Intercultural Sensitivity and Learning Motivation in Cieneguilla High School Students

Abstract

The study examines the connection between intercultural sensitivity and motivation towards learning in high school students in Cieneguilla in 2024, using a quantitative approach with a non-experimental cross-sectional design. A total of 120 fourth grade students participated, and Cronbach's Alpha coefficient showed that the instruments were highly reliable.

The descriptive results indicate that most of the students possess good intercultural sensitivity and medium-level learning motivation.

The main hypothesis demonstrates a significant positive correlation (Spearman's Rho = 0.839, p < 0.001) between intercultural sensitivity and learning motivation. Likewise, specific dimensions, such as comfort in intercultural interaction, avoidance of intercultural situations, and respect for cultural beliefs, also show significant relationships with motivation to learn.

The study concludes that adequate intercultural education can increase academic achievement and social integration. It highlights the relevance of implementing inclusive pedagogical strategies that value cultural diversity. It is recommended that educational entities adopt comprehensive approaches to promote inclusive and excellent teaching, fostering an environment of mutual consideration and recognition.