La motivación en docentes de educación universitaria virtual a distancia

This study presents empirical evidence regarding the motivational processes experienced by a group of 36 distance learning university professors, based on the approaches of Self-Determination Theory (SDT) (Ryan and Deci, 2000; 2020). A descriptive and correlational repeated measures design was used, based on the online application of a questionnaire, during the development of four activities throughout a thematic unit: planning, asynchronous activity, synchronous meeting, and evaluation. The results show high levels of satisfaction of the needs for competence, autonomy, and affiliation, as well as regulation of their motivational processes based on more intrinsic processes such as the perception of value of the activities and their enjoyment. Finally, consistent relationships are identified between need satisfaction and the regulatory processes of value and enjoyment. This study makes a novel contribution by investigating the motivation of virtual distance education teachers from a contextual and situational perspective of motivation.