Relationship between vocational maturity and the motivation towards academic learning

Abstract

Currently, the demands, responsibilities and obligations to enter the workforce are greater and the vocational decision-making process becomes increasingly difficult, therefore, it is necessary to encourage schools to seek guidance strategies that facilitate tools and a adequate advice to students. Vocational Maturity is defined as the degree to which a person adopts a decision based on the knowledge of their academic and professional alternatives, after analyzing their values, goals, interests, abilities and personal and social conditioning factors (Lucas and Carbonero, 2003). There are many motivational dimensions that influence academic commitment and that must be taken into account in order to influence student academic performance (Rodríguez, 2009). From this study, it is considered that one of these variables is vocational maturity and therefore, the objective is to know if there is a relationship between Vocational Maturity and the motivation towards learning in a total sample of 1540 subjects belonging to 27 Centers Educational Secondary Education of the provinces of Badajoz and Cáceres, with ages between 15 and 19 years. The methodology used in this study is descriptive through a quantitative paradigm by means of two survey-type instruments: to measure the Motivation towards Learning, the MAPE I questionnaire was used by the authors Jesús Alonso Tapia and Javier Sánchez Ferrer (1992 ), and for the measurement of the Vocational Maturity the CMV questionnaire adapted from Rosa (2015) was used. The results obtained show that there is a relationship between both variables for the three dimensions studied in the Motivation towards Learning.

Keywords

• psicología de la orientación
• asesoramiento y orientación educacional
• orientación profesional
• motivación