Gender characteristics of primary school students’ success in solving tasks in the context of varying extrinsic motivational attitudes

Alexandr Savenkov; Olga  Gavrilova

doi:10.22633/rpge.v25iesp.1.15006

Autores/as

Alexandr Savenkov Moscow City University (MCU), Moscow https://orcid.org/0000-0001-7532-7540
Olga Gavrilova Moscow Pedagogical State University (MPGU), Moscow https://orcid.org/0000-0003-0777-0246

DOI:

https://doi.org/10.22633/rpge.v25iesp.1.15006

Palabras clave:

Motivación, Género, Tareas convergentes, Éxito, Estudiantes

Resumen

El artículo presenta los resultados de un estudio empírico de características específicas del éxito de niños y niñas en edad escolar primaria en la resolución de problemas convergentes bajo la condición de variadas actitudes motivacionales. El estudio se realizó en la escuela primaria de la Institución Educativa Presupuestaria del Estado de Moscú, el complejo educativo “Escuela No. 1561” en 2016-2018. La muestra del estudio incluye 239 estudiantes de segundo grado cuya edad promedio fue de 8.2 años. 137 de los participantes del estudio eran niños y 102 niñas, lo que constituye el 57% y el 43% de la muestra, respectivamente. La motivación se evalúa mediante la modificación de los autores del método de N.V. Elfimova "Una escalera de motivos", una versión del Cuestionario de estilo atribucional para niños (CASQ) de M. Seligman modificado por N.A. Baturina y D.A. Tsiring y la modificación de los autores de la Escala de teoría implícita de C. Dweck. El estudio de la esfera cognitiva de los estudiantes de primaria incluye la prueba de matrices progresivas de J. Raven, la prueba de pensamiento creativo de P. Torrance y la adaptación de E.E. Tunik de la escala de creatividad de J. Johnson. En el marco del experimento se forman dos bloques de tareas convergentes: uno que incluye tareas de transitividad no verbal (el bloque lógico) y otro que contiene tareas de pensamiento volumétrico y espacial (el bloque espacial). Se establece que el éxito de los estudiantes de primaria de ambos sexos en la resolución de tareas convergentes está asociado no solo a la actitud motivacional extrínseca construida a través de la instrucción verbal sino también a las características psicológicas específicas del desarrollo de las esferas cognitiva y motivacional en los niños. La relación entre el éxito en la resolución de tareas convergentes y las características psicológicas del desarrollo cognitivo y la esfera motivacional difiere para niños y niñas en edad escolar primaria que se manifiesta más intensamente en el nivel de desarrollo del componente no verbal, la motivación principal y los detalles del desarrollo del estilo atribucional de explicar el éxito y el fracaso, así como sus componentes particulares.

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Biografía del autor/a

Alexandr Savenkov, Moscow City University (MCU), Moscow

Dr. Professor and Corresponding Member of RAO.

Olga Gavrilova, Moscow Pedagogical State University (MPGU), Moscow

Senior Lecturer. PhD in Psychology.

Citas

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