000094524 001__ 94524
000094524 005__ 20221004075837.0
000094524 0247_ $$2doi$$a10.3390/su12145768
000094524 0248_ $$2sideral$$a118494
000094524 037__ $$aART-2020-118494
000094524 041__ $$aeng
000094524 100__ $$0(orcid)0000-0002-5416-9464$$aMoyano, Nieves$$uUniversidad de Zaragoza
000094524 245__ $$aSelf-esteem and motivation for learning in academic achievement: the mediating role of reasoning and verbal fluidity
000094524 260__ $$c2020
000094524 5060_ $$aAccess copy available to the general public$$fUnrestricted
000094524 5203_ $$aThe goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.
000094524 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000094524 590__ $$a3.251$$b2020
000094524 592__ $$a0.611$$b2020
000094524 591__ $$aENVIRONMENTAL SCIENCES$$b124 / 273 = 0.454$$c2020$$dQ2$$eT2
000094524 593__ $$aEnergy Engineering and Power Technology$$c2020$$dQ1
000094524 591__ $$aENVIRONMENTAL STUDIES$$b60 / 125 = 0.48$$c2020$$dQ2$$eT2
000094524 593__ $$aEnvironmental Science (miscellaneous)$$c2020$$dQ1
000094524 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b30 / 44 = 0.682$$c2020$$dQ3$$eT3
000094524 593__ $$aRenewable Energy, Sustainability and the Environment$$c2020$$dQ1
000094524 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b6 / 9 = 0.667$$c2020$$dQ3$$eT3
000094524 593__ $$aManagement, Monitoring, Policy and Law$$c2020$$dQ1
000094524 593__ $$aGeography, Planning and Development$$c2020$$dQ1
000094524 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000094524 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez-Robres, Alberto$$uUniversidad de Zaragoza
000094524 700__ $$0(orcid)0000-0002-2839-7041$$aCortés Pascual, Alejandra$$uUniversidad de Zaragoza
000094524 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000094524 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000094524 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000094524 773__ $$g12, 14 (2020), 5768 [14 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000094524 8564_ $$s315772$$uhttps://zaguan.unizar.es/record/94524/files/texto_completo.pdf$$yVersión publicada
000094524 8564_ $$s473194$$uhttps://zaguan.unizar.es/record/94524/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000094524 909CO $$ooai:zaguan.unizar.es:94524$$particulos$$pdriver
000094524 951__ $$a2022-10-03-13:30:52
000094524 980__ $$aARTICLE