RELACIONES ENTRE EL AUTOCONCEPTO Y LA MOTIVACIÓN DE ESTUDIANTES LICEALES DE MONTEVIDEO

Se presentan los principales resultados del proyecto “Relaciones entre el autoconcepto y la motivacion de estudiantes liceales de Montevideo”. El objetivo principal fue investigar las relaciones entre el autoconcepto y las caracteristicas motivacionales que presentan los estudiantes de secundaria de Montevideo que conforman la muestra.Participaron 105 adolescentes,entre 15 y 18 anos de edad, de una institucion publica y una privada de la misma zona metropolitana. La motivacion academica se evaluo a partir del cuestionario MAPE II y el autoconcepto con la prueba LAEA. Tras el analisis descriptivo, se disenaron talleres dirigidos a los estudiantes, buscando ampliar los resultados obtenidos con los anteriores instrumentos. El autoconcepto social mostro ser el mas elevado, tambien emergio en los talleres como un area de preocupacion para los estudiantes. Se encontro una tendencia hacia la motivacion por la ejecucion (miedo al fracaso). La motivacion por el aprendizaje correlaciono positivamente con el autoconcepto emocional, intelectual, social y corporal; mientras que la motivacion por el miedo al fracaso correlaciono negativamente con el autoconcepto emocional. A partir de los talleres se concluye que los adolescentes consideran que existe una relacion de retroalimentacion positiva entre el autoconcepto, la motivacion y los resultados que tienden a obtener. Palabras clave Autoconcepto, Motivacion, Adolescentes, LAEA, MAPE II ABSTRACT RELATIONS BETWEEN SELF-CONCEPT AND MOTIVATION IN HIGH SCHOOL STUDENTS OF MONTEVIDEO The main results of the “Relations between self-concept and motivation in high school students of Montevideo” project are presented. The main objective was to investigate the relations between self-concept and motivational characteristics of the high school students of Montevideo that were in the sample. It consisted in 105 teenagers, between the ages of 15 to 18, from one public and one private institution of the same metropolitan area.Academic motivation was assessed with the MAPE II questionnaire and self-concept with the LAEA test. After a descriptive analysis, we designed workshops for the students, seeking to extent the results obtained with the scales. Social self-concept proved to be the highest, and it also emerged in the workshops as an important area of concern for the students. A slight tendency towards performance goals (avoidance) was found. Learning goals had a positive correlation with emotional, intellectual, social and bodily self-concept; while avoidance goals had a negative correlation with emotional self-concept. From the workshops was concluded that teenagers think that there is a positive feedback relation between self-concept, motivation and the results they tend to obtain. Key words Self-concept, Motivation- Teenagers, LAEA, MAPE II