Perfiles motivacionales en educación secundaria obligatoria y su relación con el rendimiento académico

  1. Remedios Guzmán Rosquete
  2. Daniel Rodríguez Rodríguez
Libro:
Actas XVIII Congreso Internacional de Investigación Educativa: interdisciplinariedad y transferencia (AIDIPE, 2017)
  1. María Esperanza Herrera García
  2. María José Rodríguez Conde
  3. Susana Olmos Migueláñez
  4. Fernando Martínez Abad
  5. Eva María Torrecilla Sánchez
  6. Juan Pablo Hernández Ramos
  7. Patricia Torrijos Fincias
  8. José Carlos Sánchez Prieto
  9. Adriana Gamazo García
  10. Francisco José García Peñalvo
  11. Antonio Miguel Seoane Pardo
  12. Valentina Zangrando
  13. Alicia García Holgado
  14. Felicidad García Sánchez
  15. Juan Cruz Benito

Editorial: Asociacion Interuniversitaria de Investigacion Pedagógica (AIDIPE)

ISBN: 978-84-697-4106-1

Año de publicación: 2017

Páginas: 1937-1946

Congreso: Congreso Internacional de Investigación Educativa (AIDIPE) (18. 2017. Salamanca)

Tipo: Aportación congreso

Resumen

Traditionally, studies about academic goals found that learning and achievement goals were mutually exclusive. However, students do not exclusively adopt a single goal, but they have multiple reasons to commit to learning. Based on this perspective, this study was designed with the purpose of identifying the motivational profiles of students of Compulsory Secondary Education and to analyze if there are differences between them and the academic achievement in Mathematics and Spanish Language subjects. A sample of 596 students were selected by random sampling clusters, which were in public schools in the four courses of Compulsory Secondary Education, who were administered a questionnaire of academic goals. The results showed the combination of different academic goals that make up three different motivational profiles. We found a differentiated relationship between the different motivational profiles and the academic achievement in the subjects of Spanish Language and Mathematics. These results demonstrate the importance of maximizing the combination of academic goals to favor the achievement in two basic areas of this educational stage.