Complejidades de la Motivación, la Orientación Vocacional y Proyecto de Vida en la Educación Media
DOI:
https://doi.org/10.59722/riic.v3i1.1111Keywords:
desarrollo humano, educación rural, motivación, orientación pedagógica, proyecto de vida del alumnoAbstract
AbstractThis study explains the complexities of achievement motivation in the development of vocational guidance and life project planning in secondary school students at the Luis Antonio Robles Rural Educational Institution in Riohacha, La Guajira, demonstrating that such motivation constitutes a structural axis of academic and personal development in rural contexts. Through a theoretical approach based on McClelland (1985), Ryan and Deci (2000), and Morin's (2004) complexity theory, it was identified that achievement motivation is configured as an adaptive system where intrinsic factors - such as interest, self-efficacy, and autonomy - and extrinsic factors - such as family expectations and institutional rewards - converge, which influence goal setting, persistence, and sense of effort. The results show a positive correlation between motivation, academic performance, and vocational clarity, highlighting the importance of family support, social recognition, and the contextual relevance of the curriculum as mediators of student engagement. It is concluded that strengthening achievement motivation through contextualized pedagogical strategies and vocational guidance programs integrated into the curriculum can enhance students' life prospects, consolidating sustainable, equitable, and culturally significant educational processes within the framework of rural human development.
Keywords: human development, rural education, learning motivation, vocational guidance, life plan.
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