Motivación estudiantil en humanidades: Su impacto en el rendimiento académico y desarrollo profesional

• Peng Ling Escuela de Estudios Extranjeros, Universidad Jiaotong de Xi'an, Xi'an, China https://orcid.org/0009-0004-6201-2215
• Nataliya Isaeva , Universidad Politécnica de Moscú, Moscú, Rusia https://orcid.org/0000-0002-5987-6969
• Nika Bolzan Universidad Estatal de Bielorrusia, Minsk, Bielorrusia https://orcid.org/0009-0000-3591-5276
• Sergei Kolganov Departamento 917, Instituto de Aviación de Moscú (Universidad Nacional de Investigación), Moscú, Rusia. https://orcid.org/0000-0002-2684-4805
• Irina Chirich Departamento de Disciplinas Humanitarias de la Facultad de Competencias Básicas, Universidad Politécnica de Moscú, Moscú, Rusia https://orcid.org/0000-0003-1273-6915
• Svetlana Zhabchik Universidad Estatal Agraria de Kuban que lleva el nombre de I.T. Trubilin, Krasnodar, Rusia https://orcid.org/0000-0002-0158-4699

DOI: https://doi.org/10.5281/zenodo.10456690

Resumen

En el proceso de la enseñanza superior, se reestructura el sistema de relaciones vitales de los estudiantes con la realidad y se transforman los motivos principales de su actividad, lo que afecta a los resultados de sus estudios. En este contexto, la exploración del rendimiento académico de los estudiantes adquiere mayor importancia en vista del aumento de los requisitos que se exigen a los titulados universitarios de hoy en día. La especificidad de la educación humanitaria orienta a los estudiantes hacia la necesidad de actualizar constantemente sus conocimientos y obtener formación adicional en disciplinas afines y, por lo tanto, depende de la motivación de los estudiantes para aprender. El objetivo del estudio es determinar el efecto de los tipos de motivación en los estudiantes de humanidades sobre su rendimiento académico y el nivel de formación profesional utilizando el enfoque del estudio de casos y el análisis de correlaciones. Los resultados obtenidos demuestran que la motivación de logro se relaciona con el éxito en el aprendizaje y la concentración de los estudiantes en el proceso educativo. Se observan correlaciones entre 1) el rendimiento académico y la motivación de logro; 2) el rendimiento académico y los indicadores cuantitativos de motivación de éxito, revelando el análisis cualitativo una correlación entre un mayor rendimiento académico y una mayor motivación de éxito en la mayoría de los estudiantes; 3) el tipo de motivación para la formación universitaria y el rendimiento académico.

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