Ecologías de aprendizaje y motivación del profesorado universitario de Ciencias de la Salud

  1. Iris Estévez 1
  2. Alba Souto Seijo 1
  3. Mercedes González Sanmamed 1
  4. Antonio Valle Arias 1
  1. 1 Universidade da Coruña

    Universidade da Coruña

    La Coruña, España


Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X

Ano de publicación: 2021

Volume: 24

Número: 2

Páxinas: 19-42

Tipo: Artigo

DOI: 10.5944/EDUCXX1.28660 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Educación XX1: Revista de la Facultad de Educación


Citas recibidas

  • Citas en Scopus: 3 (16-01-2023)
  • Citas en Dialnet Métricas: 3 (26-01-2023)
  • Citas en Web of Science: 5 (04-01-2023)

JCR (Journal Impact Factor)

  • Ano 2021
  • Factor de impacto da revista: 3.077
  • Factor de impacto sen autocitas: 3.0
  • Article influence score: 0.599
  • Cuartil maior: Q2
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q2 Posición na área: 85/270 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2021
  • Impacto SJR da revista: 0.859
  • Cuartil maior: Q1
  • Área: Education Cuartil: Q1 Posición na área: 238/1381

Índice Dialnet de Revistas

  • Ano 2021
  • Factor de impacto da revista: 2,740
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 4/228


  • Ciencias Sociais: A

Scopus CiteScore

  • Ano 2021
  • CiteScore da revista: 5.7
  • Área: Education Percentil: 93

Journal Citation Indicator (JCI)

  • Ano 2021
  • JCI da revista: 1.99
  • Cuartil maior: Q1
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q1 Posición na área: 50/743


The present work aims to deepen the study of one of the key components that make up the Personal Dimension of the Learning Ecologies of Health Sciences faculty: teaching motivation. This is a topic scarcely explored in the field of Higher Education, despite the fact that it is an element that strongly influences the quality of the teaching-learning process. Consequently, from a person-centered perspective, the objective of this study is based on the identification of teacher motivational profiles from the combination of two motivational orientations (performance-centered motivation and mastery-oriented motivation). The methodology used was of a quantitative nature, through a survey, and with an exploratory design. The sample is made up of 416 members of the faculty of Health Sciences, belonging to 37 Spanish universities. Using the Latent Class Analysis technique, three motivational teacher profiles were identified: a) Motivated Profile; b) Moderately Motivated Profile; and C) Unmotivated Profile. In the first we find teachers who show high levels of mastery-oriented motivation and moderate levels of performance-oriented motivation. This profile is made up of more than half of the total sample. The second profile is made up of teachers with moderately high motivational levels, although unlike the first, performance-related reasons predominate. Finally, the third group includes teachers who show very low levels in both motivational orientations. These results portray a promising scenario, although potentially perfectible. The implications of this study are aimed at the design and generation of training itineraries better adjusted to the needs and characteristics of the professors to whom they are directed.

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