Estilo docente y competencia en educación superior: mediación del clima motivacional

espanolEl objetivo de este estudio es analizar la mediacion del clima motivacional entre el estilo interpersonal docente y la satisfaccion y frustracion de la competencia academica en alumnado de educacion superior. El diseno de la investigacion es observacional, descriptivo y transversal, con muestreo por conveniencia. Han participado 354 estudiantes universitarios (59.6% varones) (Medad=21.84; DT=1.98) y se han utilizado las siguientes escalas: Estilo Interpersonal Docente en Educacion Superior, Clima Motivacional en Educacion, Satisfaccion de las Necesidades Psicologicas Basicas y Frustracion de las Necesidades Psicologicas Basicas. Las relaciones predictivas del estilo interpersonal docente sobre la satisfaccion y frustracion de la competencia academica, mediados por el clima motivacional, se han sometido a verificacion mediante un modelo de senderos (path analysis). Se presentan las relaciones directas e indirectas del modelo. Ha quedado demostrada la importancia del clima motivacional como elemento mediador entre el estilo interpersonal docente y la satisfaccion y frustracion de la competencia academica del alumnado, siendo el clima hacia la maestria el mediador mas relevante para la prediccion positiva de la satisfaccion de la competencia a partir de un estilo de apoyo a la autonomia. EnglishThe aim of the study was to analyze the motivational climate mediation between the interpersonal teaching style and the satisfaction and frustration of academic competence in higher education students. The study design was observational, descriptive and cross-sectional, using convenience sampling. 354 higher education students participated (59.6% men) (Mage=21.84; SD=1.98) and the following scales were used: Interpersonal Teaching Style in Higher Education, Motivational Climate in Education, Satisfaction of Basic Psychological Needs and Thwarting of Basic Psychological Needs. A path analysis was used to verify the predictive relationships of the interpersonal teaching style on competence satisfaction and thwarting of basic psychological needs with the motivational climate mediation. The direct and indirect relationships of the model are presented. The importance of the motivational climate as a mediating effect between the interpersonal teaching style and the satisfaction and thwarting of the students’ competence has been demonstrated. The mastery climate was the more relevant mediator for the positive prediction of competence satisfaction based on autonomy support.