School motivation, goal orientation and academic performance in secondary education students
Usán, P. (Universidad de Zaragoza) ; Salavera, C. (Universidad de Zaragoza) ; Teruel, P. (Universidad de Zaragoza)
Resumen: Background: In the students' school stage can appear many psychological variables that can positively or negatively affect the academic life of the students as well as their learning process. Therefore, the present study aims to explore the relation between school motivation, goal orientation and academic performance in adolescent students.
Methods: This cross-sectional study was performed on adolescent students (N=3512) from 18 public Secondary Education (ESO) centers. The Scale of School Motivation (EME-S), the Perception of Success Questionnaire (POSQ) and academic performance, quantified by each student’s mean mark, were instruments used.
Results: The results revealed significant relations among, on the one hand, intrinsic school motivations, task-oriented goal orientations and academic performance in a more adaptive pattern behavior and, on the other hand, relations between extrinsic motivations and ego-oriented goal orientations. The influence of intrinsic motivations, task-oriented goal orientations and low amotivation indices on predicting academic performance was deduced.
Conclusion: The importance of promoting adaptive behaviors that improve adolescent students’ academic lives focus on adequate levels of school motivation and task-oriented goal orientations at their education centers was revealed.
Idioma: Inglés
DOI: 10.2147/PRBM.S215641
Año: 2019
Publicado en: PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT 12 (2019), 877-887
ISSN: 1179-1578
Factor impacto JCR: 2.03 (2019)
Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 47 / 138 = 0.341 (2019) - Q2 - T2
Categ. JCR: PSYCHOLOGY, CLINICAL rank: 65 / 131 = 0.496 (2019) - Q2 - T2
Factor impacto SCIMAGO: 0.638 - Psychology (miscellaneous) (Q2) - Psychiatry and Mental Health (Q2)
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
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Methods: This cross-sectional study was performed on adolescent students (N=3512) from 18 public Secondary Education (ESO) centers. The Scale of School Motivation (EME-S), the Perception of Success Questionnaire (POSQ) and academic performance, quantified by each student’s mean mark, were instruments used.
Results: The results revealed significant relations among, on the one hand, intrinsic school motivations, task-oriented goal orientations and academic performance in a more adaptive pattern behavior and, on the other hand, relations between extrinsic motivations and ego-oriented goal orientations. The influence of intrinsic motivations, task-oriented goal orientations and low amotivation indices on predicting academic performance was deduced.
Conclusion: The importance of promoting adaptive behaviors that improve adolescent students’ academic lives focus on adequate levels of school motivation and task-oriented goal orientations at their education centers was revealed.
Idioma: Inglés
DOI: 10.2147/PRBM.S215641
Año: 2019
Publicado en: PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT 12 (2019), 877-887
ISSN: 1179-1578
Factor impacto JCR: 2.03 (2019)
Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 47 / 138 = 0.341 (2019) - Q2 - T2
Categ. JCR: PSYCHOLOGY, CLINICAL rank: 65 / 131 = 0.496 (2019) - Q2 - T2
Factor impacto SCIMAGO: 0.638 - Psychology (miscellaneous) (Q2) - Psychiatry and Mental Health (Q2)
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. No puede utilizar el material para una finalidad comercial.Exportado de SIDERAL (2023-09-13-11:08:19)
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Artículos > Artículos por área > Psicología Evolutiva y de la Educación
Registro creado el 2021-01-21, última modificación el 2023-09-14