El presente trabajo de investigación titulado: La Gestión Empresarial y la Competitividad en las Empresas Constructoras de la Ciudad de Huancayo-2022, tiene como objetivo general: Determinar la relación entre Gestión Empresarial y Competitividad en las Empresas Constructoras de la Ciudad de Huancayo - 2022. El tipo de investigación es básica, nivel correlacional, diseño no experimental: de corte transversal por la no manipulación de sus variables, porque las relaciones descritas entre las variables se dan en un momento dado. La población en la investigación estuvo conformada por 55 empresas constructoras de la ciudad de Huancayo y con una muestra censal. El instrumento de investigación que se utilizó para la recolección de datos fue el cuestionario, con una escala de medición de 5 alternativas y estructura con 27 ítems (15 ítems por la variable gestión empresarial y 12 p...

Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.

Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.

Main objective was to determine the effects of motivational configuration (CM) of the teacher and the student in group and individual levels, on classroom motivational climate (CMC), attributed motivation and satisfaction with the teacher (MASP) and estimated performance (RE). The data of 1,022 secondary students and 50 Bolivian teachers were analyzed using multilevel structural equation modeling. The CM of students and teachers was explained by motivational school climate, expectations of self-efficacy, goal orientation and beliefs about learning, knowledge and authority. The CM of the teacher had no impact on CMC, MASP and RE, but that of the student, especially the group level, which reflects common elements among the students of each class.