¿Qué esperan encontrar los alumnos en los estudios de Psicología? Metas y motivos personales de los estudiantes en su primer año en la universidad

  1. Gámez Armas, Elena
  2. Marrero Hernández, Hipólito
  3. Díaz, José M.
  4. Urrutia, Mabel
Journal:
Anales de psicología

ISSN: 0212-9728 1695-2294

Year of publication: 2015

Volume: 31

Issue: 2

Pages: 589-599

Type: Article

DOI: 10.6018/ANALESPS.31.2.171851 DIALNET GOOGLE SCHOLAR

More publications in: Anales de psicología

Abstract

This study investigated Psychology students� interpersonal and social goals during their first year at university. In Study 1 we analyze the reliability and ran a confirmatory factor analysis of a 45-item questionnaire about different kinds of interpersonal motives. The sample was integrated by 610 first year college students from four consecutive courses. In a se-cond study with another 140 students, beside the scale about interpersonal goals they completed a set of scales about their aspirations, psychological basic needs of autonomy, competence and relatedness, subjective wellbeing and perfectionism cognitions. Data from both studies showed that: a) Im-portance is given mainly to achievement, power, affiliation and overcoming personal problems goals; b) The presence of overcoming personal prob-lems goals hindered adjustment, indicated by positive associations with all the perfectionism dimensions, and by negative association with subjective wellbeing and frustration of psychological needs. Our results could provide new insight about the profiles of psychological students and the conse-quences resulting from them for their academic guidance

Bibliographic References

  • Alonso-Tapia, J. A., Huertas, J. A y Ruiz, M. A. (2010). On the nature of motiva-tional orientations: implications of assessed goals and gender differences for motivational goal theory, The Spanish Journal of Psychology, 13, 232-243. Doi:10.1017/S1138741600003814
  • Alonso-Tapia, J., y Rodriguez-Rey, R. (2012). Situaciones de interacción y metas sociales en la adolescencia: desarrollo y validación inicial del cuestionario de metas sociales (CMS). Estudios de Psicología, 33, 191-206. Doi:10.1174/021093912800676484
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246. Doi:10.1037/003329091072238
  • Byrne, B. M. (2010). Structural equation modeling with AMOS, 2ª Ed. Nueva York: Taylor & Francis.
  • Carver, C. S., y White, T. L. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment: The BIS/BAS scales. Journal of Personality and Social Psychology, 67, 319-333.
  • Doi:10.1037/00223514672319
  • Castro, A. y Sánchez, M. P. (2000). Objetivos de vida y satisfacción autopercibida en estudiantes universitarios. Psicothema, 12, 87-92.
  • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-190. Doi: 10.1146/annurev.psych.51.1.171
  • Deci, E. L., y Ryan, R. M. (2000). The “what” and the “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. Doi: 10.1207/S15327965PLI1104_01
  • Elliot, A. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. Doi: 10.1207/s15326985ep3403_3
  • Elliot, A. J., y McGregor, H. A. (2001). A 2x2 achievement goal framework. Jour-nal of Personality and Social Psychology, 80, 501-519. Doi: 10.1037/00223514803501
  • Elliot, A.J., y Moller, A. (2003). Perfomance-approach goals: good or bad forms of regulation? International Journal of Educational Research, 39, 339-356. Doi: 10.1016/jijer200406003
  • Fordyce, M. (1988). A review of research on the happiness measures: a sixty se-cond index of happiness and mental health. Social Indicators Research, 20, 355-381. Doi: 10.1007/BF00302333
  • Gámez, E y Marrero, H. (2000). Metas y motivos en la elección de la carrera de psicología. Revista Electrónica de Motivación y Emoción, R.E.M.E, 3, Recuperado de http://reme.uji.es
  • Gámez, E., y Marrero, H. (2003). Metas y motivos en la elección de la carrera universitaria: un estudio comparativo entre Psicología, Derecho y Biología. Anales de Psicología, 19,121-131.
  • Grouzet, F. M. E., Kasser, T., Ahuvia, A., Fernandez-Dols, J. M., Kim, Y., Lau, S., Ryan, R. M., Saunders, S., Schmuck, P., y Sheldon, K. (2005). The struc-ture of goal contents across 15 cultures. Journal of Personality and Social Psychol-ogy, 89, 800-816. Doi: 10.1037/00223514895800
  • Hewitt, P. L., y Flett, G. L. (1991). Perfectionism in the self and social contexts: conception, assessment, and association with psychopathology. Journal of Per-sonality and Social Psychology, 60, 456-470. Doi: 10.1037/00223514603456
  • Hu, L-T., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. Doi: 10.1080/10705519909540118
  • Joiner, T. E., Sandín, B., Chorot, P., Lostao, L., y Marquina, G. (1997). Devel-opment and factor analytic validation of the SPANAS among women in Spain: (More) cross-cultural convergence in the structure of mood. Journal of Personality Assessment, 68, 600-615. Doi: 10.1207/s15327752jpa6803_8
  • Jöreskog, K. G., y Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language: Chicago: Scientific Software International.
  • Kasser, T., y Ryan, R. M. (1996). Further examining the American dream: Differ-ential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 280–287. Doi: 10.1177/0146167296223006
  • León, J., Domínguez, E., Núñez, J. L., Pérez, A., y Martín-Albo, J. (2011). Tra-ducción y validación de la versión española de la Echelle de Satisfaction des Be-soins Psychologiques en el contexto educativo, Anales de Psicología, 27, 405-411.
  • Linnenbrink, E. A., y Pintrich, P. R. (2002). Motivation as an enabler for academ-ic success. School Psychology Review, 31, 313-327.
  • Midgley, C. (Ed.). (2002). Goals, goal structures and patterns of adaptative learning. Mahwah, NJ: Lawrence Erlbaun Associates.
  • Moscowitz, G. B., y Grant, H.(Eds). (2009). The psychology of goals. Nueva York: Guilford.
  • Niemec, C. P., y Ryan, R. M. (2009). Autonomy, competence and relatedness in classroom. Theory and Research in Education, 7, 133-144. Doi: 10.1177/1477878509104318
  • Nurmi, J-E. (1992). Age differences in adults’ life goals, concerns, and their tem-poral extension: A life course approach to future-oriented motivation. Inter-national Journal of Behavioral Development, 15, 487–508. Doi: 10.1177/016502549201500404
  • OECD (2011). Education at a Glance 2011: OECD Indicators, OECD Publishing. Recuperado de http://dx.doi.org/10.1787/eag-2011-en
  • Pereda, N., Forns, M., y Abad, J. (2013). Prevalencia de acontecimientos poten-cialmente traumáticos en universitarios españoles. Anales de Psicología, 29, 178-186. Doi: http://dx.doi.org/10.6018/analesps.29.1.124921
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: the role of goal orien-tantion in learning and achievement. Journal of Educational Psychology, 92, 544-555. Doi: 10.1037/0022-0663.92.3.544
  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward stu-dents and how they can become more autonomy supportive. Educational Psychologist, 44, 159-178. Doi: 10.1080/00461520903028990
  • Reeve, J., Nix, G., y Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95,375-392. Doi: 10.1037/0022-0663.95.2.375
  • Rodríguez, S., Cabanach, R. G., Piñeiro, I., Valle, A., Nuñez, J. C y Gonzalez-Pienda, A. (2001). Metas de aproximación, metas de evitación y múltiples metas académicas. Psicothema, 13, 546-550.
  • Ryan, R. M., y Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. En K. R. Wentzel y A. Wigfield (Eds.), Handbook on motivation at school (pp. 171-196). Nueva York: Routledge.
  • Shim, S. S., y Fletcher, K. L. (2012). Perfectionism and social goals: what do per-fectionists want to achieve in social situations? Personality and Individual Differ-ences, 52, 919-924. Doi: 0.1016/j.paid.2012.02.002
  • Shim, S. S., y Ryan, A. M. (2012). What do students want socially when they ar-rive at college? Implications of social achievement goals for social behaviors and adjustment during the first semester of college. Motivation and Emotion, 36, 504-515. Doi: 10.1007/s11031-011-9272-3
  • Stoeber, J., Kobori, O., y Tanno, Y. (2010). The Multidimensional Perfectionism cognitions Inventory–English (MPCI-E): Reliability, validity, and relation-ships with positive and negative affect. Journal of Personality Assessment, 92(1), 16-25. Doi: 10.1080/00223890903379159
  • Stoeber, J., y Otto, K. (2006). Positive conceptions of perfectionism: Approach-es, evidence challenges. Personality and Social Psychology Review, 10, 295-319. Doi: 10.1207/s15327957pspr1004_2
  • Stoeber, J., y Stoeber, F. S. (2009). Domains of perfectionism: Prevalence and re-lationships with perfectionism, gender, age, and satisfaction with life. Perso-nality and Individual Differences, 46, 530-535. Doi: 10.1016/j.paid.2008.12.006
  • Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J.A., Rodríguez, S y Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71-87. Doi: 10.1348/000709903762869923
  • Valle, A., Núñez, J. C.,Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosario, P., Muñoz-Cadavid, M. A y Cerezo, R. (2009). Academic goals and learning quality in higher education students. The Spanish Journal of Psychology, 12, 96-105. Doi: 10.1017/S1138741600001517
  • Vansteenkiste, M., Lens, W., y Deci, E. L. (2006). Intrinsic versus Extrinsic goal contents in self-determination theory: Another look at the quality of aca-demic motivation. Educational Psychologist, 41, 19–31. Doi: 10.1207/s15326985ep4101_4
  • Watkins, M. E. (2006). Determining parallel analysis criteria. Journal of modern ap-plied statistical methods, 5, 344-346.