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The study of human behavior is very complex, but at the same time it is important to explain the role of the teacher when assessing the student's performance in relation to academic achievement, which is why it is intended to demonstrate that the student's self-motivation influences academic achievement. The "Chakana pregunta" was used as a didactic strategy to develop critical thinking. A case was analyzed and nine questions were created, with which the aforementioned objective was set. The referential analysis and the literature review facilitated explaining the importance of self-motivation. This whole procedure led to the use of the deductive method, with which the finding focused on the concept of motivation from the etymological contribution is recorded, the same that, over time, has materialized a perception alien to educational practices. The study considers the contribution of Fernandez (2012) through the use of 12 questions of the "motivation test", applied to 160 people whose ages range between 14 and 50 years. From this sample, 30% are students of Regular Basic Education, 35.6% are students of higher level (technical and university) and the remaining 30% is equivalent to adolescents and older people who do not specify their occupation; the latter data being equally important for our analysis. The results obtained were sufficiently clear because it was determined that self-motivation influences, on a large scale, academic performance.
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