Resumen
Con base en el Modelo de Expectativa-Valor de Elecciones (Jacobs y Eccles, 2000) se realizó un análisis cualitativo del proceso de interacción madre-hijo(a), vinculado con la motivación de este(a) último(a) hacia el aprendizaje escolar. Participaron 12 diadas madre-hijo(a). Los niños(as) cursaban 2º, 4º o 6º grado de primaria (niño y niña de cada grado con alta motivación y grupo equivalente con baja motivación) y fueron seleccionados mediante la Escala de Orientación Intrínseca versus Extrínseca en el Salón de Clases de Harter (adaptada por Jiménez y Macotela, 2008). Se videograbó la interacción madre-hijo(a), mientras el niño(a) realizaba una tarea escolar en el hogar y después, se les entrevistó por separado. Se encontró que las madres de los niños(as) con alta motivación enfatizan los logros de sus hijos(as), les apoyan con mayor gusto y dedicación en la tarea escolar y establecen condiciones favorables en el hogar. Las madres cuyos hijos(as) presentan baja motivación, suelen limitarse a supervisar el cumplimiento de la tarea y emplean frecuentemente la crítica. Se concluye que es necesario diseñar programas para fomentar la motivación hacia el aprendizaje en el hogar.
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