Diferencias en las motivaciones y el rendimiento académico

Luis Gamboa; Mauricio Rodriguez; Andres Garcia

doi:10.17533/udea.le.n78a14330

Autores/as

Luis Gamboa Universidad del Rosario
Mauricio Rodriguez Universidad de Tilburg
Andres Garcia Univeridad del Rosario

DOI:

https://doi.org/10.17533/udea.le.n78a14330

Palabras clave:

motivaciones intrínsecas, educación, TICs, ciencia

Resumen

Este documento presenta nueva evidencia sobre el efecto de la motivación de los estudiantes en el rendimiento académico. Utilizando la información del examen realizado por el Programa para la Evaluación Internacional de Alumnos de la OCDE en 2006 (PISA 2006), se encuentra que la motivación tiene un efecto positivo sobre el rendimiento de los estudiantes. Para esto, se recurre a la metodología de regresión cuantílica con variables instrumentales, la cual permite estimar diferentes coeficientes para las variables explicativas a lo largo de la distribución de puntajes en el examen y corregir por la posible endogeneidad de la motivación. Dado que el efecto de la motivación depende del puntaje de los estudiantes, nuestros resultados resaltan la importancia de diseñar políticas que promuevan la motivación focalizadas en función del rendimiento académico.

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Biografía del autor/a

Luis Gamboa, Universidad del Rosario

Departamento de Economía, Universidad del Rosario, Bogotá

Mauricio Rodriguez, Universidad de Tilburg

CentER - Departamento de Economía, Universidad de Tilburg, Tilburg, Países Bajos.

Andres Garcia, Univeridad del Rosario

Departamento de Economía, Universidad del Rosario

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