Relación entre la percepción de la mentoría docente y la motivación académica en estudiantes de ciencias de la salud
Relationship between the perception of teacher mentoring and academic motivation in health sciences students

Alan Jurado, Carlos Arellano

Resumen


RESUMEN
Objetivo: Analizar la relación entre la percepción de la mentoría docente, la empatía-liderazgo y la motivación académica en estudiantes del área de salud. Métodos: Se aplicó un estudio cuantitativo, no experimental, transversal y correlacional con una muestra de 87 participantes. Para la evaluación de la empatía-liderazgo docente, la motivación académica y la percepción del mentoring, se aplicó un cuestionario tipo Likert. Dentro del análisis de datos se emplearon análisis descriptivos, prueba t de Student, ANOVA, correlación de Pearson y regresión lineal múltiple. Resultados: Se evidenció una correlación positiva fuerte entre empatía-liderazgo docente y motivación académica (r = 0.842; p < 0.001). La regresión indicó que la empatía-liderazgo docente se asocia significativamente con la motivación académica, mientras que la percepción favorable del mentoring también mostró asociación significativa. Conclusiones: Los resultados sugieren que la percepción positiva del mentoring y las habilidades de empatía-liderazgo docente se relacionan con mayores niveles de motivación académica, sin establecer relaciones causales.
ABSTRACT:
Objective: To analyze the relationship between the perception of teaching mentoring, empathy-leadership and academic motivation in students in the health area. Methods: A quantitative, non-experimental, cross-sectional and correlational study was applied with a sample of 87 participants. To evaluate teacher empathy-leadership, academic motivation and perception of mentoring, a Likert-type questionnaire was applied. Within the data analysis, descriptive analysis, Student's t test, ANOVA, Pearson correlation and multiple linear regression were used. Results: A strong positive correlation was found between empathy-teacher leadership and academic motivation (r = 0.842; p < 0.001). The regression indicated that teacher empathy-leadership is significantly associated with academic motivation, while favorable perception of mentoring also showed a significant association. Conclusions: The results suggest that the positive perception of mentoring and teacher empathy-leadership skills are related to higher levels of academic motivation, without establishing causal relationships.

Recibido: 19-04-2026.

Aceptado: 20-05-2026.

Publicado: 29-06-2026


Palabras clave


ciencias médicas; competencias sociales; docencia; motivación; tutoría; medical sciences; social skills; teaching; motivation; tutoring

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Referencias


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ISSN Electrónico: 2610-797X

DOI: https://doi.org/10.53766/GICOS

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