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Teaching Practice and Academic Motivation in Higher Education: A Systematic Review (2019-2024): Práctica Docente y Motivación Académica en Educación Superior: Una Revisión Sistemática (2019-2024)

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  • المؤلفون: Jara Malpica, Greta Emelyn
  • المصدر:
    Revista Scientific; Vol. 10 No. 35 (2025): Revista Scientific; 48-68; Revista Scientific; Vol. 10 Núm. 35 (2025): Revista Scientific; 48-68; 2542-2987
  • نوع التسجيلة:
    Electronic Resource
  • الدخول الالكتروني :
    http://www.indteca.com/ojs/index.php/Revista_Scientific/article/view/622
    http://www.indteca.com/ojs/index.php/Revista_Scientific/article/view/622/1676
    http://www.indteca.com/ojs/index.php/Revista_Scientific/article/view/622/1676
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  • معلومة اضافية
    • Additional Titles:
      Práctica Docente y Motivación Académica en Educación Superior: Una Revisión Sistemática (2019-2024): Teaching Practice and Academic Motivation in Higher Education: A Systematic Review (2019-2024)
    • Publisher Information:
      Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo INDTEC, C.A. 2025-02-05
    • نبذة مختصرة :
      This systematic review examines the relationship between teaching practices and academic motivation in higher education using the PRISMA methodology with a qualitative approach. Eighteen studies published between 2019-2023 were rigorously analyzed, selected from 693 initial references in Scopus, Web of Science, and Mendeley, applying specific inclusion criteria and thematic categorization. Findings reveal that teaching strategies fostering autonomy, active learning, and personalized instruction significantly increase student motivation. Faculty socio-emotional competencies, particularly empathy and enthusiasm, prove decisive in strengthening academic engagement. Evidence shows that motivation acts as a mediating variable between pedagogical practices and performance, confirming a direct correlation between active methodologies and high levels of involvement. The research identifies challenges in teacher training regarding motivational strategies and in the objective assessment of pedagogical practices. The review concludes that optimizing teaching practices substantially improves both motivation and academic performance of university student.
      Esta revisión sistemática examina la relación entre prácticas docentes y motivación académica en educación superior mediante metodología PRISMA con enfoque cualitativo. Se analizaron 18 estudios publicados entre 2019-2023, seleccionados rigurosamente de 693 referencias iniciales en Scopus, Web of Science y Mendeley, aplicando criterios específicos de inclusión y categorización temática. Los hallazgos revelan que las estrategias docentes que fomentan autonomía, aprendizaje activo y enseñanza personalizada incrementan significativamente la motivación estudiantil. Las competencias socioemocionales del profesorado, particularmente empatía y entusiasmo, resultan determinantes para fortalecer el compromiso académico. Se evidencia que la motivación actúa como variable mediadora entre las prácticas pedagógicas y el rendimiento, confirmando una correlación directa entre metodologías activas y elevados niveles de implicación. La investigación identifica desafíos en la formación docente sobre estrategias motivacionales y en la evaluación objetiva de prácticas pedagógicas. Se concluye que la optimización de la práctica docente mejora sustancialmente tanto la motivación como el rendimiento académico de los estudiantes universitarios.
    • الموضوع:
      práctica docente; motivación del estudiante; enseñanza superior; revisión sistemática; metodología de la investigación; teaching practice; student motivation; higher education; systematic review; research methodology; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Articles; Artículos
    • Availability:
      Open access content. Open access content
      Derechos de autor 2025 INDTEC, C.A.
      https://creativecommons.org/licenses/by-nc-sa/4.0
    • Note:
      application/pdf
      Spanish
    • Other Numbers:
      VEIDT oai:ojs.pkp.sfu.ca:article/622
      10.29394/Scientific.issn.2542-2987.2025.10.35.2.48-68
      1522904215
    • Contributing Source:
      INSTITUTO INTERNACIONAL DE INVESTIGACIO
      From OAIster®, provided by the OCLC Cooperative.
    • الرقم المعرف:
      edsoai.on1522904215
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