María del Socorro Rodríguez Guardado
https://orcid.org/0000-0002-1575-2403
Martha Leticia Gaeta González
https://orcid.org/0000-0003-1710-217X
Universidad Popular Autónoma del Estado de Puebla (UPAEP), Puebla, México
Abstract
This research aimed to analyze the motivation and volition for learning in postgraduate students through the ARCS-V model and, to investigate possible differences according to gender. A mixed method of concurrent design was used. 49 Mexican in service teachers enrolled in two postgraduate programs in the educational area participated voluntarily (67.3% female and 32.7% male), who took classes in person and online due to the gradual return to the classrooms in the post-COVID-19 pandemic. The ARCS-V instrument was used and the narrative as a complementary inquiry technique. Results showed that trust and satisfaction were positively correlated with volition. The materials and teaching guidance during the course fostered sustained interest, which favored the confidence and satisfaction of the participants. There were no significant differences by gender. These findings show the need to consider the categories of the model in teaching.
Keywords: teacher training, motivation, confidence, satisfaction, blended learning, educational mode.
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