000098247 001__ 98247
000098247 005__ 20230914083325.0
000098247 0247_ $$2doi$$a10.2147/PRBM.S215641
000098247 0248_ $$2sideral$$a121893
000098247 037__ $$aART-2019-121893
000098247 041__ $$aeng
000098247 100__ $$0(orcid)0000-0003-3789-3781$$aUsán, P.$$uUniversidad de Zaragoza
000098247 245__ $$aSchool motivation, goal orientation and academic performance in secondary education students
000098247 260__ $$c2019
000098247 5060_ $$aAccess copy available to the general public$$fUnrestricted
000098247 5203_ $$aBackground: 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.
000098247 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000098247 590__ $$a2.03$$b2019
000098247 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b47 / 138 = 0.341$$c2019$$dQ2$$eT2
000098247 591__ $$aPSYCHOLOGY, CLINICAL$$b65 / 131 = 0.496$$c2019$$dQ2$$eT2
000098247 592__ $$a0.638$$b2019
000098247 593__ $$aPsychology (miscellaneous)$$c2019$$dQ2
000098247 593__ $$aPsychiatry and Mental Health$$c2019$$dQ2
000098247 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000098247 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera, C.$$uUniversidad de Zaragoza
000098247 700__ $$0(orcid)0000-0001-7126-524X$$aTeruel, P.$$uUniversidad de Zaragoza
000098247 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000098247 773__ $$g12 (2019), 877-887$$pPsychol. res. behav. manag.$$tPSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT$$x1179-1578
000098247 8564_ $$s231358$$uhttps://zaguan.unizar.es/record/98247/files/texto_completo.pdf$$yVersión publicada
000098247 8564_ $$s2239243$$uhttps://zaguan.unizar.es/record/98247/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000098247 909CO $$ooai:zaguan.unizar.es:98247$$particulos$$pdriver
000098247 951__ $$a2023-09-13-11:08:19
000098247 980__ $$aARTICLE