Motivación como factor psicosocial en el rendimiento académico en estudiantes universitarios.

Abstract

The study presented below is the result of a review of multiple studies on whether university students feel motivated, what perceptions they have of academic performance taking into account causes, agents or circumstances that promote performance. The aim of the study is to examine how these two factors affect each other and thus generate a contribution to the perception or interpretation of this phenomenon that affects higher education. In relation to motivation and academic performance, a phenomenon has been presented that has internal and external causes that have affected motivation, as evidenced by different factors such as previous academic training, career selection, and one of the academic problems that has different causes complicating the good academic progress of university students by not enabling the average necessary to complete their studies normally within the established time; Likewise, there is evidence of repeating students in different subjects, this damaging self-esteem by not generating satisfactory personal results, demotivating by not being able to successfully conclude the student desertion unchained in certain cases.The thoughts explained above are supported by strong theoretical bases, evidenced both in psychosocial, as motivation is a factor that influences the academic performance of university students, in which a positive affective motivation and the depth of knowledge well directed in the professional career and a self-esteem that is progressively developed and is encouraged by the teacher in the good methodological development, building motivational pillars that promote the elevation of academic performance emphasizing the teaching learning process.