Resumo

BAEZA-SEPULVEDA, Catherine et al. Dimensions of teacher self-regulation: intrinsic interest and goal orientation. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.36, pp.23-36.  Epub 21-Jan-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i36.897.

This study compared intrinsic interest and mastery goal orientation in teachers according to sociodemographic characteristics during the return to face-to-face classes after the COVID-19 pandemic. A cross-sectional descriptive correlational design was used. The questionnaire was answered by 157 secondary school teachers in Chile. The results showed a significant and positive relationship between intrinsic interest, mastery goal orientation; there was no significant difference in these regulatory variables according to sex and type of contract; teachers with more than 10 years of experience presented higher levels of intrinsic interest than teachers with less years of experience; there was no significant difference between the variable goal orientation and years of experience. More studies are needed to identify intervening factors that influence teachers' intrinsic interest and goal orientation and consequently allow them to improve these variables by modeling them in their students.

Palavras-chave : Secondary Education; Intrinsic Interest; Mastery Goal Orientation; Postpandemic; Sociodemographic Variables.

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