Rendimiento académico en músicaefecto de la motivación intrínseca y el pensamiento crítico

  1. Jaime León González-Vélez 1
  2. Juan Luis Núñez Alonso 1
  3. Zuleica Ruiz Alfonso 1
  4. Beatriz Bordón 1
  1. 1 Universidad de Las Palmas de Gran Canaria

    Universidad de Las Palmas de Gran Canaria

    Las Palmas de Gran Canaria, España


Revista de psicodidáctica

ISSN: 1136-1034

Datum der Publikation: 2015

Ausgabe: 20

Nummer: 2

Seiten: 377-391

Art: Artikel

DOI: 10.1387/REVPSICODIDACT.12673 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de psicodidáctica


Zitate erhalten

  • Zitate in Scopus: 13 (29-05-2023)
  • Zitate in Dialnet Metriken: 5 (28-05-2023)
  • Zitate in 'Web of Science': 10 (22-05-2023)
  • Zitate in Dimensions: 11 (08-04-2023)

JCR (Journal Impact Factor)

  • Jahr 2015
  • Impact Factor der Zeitschrift: 2.054
  • Impact Factor ohne Selbstzitierung: 1.297
  • Article influence score: 0.432
  • Höchstes Quartil: Q2
  • Bereich: PSYCHOLOGY, EDUCATIONAL Quartil: Q2 Position im Bereich: 15/57 (Ausgabe: SSCI)

SCImago Journal Rank

  • Jahr 2015
  • Impact SJR der Zeitschrift: 0.893
  • Höchstes Quartil: Q1
  • Bereich: Education Quartil: Q1 Position im Bereich: 179/1307
  • Bereich: Developmental and Educational Psychology Quartil: Q2 Position im Bereich: 108/317


  • Sozialwissenschaften: A+

Scopus CiteScore

  • Jahr 2015
  • CiteScore der Zeitschrift: 2.9
  • Bereich: Education Perzentil: 86
  • Bereich: Developmental and Educational Psychology Perzentil: 60


(Aktualisierte Daten ab 08-04-2023)
  • Gesamtzitate: 11
  • Letzten Termine: 3
  • Field Citation Ratio (FCR): 6.65


The aim of the study was to analyze the relationship between intrinsic motivation, critical thinking and academic performance in music of secondary students. 494 students participated. Data were analyzed using structural equation mixture modeling. The results showed two groups or clusters of students, distinguished by their scores on intrinsic motivation, critical thinking and music grades, where a group was characterized by high and the other low scores on the three variables. Regarding the relationships between variables, we observed that the effect of intrinsic motivation on critical thinking was similar in both groups, but the regression of critical thinking on music grades was higher for students with lower scores. This study provides a better understanding of the different profiles and the effect of the variables in explaining music grades. 

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