Motivational Style of Controlling Teachers: An Exploratory Analysis from the Students’ Perception

Iraola-Real I.; Vasquez C. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

Educational motivation is of great psychological interest. In particular, the study of motivational teaching styles has generated more attention in the present century, because there is a desire to understand the best way to motivate students. In view of this, the purpose of the study is: to analyze the levels of perception of the controlling motivational styles practiced by teachers in teaching pre-university students in Lima-Peru. Thus, the relevance and pertinence of this study lies in identifying whether students perceive motivational practices that have proven to be traditional and harmful in education. A total of 239 students were surveyed, 111 females (46.4%) and 128 males (53.6%) between 16 and 22 years old (Mage = 17.87, SD = .46). Thus, the results showed that students neither agreed nor disagreed that teachers motivated them with rewards and sanctions. That they were in relative agreement that they applied the style of attention to the negative conditioning factors. In addition, they disagreed that teachers were bullies. However, there were individual cases who expressed agreement that teachers neglected and intimidated them.

Instituciones: Universidad de Ciencias y Humanidades