maturity. Self-efficacy shows a significant moderate relationship with academic motivation. Fifth year students show higher levels of self efficacy, academic motivation and vocational maturity than first year students.
The research was carried out at a private university in the district of San Juan de Lurigancho in the city of Lima. This research had two objectives: a) To determine the relationship between self-efficacy, academic motivation and vocational maturity and b) To establish the differences in self-efficacy, academic motivation and vocational maturity in first and fifth year nursing students. Methods: Comparative descriptive level, basic type, noun, correlational and non-experimental design. With a sample of 190 nursing students. The instruments used to collect the information were: MSLQ Motivated Strategies for Learning Questionnaire (Navea, 2015), vocational maturity questionnaire (Rodríguez, 2016) and the Self-Efficacy scale (Bueno, 2017). Results: Self-efficacy has a moderate significant relationship with vocational maturity. Academic motivation has a moderately significant relationship with vocational maturity. Self-efficacy shows a significant moderate relationship with academic motivation. Fifth year students show higher levels of self efficacy, academic motivation and vocational maturity than first year students.
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Keywords
Autoeficacia, Motivación en educación, Intereses profesionales, Estudiante universitario, Educación--Tesis, Self-efficacy, Motivation in education, Vocational interests, University students