Motivación, ansiedad y autoconcepto en Educación Superiorefectos de metodologías y conductas docentes en el conocimiento y rendimiento de los estudiantes

Abstract

The effects of motivation, anxiety and self-esteem both on the acquisition of knowledge and students’ performance in diverse educational contexts have been studied in many publications. The literature has concluded that the presence of these variables is inevitable due to its inherent quality. However, the increase or decrease of the variables’ levels will be defined both by the teachers’ behaviors and methodology. Moreover, the presence of these variables can be a significant limitation for any field of knowledge. Due to all of this, the teacher’s task consists of identifying the alarming signals in order to detect anxiety and loss of motivation and self-esteem. As a consequence, he should create environments of teaching and learning in which the students should not be intimidated. On the contrary, these environments have to generate a feeling of relief concerning motivation, anxiety and self-esteem. In addition, the aim of this paper consists of identifying certain behaviors, which could cause high levels of anxiety and decrease of self-esteem, as well the reasons why students have low levels of motivation. Besides, solutions for teacher staff will be provided by detecting students with such characteristics in order to establish an optimal relationship between the teacher and the student.