Motivación intrínseca y aprendizaje de un niño de 8 años proveniente de una familia disfuncional

Abstract

The family constitutes the cell of the social development of the countries since it is the only one capable of watching over, caring for, teaching and educating the new generations in fundamental values for their development. In this family dynamic, motivation plays an important role, since through it goals or objectives are set that are willing to be fulfilled with the participation of all adequately, from a correct orientation. However, in dysfunctional families, this process is considerably affected, especially in children where manifestations such as fear, lack of communication, low self-esteem as a consequence of unfavourable emotional states have been corroborated by different authors, physical and psychological development. Considering the importance of research in this area, an eight-year-old boy, from “Unidad Educativa Vicente Rocafuerte”, which is located in the City of Pasaje, where he is studying the 4th year of Education, was taken as the object of study. Basic General, he lives with his parents and three siblings, in a not very affectionate family environment, with systematic arguments and shouts, as a means of correction by his parents. Under these precedents, the following problem was assumed; What is the relationship between intrinsic motivation and learning in an 8-year-old from a dysfunctional family? To solve it, the general objective was determined: To establish the relationship between intrinsic motivation and learning in an 8-year-old child from a dysfunctional family. From these theoretical categories, the research considered in its development the following variables of study or units of analysis: intrinsic motivation, meaningful learning and dysfunctional family.