MOTIVATIONAL PARADIGM AND VOCATIONAL ORIENTATION FROM A SOCIO‑PRACTICAL PERSPECTIVE AT THE UNIVERSITY: ONGOING RESEARCH

Abstract

Problem: Student demotivation regarding academic continuation at the university level represents a significant educational challenge in Venezuela and across multiple Latin American contexts. Evidence indicates that university professors exhibit weaknesses in their role as vocational counselors, negatively impacting students' educational continuity. Note: This is an ongoing research. Objective: To analyze the motivational guidance processes applied by university professors to support the academic continuation of students at the Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora (UNELLEZ), Barinas State, Venezuela. Methodology: The study is framed within a quantitative, descriptive approach with a field research design supplemented by documentary review. The study population is currently being defined, and data collection will employ a structured questionnaire. The theoretical framework is grounded in Carl Rogers' Humanistic Theory (1981) and Abraham Maslow's Hierarchy of Needs (1954). Results: As this is an ongoing investigation, definitive empirical results have not yet been obtained. Preliminary diagnostic insights suggest that UNELLEZ university professors lack systematic motivational guidance strategies to support student academic continuation. Conclusions: Conclusions remain preliminary. Once completed, this research will provide guidelines aimed at strengthening the guidance role of university professors, contributing to the reduction of dropout rates and the increase of academic continuation in the Venezuelan context.