Abstract
The present research work aims at gaining understanding of what it is referred as “motivation” and “engagement” in the context of educational processes considering points of consensus and debate in the specialized literature. The objective was examining how far the definitions that have been proposed by authors from English-speaking contexts are compatible or have been represented in writings from Iberoamerican context attempting to clarify how are these two constructs related to each other. A review was performed focusing on manuscripts that discussed advances in these subjects. The main conclusions from this revision highlight the similarity of some definitions for both concepts. It is shown that both concepts are being treated as equivalent to each other, enabling potential conceptual confusions. The need for further debating about the relationship between both kinds of processes aiming at achieving higher clarity regarding the differences between the concepts to help future research and interventions is proposed.References
Alderman, M. (2008). Motivation for achievement: Possibilities for teaching and learning (3a ed.). Nueva York: Taylor and Francis.
Appleton, J., Christenson, S., y Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. doi: https://doi.org/10.1002/pits.20303
Archambault. J. y Chouinard, R. (1996). Vers une gestion éducative de la clase. Montréal: Morin.
Asensio, J. (1994). Hijos con fracaso escolar. Barcelona: Grupo Editorial CEAC.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997). Self-efficacy. The exercise of control. Nueva York: Freeman.
Beltrán, J. (1993). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis.
Broc, M. Á. (2000). Autoconcepto, autoestima y rendimiento académico en alumnos de 4º de E.S.O.: Implicaciones psicopedagógicas en la orientación y tutoría. Revista de Investigación Educativa, 18(1), 119-146. Recuperado de http://revistas.um.es/rie/article/view/121521/114201
Bueno, J. A. (1995). Motivación y aprendizaje. En J. Beltrán y J. A. Bueno (Eds.), Psicología de la educación (pp. 227-255). Barcelona: Marcombo.
Christenson, S., Reschly, A., y Wylie, C. (2012). Handbook of research on student engagement. New York: Springer. doi: https://doi.org/10.1007/978-1-4614-2018-7
Corso, M., Bundick, M., Quaglia, R. y Haywood, D. (2013). Where student, teacher, and content meet: Student engagement in the secondary school classroom. American Secondary Education, 41(3), 50-61.
Covington, M. (2000) Goal Theory, motivation and school achievement: an integrative review. Annual Review of Psychology, 51, 171-200. doi: https://doi.org/10.1146/annurev.psych.51.1.171
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal performance. NY: Cambridge University Press.
De Toro, X., Sandoval, M. J., Trigger, J., Saracostti, M., Viveros, J., Riquelme, S., … Navarro, J. J. (2016). Manual de intervenciones sobre el compromiso escolar: Una variable clave para predecir procesos de desescolarización. Colección Ciencias Sociales. Santiago de Chile: Ediciones Universidad de la Frontera.
Dotterer, A., McHale, S., y Crouter, A. (2007). Implications of out-of-school activities for school engagement in African American adolescents. Journal of Youth and Adolescence, 36(4), 391-401. doi: https://doi.org/10.1007/s10964-006-9161-3
Faria, C., Freire, S., Galvão, C., Reis, P., y Baptista, M. (2012). Students at risk of dropping out: how to promote their engagement with school science? Science Education International, 23(1), 20-39. Recuperado de http://www.icaseonline.net/sei/march2012/p2.pdf
Finn, J. D. (1989). Withdrawing from school. Review of educational research. 59(2), 117-142. doi: https://doi.org/10.3102/00346543059002117
Finn, J. y Voelkl, K. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268. doi: https://doi.org/10.2307/2295464
Fredricks, J. A., Blumenfeld, P. C. y Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. doi: https://doi.org/10.3102/00346543074001059
Furlong, M., y Christenson, S. (2008). Engaging students at school and with learning: A relevant construct for all students. Psychology in the Schools, 45(5), 365-368. doi: https://doi.org/10.1002/pits.20302
Furrer, C. y Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. doi: https://doi.org/10.1037/0022-0663.95.1.148
García, F. J. y Doménech, F. (1997). Motivación, aprendizaje rendimiento escolar. Reme, 1(0), 1-36.
García, F. J. y Musitu, G. (1993). Rendimiento académico y autoestima en el Ciclo Superior de EGB. Revista de Psicología de la Educación, 4(11), 73-87.
García, M. A., Barbero M. I., Ávila, I. y García. M. C. (2003). La motivación laboral de los jóvenes en su primer empleo. Psicothema, 15(1), 109-113. Recuperado de http://www.psicothema.es/pdf/1031.pdf
Godefroid, J. (1991). Psychologie. Science humaine et science cognitive. Montreal: Éditions HRW.
Green, G., Rhodes, J., Hirsch, A., Suárez-Orozco, C. y Camic, P. (2008). Supportive adult relationships and the academic engagement of Latin American immigrant youth. Journal of School Psychology, 46(4), 393-412. doi: https://doi.org/10.1016/j.jsp.2007.07.001
Hart, S., Stewart, K. y Jimerson, S. (2011). The student engagement in schools questionnaire (SESQ) and the teacher engagement report form-new (TERF-N): Examining the preliminary evidence. Contemporary School Psychology, 15(1), 67-79. Recuperado de https://files.eric.ed.gov/fulltext/EJ934707.pdf
Hattie, J. (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Hazel, C., Vazirabadi, G., y Gallagher, J. (2013). Measuring aspirations, belonging, and productivity in secondary students: Validation of the student school engagement measure. Psychology in the Schools, 50(7), 689-704. doi: https://doi.org/10.1002/pits.21703
Hickey, D. (2003). Engaged participation versus marginal nonparticipation: A stridently Stridently sociocultural approach to acheivement motivation. The Elementary School Journal, 103(4), 401-429. doi: https://doi.org/10.1086/499733
Inglés, C., García-Fernández, J., Castejón, J., Valle, A., Delgado, B. y Marzo, J. (2009). Reliability and validity evidence of scores on the achievement goal tendencies questionnaire in a sample of Spanish students of compulsory secondary education. Psychology in the Schools, 46(10), 1048-1060. doi: https://doi.org/10.1002/pits.20443
Jimerson, S., Campos, E. y Greif, J. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7-27. doi: https://doi.org/10.1007/BF03340893
Legendre, R. (1993). Dictionnaire actuel de l’éducation. Montreal: Guérin.
Maehr, M. y Meyer, H. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review, 9(4), 371-409. doi: https://doi.org/10.1023/A:1024750807365
Marjoribanks, K. (2003). Family background, adolescent’s achievement and aspirations, and young adults’s enrolment in Australian Universities. Aula Abierta, 82, 147-159.
Marks, H. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184. doi: https://doi.org/10.3102/00028312037001153
Martínez, J. A (2011a). Automotivación y rendimiento académico en el espacio europeo de educación superior. Cuadernos de Educación y Desarrollo, 3(28). Recuperado de http://www.eumed.net/rev/ced/28/jamg.htm?cv=1
Martínez, J. A. (2011b). Diseño y validación de cuestionario de automotivación AM-24 en el marco del Espacio Europeo de Educación Superior. Cuadernos de Educación y Desarrollo, 3(27), 1-12. Recuperado de http://www.eumed.net/rev/ced/27/jamg.pdf
McClelland, D. (1989). Motivational factors in health and illness. American Psychologist, 44(4), 675-683. doi: https://doi.org/10.1037/0003-066X.44.4.675
Meece, J., Anderman, E. y Anderman, L. (2006). Classroom goal structure, student motivation, and academic achievement. American Review of Psychology, 57, 487-503. doi: https://doi.org/10.1146/annurev.psych.56.091103.070258
Newmann, F., Wehlage, G. y Lamborn, S. (1992). The significance and sources of student engagement. En F. Newman (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York: Teachers College Press.
Núñez, J. y González-Pumariega, S. (1996). Motivación y aprendizaje escolar. Actas Congreso Nacional sobre Motivación e Instrucción (pp. 53-72). Congreso llevado a cabo en Coruña, España.
Peralbo, M., Sánchez, J. y Simón, M. (1986). Motivación y aprendizaje escolar: Una aproximación desde la teoría de la autoeficacia. Revista Infancia y Aprendizaje, 9(35-36), 37-45. doi: https://doi.org/10.1080/02103702.1986.10822127
Pintrich, P., Schunk, D. y Luque, M. (2006). Motivación en contextos educativos: teoría, investigación y aplicaciones. Madrid: Pearson Educación.
Pintrich, P. R. y De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom performance. Journal of Educational Psychology, 82, 33-40. doi: https://doi.org/10.1037/0022-0663.82.1.33
Raynal, F. y Rieunier, A. (2014). Pédagogie, dictionnaire des concepts clés: Apprentissage, formation, psychologie cognitive. Issy-les-Moulineaux: ESF.
Robson, K., Albanese, P., Harrison, D. y Sanders, C. (2014). School Engagement among Youth in Canadian Forces Families: A Comparative Analysis. Journal of Educational Research, 59(3), 363-381.
Russell, V. J., Ainley, M., y Frydenberg, E. (2005) Student motivation and engagement. Schooling issues digest, 2.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231. doi: https://doi.org/10.1080/00461520.1991.9653133
Shavelson, R. J., Hubner, J. J., y Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. doi: https://doi.org/10.3102/00346543046003407
Shernoff, D. (2013). Optimal learning environments to promote student engagement. New York: Springer. doi: https://doi.org/10.1007/978-1-4614-7089-2
Shernoff, D. y Schmidt, J. (2008). Further evidence of an engagement–achievement paradox among US high school students. Journal of Youth and Adolescence, 37(5), 564-580. doi: https://doi.org/10.1007/s10964-007-9241-z
Skinner, E., Kindermann, T., Connell, J., y Wellborn, J. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. En K. Wentzel y A. Wigfield (Eds.), Handbook of motivation at school (pp. 223-245). New York: Routledge.
Steinmayr, R. y Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90. doi: https://doi.org/10.1016/j.lindif.2008.05.004
Tardif, J. (1992). Pour un enseignement stratégique. Montreal: Éditions Logiques.
Torío, S. (2004). Familia, escuela y sociedad. Aula Abierta, 83, 35-52. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=1173765
Torrano, F. y González, M. C. (2004). El aprendizaje autorregulado: Presente y futuro de la organización. Electronic journal of research in educational psychology, 2(1), 1-34. Recuperado de http://www.investigacion-psicopedagogica.org/revista/new/ContadorArticulo.php?27
Valle, A. y González, R. (1996). Una aproximación teórica al concepto de metas académicas y su relación con la motivación escolar. Psicothema, 8(1), 45-56. Recuperado de http://www.redalyc.org/pdf/727/72780104.pdf
Valle, A., Núñez, J., Rodríguez, S., Cabanach, R., González-Pienda, J. y Rosario, P. (2010). Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro. Universitas Psychologica, 9(1), 109-121. Recuperado de http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/283/427
Veiga, F. (2012). Proposal to the PISA of a new scale of students’ engagement in school. Procedia-Social and Behavioral Sciences, 46, 1224-1231. doi: https://doi.org/10.1016/j.sbspro.2012.05.279
Veiga, F. (2013). Envolvimento dos alunos na escola: Elaboração de uma nova escala de avaliação. International Journal of Developmental and Educational Psychology, 1(1), 441-450. Recuperado de http://repositorio.ul.pt/bitstream/10451/10032/1/EAE_nova%20escala_%20Moscovo%202013.pdf
Viau, R. (1997). La motivation en contexte scolaire. Bruxelles: De Boeck.
Voelkl, K. (1997). Identification with school. American Journal of Education, 105(3), 294-318. doi: https://doi.org/10.1086/444158
Weiss, C., Carolan, B. y Baker-Smith, E. (2010). Big school, small school: (Re) testing assumptions about high school size, school engagement and mathematics achievement. Journal of Youth and Adolescence, 39(2), 163-176. doi: https://doi.org/10.1007/s10964-009-9402-3
Wentzel, K. (2005). Peer relationships, motivation, and academic performance at school. In Elliot, J. y Dweck, C. (Eds.), Handbook of Competence and Motivation (pp. 279-296). Nueva York: Guilford Press.
Wentzel, K., Wigfield, A. y Miele, D. (2009). Handbook of motivation at school. New York: Routledge.
Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self-regulatory perspective. Educational psychologist, 33(2-3), 73-86. doi: https://doi.org/10.1080/00461520.1998.9653292
Zimmerman, P. (1999). Autoeficacia y desarrollo educativo. En A. Bandura (Ed.), Auto-eficacia: Cómo afrontamos los cambios de la sociedad actual. España: Desclée De Brouwer.