Influencia de la motivación intrínseca en el aprendizaje del inglés como lengua extranjera en estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH)
Palabras clave:
Trastorno por Déficit de Atención e Hiperactividad, lengua extranjera, aprendizaje del inglés, motivación intrínsecaResumen
La motivación intrínseca desempeña un papel fundamental en la educación, en particular en el aprendizaje de lenguas extranjeras. Sin embargo, a pesar de la evidencia que indica que el uso prolongado de refuerzos externos puede socavar este tipo de motivación, estos enfoques continúan priorizándose sobre las estrategias que fomentan la autonomía del aprendizaje en la educación de estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH). En consecuencia, el objetivo de esta revisión es analizar estudios que examinan la influencia de la motivación intrínseca en el aprendizaje de inglés como lengua extranjera entre estudiantes con TDAH. Se realizó una revisión sistemática de la literatura siguiendo las directrices PRISMA, en la que 25 estudios cumplieron los criterios de inclusión. Los hallazgos indican que la motivación intrínseca influye positivamente tanto en el aprendizaje de inglés como en el rendimiento académico de los estudiantes con TDAH. Sin embargo, aún no se ha establecido una relación concluyente, ya que la literatura existente no ha abordado suficientemente la motivación intrínseca y sus componentes fundamentales en esta población. En conclusión, los resultados sugieren que fomentar la motivación intrínseca y las condiciones que la sustentan puede desempeñar un papel relevante en el apoyo a la participación y el aprendizaje en el contexto del inglés como lengua extranjera, especialmente entre estudiantes con TDAH. No obstante, se requiere más investigación empírica para abordar las lagunas existentes en la literatura.
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