Motivaciones de los estudiantes de Economía para el aprendizaje de las matemáticas: una aplicación de la teoría Valor-Expectativa
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Basado en la teoría Expectativa-Valor de Eccles et al. (1983), en el presente estudio se analizan las motivaciones de los estudiantes del programa de Economía de la Universidad Industrial de Santander en lo referente al aprendizaje de las matemáticas. Para ello, se utilizó una muestra de ciento cuatro estudiantes, quienes diligenciaron el Cuestionario de autoevaluación y percepción de tareas, desarrollado originalmente por Eccles, O’Neill y Allan (2005). Los 19 ítems utilizados cumplieron con el criterio de confiabilidad interna de los constructos (valores del alfa de Cronbach entre .66 y.86). Para determinar las relaciones entre las variables, se realizó un análisis de trayectoria a través del modelado de ecuaciones estructurales. Entre los principales resultados se destaca que las creencias de expectativas se relaciona positivamente con el desempeño de los estudiantes en las matemáticas.
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