Relación entre metaconocimiento emocional y autodeterminación en estudiantes de Pedagogía

Abstract

Emotional development and intrinsic motivation are relevant skills for the training of current generations since they are at the base of self-regulation and autonomous thinking. They are facets of the human being that are deemed necessary for the educational field, currently being considered as part of the professional skills of initial teacher training; however, an explicit or systematic line of work on these competencies has not been developed in many of the teacher training institutions. The main objective of this study seeks to analyze the levels of emotional knowledge and self-determination of students entering the first year of Pedagogy courses at a Chilean university, as well as the relationship between these variables. 431 Pedagogy students participated, 271 women (63%) while 157 of these were men (36%); there were close to 1% of students who did not feel represented with these gender categories. The TMMS 24 and the personal self-determination questionnaires were used as data collection instruments, both tests had applications in the Chilean sample and adequate levels of reliability; data were analyzed descriptively (measures of central tendency and dispersion), correlationally (Spearman's Rho coefficient) and comparatively (Mann-Whitney’s U coefficien t). The results show medium high levels in both variables, and a medium high standard deviation in the first variable in a whole participant; In addition, a slight predominance is observed in women, scoring higher than men in both variables. On the other hand, a positive, significant, and moderate relationship is found between the global variables (r=0.36, p<0.01), and between the dimension of perceived choice (self-determination) and global emotional meta-knowledge (r= 0.406, p<0.01), as well as the first with emotional