Relación de las metas de logro parental con el apoyo a la autonomía y el control psicológico percibido por los adolescentes / Relationship of Parental achievement goals in support of autonomy and psychological control perceived by adolescents

Resumen El objetivo del estudio fue identificar las metas de logro y prácticas parentales de apoyo a la autonomía y control psicológico, para determinar la relación entre estas medidas, según el nivel de estudios, el sexo de los progenitores y de los adolescentes de Cuenca, Ecuador. Para ello, se realizó un estudio cuantitativo, relacional de corte transversal con una muestra constituida por 713 madres (Meda d = 43, DT = 7), 543 padres (Medad = 46, DT = 8) y 1085 adolescentes (Medad = 16.1, DT = 1.1). Se aplicó el cuestionario Parental de Metas Orientadas al Logro, adaptado al español del instrumento Parental Achievement Goals AGQ y Autonomy Support Scale. La subteoría de contenido de metas de la teoría de la autodeterminación ha sido la base teórica para explicar que las metas de logro parental orientan el apoyo a la autonomía y el control psicológico. Se emplearon las pruebas .-Student, ANOVA, chi-Cuadrado de independencia para tablas de contingencia y el coeficiente de correlación . de Pearson para establecer la relación lineal de las variables de estudio. Los resultados revelan que las metas de logro dominio de la tarea y éxito en la tarea son predominantes, mientras que la evitación del fracaso en la tarea es baja. Por otro lado, la práctica de apoyo a la autonomía se percibe alta y significativamente mayor al control psicológico. Finalmente, se confirma la relación de las medidas parentales con el nivel de estudios y el sexo de los progenitores y de los adolescentes.

Abstract The importance of parental practices as one the most direct influences on the development of minors and adolescents has generated an increased relevance in recent decades of the study of parental expectations on the psychological adjustment of children. In this sense, the Goal Content Subtheory of Self-Determination Theory has been the theoretical basis to explain that the purpose of human behavior responds to an extrinsic or intrinsic motivation. That is why, extrinsic motivation guides parents towards parental goals: the success of the task and the avoidance of task failure and they adopt more parental control strategies with their progeny, while intrinsic motivation guides the mastery goals of the task which would explain parental support behaviors. The objective of the study was to identify the achievement goals and parenting practices, support for autonomy-psychological control, and to determine the relationship between these parenting measures, according to the sex and educational level of the parents from Cuenca, Ecuador. For this, a quantitative, relational, cross-sectional study was carried out with 713 mothers (Medad = 43, DT = 7), 543 fathers (Medad = 46, DT = 8) and 1 085 adolescents (Medad = 16.1, DT= 1.1). The participants were selected from within 18 educational institutions through a probabilistic sample calculated with a 95 % confidence level, and a 3 % margin of error. For data collection, the Parental Achievement-Oriented Goals questionnaire was applied, adapted to Spanish from the Parental Achievement Goals AGQ instrument; and Autonomy Support Scale. In the data analysis, the T-Student test, ANOVA, Chi-Square, test of independence for contingency tables and the Pearson r correlation coefficient, were used for the linear relationship of the study variables. The results reveal that the achievement goals: mastery of the task and success in the task predominate and the avoidance of failure in the task is low, in terms of the sex of the parents, the parents were oriented towards the mastery of the task while mothers toward goals focused on homework success. Likewise, parents with a low level of education orient themselves to success in the result of the task and the avoidance of failure in the task, while parents with a higher level of education orient their goals of parental achievement towards the mastery of the homework. The perception of support for autonomy is high and significantly upper than the psychological control of the parents, it was found that the manifestation of support "being aware of accepting and acknowledging the child's feelings" is the most valued statement in the mother in relation to the dad. On the other hand, adolescents perceive greater psychological control from mothers than from fathers, in the demonstrations "threatening to punish the child" and "induce guilt". Regarding the level of studies of the parents, the results indicate that the higher the level of studies, the greater the support for autonomy and when is lower the level of studies, there is greater psychological control. This research has confirmed the relationship between the level of education of the parents, the sex the adolescent and parents with the goals of parental achievement, support and psychological control; this shows that these characteristics affect parental practices. It is necessary for future research to attention on the educational level of the parents, as this is one of the most consistent family variables that can favor appropriate parental goals and practices for the psychosocial adjustment of the children.

Predictive Potential of Motivation to Learn in the use of Learning Strategies / Potencial Preditivo da Motivação para Aprender no Uso das Estratégias de Aprendizagem

Abstract This paper investigates motivation to learn and learning strategies in a sample of 353 Brazilian students in elementary and secondary education. Data were collected through the Motivation to learn scale and two Learning Strategies Assessment Scales, one for elementary school and another for high school. Learning goals and use of metacognitive strategies were predominant in the sample. Significant positive and negative correlations between the subscales were found. Two models emerged explaining 33% and 37% of the variance in the use of learning strategies that can be attributed to motivation to learn factors. The study underscores the importance of motivation to learn for engaging students in strategic behavior.

Resumo O artigo investigou a motivação para aprender e as estratégias de aprendizagem em uma amostra de 353 estudantes do ensino fundamental e médio brasileiro. Foram utilizadas a Escala de avaliação da motivação para a aprendizagem e uma Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental e outra para o Ensino Médio. A Meta Aprender e as estratégias metacognitivas foram predominantes na amostra. Foram encontradas correlações positivas e negativas significativas entre as subescalas e emergiram dois modelos que explicaram 33% e 37% da variância no uso de estratégias de aprendizagem que podem ser atribuídos aos fatores da motivação. O estudo reforçou a importância da motivação para aprender no engajamento dos estudantes em comportamentos estratégicos.

The 3 × 2 Achievement Goal Questionnaire-Argentine (3 × 2 AGQ-AR): Adaptation, Factor Structure and Internal Consistency

This research examined the adaptation, validity and reliability of the 3 × 2 Achievement Goal Questionnaire (Elliot, Murayama, & Pekrun, 2011) in a sample of Argentine university students. A direct translation into Spanish was made and its equivalence was analyzed in a bilingual sample. The correlations between the original and translated versions of the scales were moderate and high (.53 to .93). In two instances, evidence of the factor structure of the instrument was provided by confirmatory factor analysis and the internal consistency was examined by the coefficients alpha and omega. The fit indexes support the proposed 3 × 2 goal model (S-B χ 2 /df = 1.39, p < .001, CFI = .99, RMSEA (IC 95) = .04 (.02-.06)) and were superior to ten alternative models. The internal consistency of each scale was very good (.80 to .96) and similar to that of the original research.

Este trabajo evaluó la adaptación, validez y confiabilidad del Cuestionario de metas de logro 3 × 2 (Elliot et al., 2011) en una muestra de estudiantes universitarios argentinos. Se realizó una traducción directa al español y se analizó su equivalencia en una muestra bilingüe. Las correlaciones entre las versiones original y traducida de las escalas fueron moderadas y altas (.53 a .93). En dos instancias, se proveyó evidencia de la estructura factorial del instrumento mediante análisis factorial confirmatorio y se examinó la consistencia interna a través de los coeficientes alfa y omega. Los índices de ajuste apoyaron el modelo propuesto de metas 3 × 2 (S-B χ 2 /df = 1.39, p < .001, CFI = .99, RMSEA (IC 95) = .04 (.02-.06)) y fueron superiores a diez modelos alternativos. La consistencia interna de cada escala fue muy buena (.80 a .96) y similar a la de la investigación original.

Este trabalho avaliou a adaptação, validade e confiabilidade do questionário de metas de realização 3 × 2 (Elliot et al., 2011) em uma amostra de estudantes universitários argentinos. Foi realizada tradução direta para o espanhol e sua equivalência analisada em uma amostra bilíngue. As correlações entre as versões original e traduzida das escalas foram moderadas e altas (.53 a .93). Em dois casos, a evidência da estrutura fatorial do instrumento foi fornecida por análise fatorial confirmatória e a consistência interna foi examinada por meio dos coeficientes alfa e ômega. Os índices de ajuste apoiaram o modelo de metas 3 × 2 proposto (S-B χ 2 /df = 1.39, p < .001, CFI = .99, RMSEA (IC 95) = .04 (.02-.06)) e foram superiores a dez modelos alternativos. A consistência interna de cada escala foi muito boa (.80 a .96) e semelhante à da pesquisa original.

Cross-cultural adaptation of the 3×2 Achievement Goal Questionnaire for Sport in Brazil

Abstract Aim: Adapt the 3×2 Achievement Goal Questionnaire for Sport in a Brazilian sporting context and examine its psychometric properties. Methods: A total of 211 Brazilian athletes of seven different sports responded to the adapted instrument. Results: The confirmatory factor analysis supported the measurement model of the 3×2 Achievement Goal Model with some error correlations and invariance of the measurement model across gender, but not for the type of sport and context of the application. In terms of internal consistency, "task-avoidance" and "self-avoidance" goals did not reach the values of accepted criteria. Conclusion: This study supported the use of the 3×2 Achievement Goal Questionnaire for Sport in the Brazilian sport domain and encourages further studies to improve its reliability. Finally, the findings are discussed suggesting cultural differences in the understanding of some items between Brazilian athletes and those from other countries.

Intra-individual changes in 3x2 achievement goals, friendship goals, motivational regulations and consequences in physical education / Cambios intraindividuales en las metas de logro 3x2, metas de amistad, regulaciones motivacionales y consecuencias en educación física

Abstract Introduction: This research examines intraindividual changes in 3x2 achievement goals in physical education classes during one semester, as well as the relationship of these changes with those in other motivational and outcome variables. Method: A total of 334 (178 boys and 156 girls) high school students (M = 13.12, SD = 1.05) completed five questionnaires in two different school years. Results: The results of the true intraindividual change model (TIC) provided unequivocal support for the separation of task-based and self-based goals, as well as the structures based on both valences of approach and avoidance. They also showed different intraindividual change patterns in the 3x2 achievement goals, indicating a progression in the stability of the goals depending on their definition. Intraindividual variability in achievement goals is directly related to intraindividual variability in dependent variables, with the task-approach goals TIC being the most adaptive. Conclusions: These goals should be prioritized.

Resumen Introducción: Este artículo examina el cambio intraindividual de las metas de logro 3x2 en las clases de educación física durante un semestre, así como la relación de estos cambios con los producidos en otras variables motivacionales y de resultado. Método: Un total de 334 (178 varones y 156 mujeres) estudiantes de educación secundaria (M = 13.12, DT = 1.05) completaron un cuestionario en dos cursos escolares diferentes. Resultados: Los resultados de la aplicación del modelado del verdadero cambio intraindividual (TIC) proporcionaron un claro apoyo a la separación de las metas basadas en la tarea y en el yo, así como a las estructuras basadas en ambas valencias de aproximación y evitación. También mostraron patrones de cambio intraindividual diferentes en las metas de logro 3x2 que parecen indicar una progresión en la estabilidad de las metas en función de su definición. Se observa que la variabilidad intraindividual en las metas de logro está directamente relacionada con la variabilidad intra individual en otras variables dependientes, siendo el TIC de las metas de aproximación-tarea el más adaptativo. Conclusiones: Se reafirman los beneficios de promover las metas de aproximación-tarea por encima del resto

Motivation and Strategies for Reading Comprehension in Middle School / Motivación y Estrategias para la Comprensión Lectora en la Enseñanza Fundamental

Abstract In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self-assessment of performance in 47 Middle School students with control of the variable's history of repetition, school year, and age. The differences in the students' self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors of self-efficacy and reading strategies. These three constructs predicted the students' self-assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading.

Resumen En este estudio, investigamos la relación entre los objetivos de logro, la autoeficacia, las estrategias de lectura y la autoevaluación del desempeño de 47 estudiantes de la enseñanza fundamental, con control de las variables historial de repetición, años escolares y edad. Se analizaron las diferencias en la autoevaluación de los estudiantes en la práctica de la lectura recreativa. Los estudiantes respondieron tres escalas de la Batería Multidimensional de Autorregulación para la Comprensión Lectora. Identificamos diferencias en las correlaciones bivariadas y parciales entre construcciones motivacionales, estrategias de lectura, autoevaluación y entre objetivos de logro. Los objetivos de logro fueron predicen autoeficacia y estrategias de lectura. Estos tres constructos predijeron la autoevaluación en portugués y comprensión de lectura. Los estudiantes que practicaban lectura recreativa tuvieron una autoevaluación más alta en comparación con los estudiantes que no tenían este hábito. Se sugiere continuar las investigaciones sobre el tema e incorporar los hallazgos de este estudio en las prácticas pedagógicas de la lectura.

High school motivation: achievement goals and learning strategies / Motivação no ensino médio: metas de realização e estratégias de aprendizagem / Motivación de la escuela secundaria: objetivos de logro y estrategias de aprendizaje

The objective was to characterize the level of motivation to learn in terms of its orientations to achievement goals and the use of learning strategies in high school students, as well as to correlate the subscales of the instruments and to analyze differences considering sex and school year. We also sought to identify whether the motivation to learn can predict learning strategies. The Learning Motivation Scale and the Learning Strategies Assessment Scale were used on 261 private school students in Bahia, with a minimum age of 14 years and a maximum of 22 (M = 16.6, SD = 1.4). The results revealed that the students were more oriented towards the goal of learning and make use of metacognitive strategies. The prediction ratio indicated explanatory models with variance from 6% to 33%. It is suggested that investigations continue to broaden the understanding of the relationships between these variables.

Objetivou-se caracterizar o nível de motivação para aprender em termos de suas orientações a metas de realização e o emprego das estratégias de aprendizagem em alunos do ensino médio, bem como correlacionar as subescalas dos instrumentos e analisar diferenças considerando sexo e ano escolar. Buscou-se ainda identificar se a motivação para aprender pode predizer as estratégias de aprendizagem. Empregaram-se a Escala de Motivação para Aprendizagem e a Escala de Avaliação das Estratégias de Aprendizagem em 261 estudantes do ensino particular da Bahia, sendo a idade mínima 14 anos e a máxima 22 (M = 16,6, DP = 1,4). Os resultados revelaram que os estudantes se mostraram mais orientados pela meta aprender e fazem uso das estratégias metacognitivas. A relação de predição indicou modelos explicativos com variância de 6% a 33%. Sugere-se a continuidade das investigações a fim de se ampliar o entendimento acerca das relações existentes entre essas variáveis.

El objetivo fue caracterizar el nivel de motivación para aprender en términos de sus orientaciones a los objetivos de logro y el uso de estrategias de aprendizaje en estudiantes de secundaria, así como correlacionar las subescalas de los instrumentos y analizar las diferencias considerando el sexo y el año escolar. También buscamos identificar si la motivación para aprender puede predecir estrategias de aprendizaje. La Escala de Motivación de Aprendizaje y la Escala de Evaluación de Estrategias de Aprendizaje se usaron en 261 estudiantes de escuelas privadas en Bahía, con una edad mínima de 14 años y un máximo de 22 (M = 16,6, DE = 1,4). Los resultados revelaron que los estudiantes estaban más orientados hacia el objetivo de aprender y utilizar estrategias metacognitivas. El índice de predicción indicó modelos explicativos con una varianza del 6% al 33%. Se sugiere continuar las investigaciones para ampliar la comprensión sobre las relaciones entre estas variables.

Competencia percibida (tridimensional), regulaciones motivacionales y autoeficacia en educación física / Perceived competence (three-dimensional), motivational regulations and self-efficacy in physical education

Resumen Pese a la evolución del marco de metas de logro 3 × 2, la investigación sobre los tres referentes de competencia y su relación con variables motivacionales en estudiantes de educación primaria es inexistente. Los objetivos de la investigación fueron dos: (a) examinar la validez estructural del Cuestionario Tridimensional de Competencia Percibida en Educación Física, y (b) analizar los patrones predictivos de las dimensiones de competencia sobre las regulaciones motivacionales y la autoeficacia en el aprendizaje. Participaron 502 estudiantes (242 chicas) de 4.º y 5.º de educación primaria de 11 colegios del norte de España. Los resultados del CFA (análisis factorial confirmatorio), así como de otros modelos (ESEM, CFA-bifactor y ESEM-bifactor) apoyaron el modelo hipotético (tridimensional). Los parámetros del modelo testado se mantuvieron invariantes a través del sexo. La validez y consistencia interna fueron satisfactorias. Los análisis de regresión mostraron patrones predictivos de competencia-yo y competencia-tarea más adaptativos que los de competencia-otro. Los resultados respaldan los postulados del modelo tridimensional de metas de logro y sugieren la diferenciación de tres estándares de competencia desde primaria. Se deberían enfatizar referentes intrapersonales y absolutos, y priorizar el desarrollo de la competencia-yo.

Abstract Abstract Despite the evolution of the 3 × 2 achievement goal framework, research on three references of competence and its relationship with motivational variables in primary school students is non-existent. The objectives of this research were two: (a) to examine the structural validity of the Questionnaire of Three-dimensional Perceived Competence in Physical Education, and (b) to analyze the predictive patterns of the dimensions of competence on motivational regulations and self-efficacy in learning. A sample of 502 (242 girls) 4th and 5th primary students from 11 schools in northern Spain participated. The results of the CFA, as well as other models (ESEM, CFA-bifactor and ESEM-bifactor) supported the hypothetical model (three-dimensional). The parameters of the tested model were kept invariant through sex. The validity and internal consistency were satisfactory. Regression analysis showed predictive patterns of self-competence and task-competence more adaptive than those of other-competence. The results support the postulates of a three-dimensional achievement goal model and suggest the differentiation of three competence standards from primary education. Intrapersonal and absolute referents should be emphasized, and prioritize the development of self-competence.

Achievement goals and life satisfaction: the mediating role of perception of successful agency and the moderating role of emotion reappraisal

Abstract Achievement goals are cognitive representations that guide behavior to a competence-related future end state. Existing theories and empirical findings suggest that achievement goals are potentially related to life satisfaction. However, the relationship between achievement goals and life satisfaction remains relatively unexplored in the psychology literature. In this study, we examined how, why, and when achievement goals affect life satisfaction using original survey data from China. The results suggest that achievement goals were positively related to life satisfaction (R2 = .20, 90% CI [.11, .26]), that the perception of successful agency fully mediated the relationship between achievement goals and life satisfaction (R2 = .22, 90% CI [.12, .27]), and that emotion reappraisal moderated the relationship between achievement goals and life satisfaction (R2 = .34, 90% CI [.23, .39]). Our study indicates that achievement goals have a positive influence on life satisfaction and help to elucidate the mechanism and boundary condition of this influence.

Motivação para aprender e compreensão de leitura em alunos do ensino fundamental I / Learning motivation and reading comprehension in elementary school students / La motivación para el aprendizaje y la comprensión de lectura en los estudiantes de la escuela primaria

O presente estudo investigou a associação da motivação para aprender na perspectiva das metas de realização (meta aprender e metas performances aproximação e evitação) com a compreensão de leitura. Participaram 98 alunos do 3° ao 5° ano do fundamental de duas escolas públicas do interior paulista. Os instrumentos utilizados foram a Escala de Avaliação da Motivação para a Aprendizagem e o teste de Cloze, aplicados coletivamente. Os resultados revelaram a existência de correlações significativas, positivas e de magnitude fraca, entre as metas performances e a compreensão de leitura. Correlações similares foram identificadas entre as notas de língua portuguesa e matemática e os escores da compreensão de leitura. Foram identificadas diferenças significativas para a adoção das metas performances relativas ao nível de compreensão de leitura e o ano escolar. Sugere-se a continuidade das investigações acerca das metas de realização para se ampliar o entendimento sobre os aspectos emocionais ligados à aprendizagem.

The aim of this study was to investigate the association of motivation to learn in the perspective of achievement goals (learning goal, performance approximation and performance avoidance goal) with reading comprehension. This study had the participation of 98 elementary school students (3rd to 5th grades) of two public schools located in the interior of São Paulo. The achievement goals and reading comprehension were measured, respectively by the Learning Motivation Assessment Scale and the Cloze test, applied collectively. The correlations found were significant, positive and weak magnitude between performance goals and read comprehension. Similar correlations were identified in the students' scores in Portuguese and Mathematics and reading comprehension. Significant differences were also identified for the orientation of performance goals at the level of reading comprehension and the school year. It is suggested the continuation of the achievement goals investigations to deepen understanding about the emotional aspects underlying the process learning.

El presente estudio objetivó la investigación de la asociación de la motivación para aprender en la perspectiva de las metas de realización (meta aprender y metas de rendimiento de aproximación y evitación) con la comprensión de lectura. En el estudio participaron 98 estudiantes de 3º o 5º año de la escuela primaria de dos escuelas públicas ubicadas en el interior de São Paulo. Los instrumentos fueron la Escala de Evaluación de la Motivación para el Aprendizaje y la prueba de Cloze, aplicados colectivamente. Los resultados revelaron la existencia de correlaciones significativas, positivas y de magnitud baja entre las metas performances y la comprensión lectora. Se identificaron correlaciones similares en las notas de los alumnos en portugués y matemática y las notas en comprensión lectora. Se identificaron diferencias significativas para la adopción de las metas performances relativas al nivel de comprensión lectora y el año escolar. Se sugiere continuar las investigaciones acerca de las metas de realización para profundizar en la comprensión de los aspectos emocionales subyacentes al proceso de aprendizaje.

Motivation assessment scale for learning in higher education(EMAPRE-U): validity evidence / Escala de motivação para aprendizagem de universitários (EMAPRE-U): evidência de validade / Escala de motivación para aprendizaje de universitarios (EMAPRE-U): evidencias de validez

As part of the psychological evaluation, it is essential to use measuring instruments appropriate to the specific areas of interest and with good psychometric properties. In this perspective, this study was intended to seek validity evidence by analyzing the internal structure for the Motivation Assessment Scale for Learning (EMAPRE) in higher education, using confirmatory factor analysis. The EMAPRE is a Likert scale with 28 items, with the options "agree", "disagree" and "do not know". The study included 815 students, of whom 58.9% were male, with age spread from 18 to 63 years, in several majors in private institutions. Three models were tested and the results indicated best fits indices with the three-factor model, but with the need to eliminate two items from the EMAPRE. Adequate reliability levels were found, indicating that the instrument is useful in assessing learning motivation in university students.

No âmbito da Avaliação Psicológica, torna-se imprescindível a utilização de instrumentos de medida adequados aos domínios específicos de interesse e com boas qualidades psicométricas. Nessa perspectiva, pretendeu-se com este estudo buscar evidência de validade por meio da análise da estrutura interna para a Escala de Avaliação da Motivação para Aprendizagem (EMAPRE) no ensino superior, utilizando a análise fatorial confirmatória. A EMAPRE é uma escala tipo Likert com 28 itens, com opções de resposta, "concordo", "não sei" e "discordo". Participaram do estudo 815 universitários de uma instituição particular, com idades variando entre 18 a 63 anos, sendo 58,9% do sexo masculino. Foram testados três modelos e os resultados indicaram melhores índices de ajustes no modelo de três fatores, mas com a necessidade de eliminação de dois itens da EMAPRE. Foram encontrados níveis adequados de confiabilidade que indicaram que o instrumento é útil na avaliação da motivação para aprender em universitários.

El uso de instrumentos adecuados para las áreas específicas de interés y con buenas cualidades psicométricas es imprescindible en la evaluación psicológica. En esta perspectiva, este estudio tuvo como objetivo buscar evidencias de validez, mediante el análisis de estructura interna de la Escala de Evaluación de la Motivación para el Aprendizaje (EMAPRE) en la enseñanza universitaria, utilizando el análisis factorial confirmatorio. El EMAPRE es una escala tipo Likert de 28 ítems, con 3 opciones de respuesta: "de acuerdo", "no sé" y "en desacuerdo". Participaron 815 estudiantes universitarios de una institución privada, con edades entre 18 y 63 años, siendo 58,9% de sexo masculino. Se probaron tres modelos y los resultados indicaron mejores índices de ajuste en el modelo de tres factores, pero con la necesidad de eliminar dos ítems de la EMAPRE. Fueron encontrados niveles adecuados de confiabilidad que indicaron que el instrumento es útil en la evaluación de la motivación para aprender, en los estudiantes universitarios.

Predictive power of task orientation, general self-efficacy and self-determined motivation on fun and boredom / Poder preditivo da orientação para a tarefa, a autoeficácia geral e motivação autodeterminada sobre diversão e tédio / Poder predictivo de la orientación tarea, la autoeficacia general y la motivación autodeterminada sobre la diversión y el aburrimiento

The aim of this study was to test the predictive power of dispositional orientations, general self-efficacy and self-determined motivation on fun and boredom in physical education classes, with a sample of 459 adolescents between 13 and 18 with a mean age of 15 years (SD = 0.88). The adolescents responded to four Likert scales: Perceptions of Success Questionnaire, General Self-Efficacy Scale, Sport Motivation Scale and Intrinsic Satisfaction Questionnaire in Sport. The results showed the structural regression model showed that task orientation and general self-efficacy positively predicted self-determined motivation and this in turn positively predicted more fun and less boredom in physical education classes. Consequently, the promotion of an educational task-oriented environment where learners perceive their progress and make them feel more competent, will allow them to overcome the intrinsically motivated tasks, and therefore they will have more fun. Pedagogical implications for less boredom and more fun in physical education classes are discussed.

O objetivo desse estudo foi comprovar a predição das orientações disposicionais, autoeficácia geral e a motivação autodeterminada sobre a diversão e o aborrecimento nas aulas de educação física, com uma amostra composta por 459 adolescentes de 13 a 18 anos com uma média de idade de 15 anos (DP= 0.88). Os adolescentes responderam a quatro escalas do tipo Likert: Questionário de Percepção do Êxito, Escala Geral da Auto-eficácia, Escala de Motivação no Esporte e Questionário de Satisfação Intrínseca no Esporte. Os resultados do modelo de regressão estrutural mostraram que a orientação para a tarefa e a autoeficácia geral prediziam positivamente a motivação autodeterminada, e esta última predizia positivamente a mais diversão e menos ao aborrecimento nas aulas de educação física. Promover um ambiente educativo orientado à tarefa, onde os discentes percebam seus progressos e que se sintam mais competentes permitirá que eles possam superar tarefas com uma motivação intrínseca, portanto, se divertirão mais. Indaga-se sobre as diferentes pedagogias para diminuir o aborrecimento em aula.

El objetivo de este estudio fue comprobar el poder de predicción de las orientaciones disposicionales, la autoeficacia general y la motivación autodeterminada sobre la diversión y el aburrimiento en clases de educación física, con una muestra compuesta por 459 adolescentes de entre 13 y 18 años con una media de edad de 15 años (DS = 0.88). Los adolescentes contestaron a cuatro escalas tipo Likert: Cuestionario de Percepción de Éxito, Escala de Autoeficacia General, Escala de Motivación en el Deporte y Cuestionario de Satisfacción Intrínseca en el Deporte. Los resultados revelan que el modelo de regresión estructural mostró que la orientación hacia la tarea y la autoeficacia general predecían positivamente la motivación autodeterminada, y ésta a su vez, predecía positivamente una mayor diversión y un menor aburrimiento en las clases de educación física. El fomento de un entorno educativo orientado a la tarea, donde los discentes perciban sus progresos y les hagan sentir más competentes, les permitirán superar las tareas motivados intrínsecamente, y por tanto, se divertirán más. Se discuten las implicaciones pedagógicas para un menor aburrimiento.

Measuring Threats, Benefits, Emotional Costs and Avoidance of Academic Help-Seeking in Argentinian University Students / Evaluación de amenazas, beneficios, costos emocionales y evitación de la búsqueda de ayuda académica en estudiantes universitarios argentinos / Avaliação de ameaças, benefícios, custos emocionais e evitação da procura de ajuda académica em estudantes universitários argentinos

Objective. The psychometric properties of four academic help-seeking scales measuring benefits, threats, emotional costs and avoidance of academic help-seeking in two samples of Argentinian university students were tested. Method. In phase one, a three correlated-factors measurement model (benefits, threats, emotional costs) and a one-factor model (avoidance) were evaluated. In phase two, two models where social academic self-efficacy (SAS), task value and achievement goals would predict the help-seeking constructs which, in turn, would predict shame in class were evaluated. Results. In phase one, the confirmatory factor analysis strongly supported the models, and all of the factor loadings were high. In phase two, on the one hand, SAS predicted benefits, threats and emotional costs. Moreover, threats and emotional costs predicted shame. Even more, SAS predicted shame via its effects on threats and emotional costs. On the other hand, SAS, task value, and performance-approach predicted avoidance. Moreover, avoidance and SAS had a direct effect on shame. The benefits, threats, emotional costs, and avoidance scales demonstrated adequate levels of internal consistency (α = 0.85, 0.72, 0.90, and 0.90). Conclusion. The scales are reliable, internally valid as demonstrated by the factor analyses, and externally valid in terms of relationships with motivational and emotional constructs.

Objetivo. Se evaluaron las propiedades psicométricas de cuatro escalas de búsqueda de ayuda académica que miden beneficios, amenazas, costos emocionales y evitación de la búsqueda de ayuda académica en dos muestras de estudiantes universitarios argentinos. Método. En la fase uno se evaluó un modelo de medición con tres factores relacionados (beneficios, amenazas, costos emocionales) y un modelo unidimensional (evitación). En la fase dos se evaluaron dos modelos donde autoeficacia social académica (ASA), valor de la tarea y metas de logro predecirían los constructos de búsqueda de ayuda, los cuales predecirían la vergüenza en clase. Resultados. Los análisis factorial confirmatorios, realizados en la fase uno apoyaron los modelos, con elevadas cargas factoriales. En la fase dos, se encontró que ASA predijo beneficios, amenazas y costos emocionales. Adicionalmente, amenazas y costos emocionales predijeron vergüenza. Incluso, ASA predijo vergüenza, vía sus efectos en amenazas y costos emocionales. Por otro lado, ASA, valor de la tarea y aproximación-rendimiento predijeron evitación. Además, evitación y ASA tuvieron un efecto directo sobre vergüenza. Las escalas de beneficios, amenazas, costos emocionales y evitación demostraron niveles adecuados de consistencia interna (α = 0.85, 0.72, 0.90 y 0.90). Conclusión. Las escalas son confiables, válidas internamente como demostraron los análisis factoriales, y válidas externamente en términos de relaciones con constructos motivacionales y emocionales.

Escopo. Foram avaliadas as propriedades psicométricas de quatro escadas de procura de ajuda académica que medem benefícios, ameaças, custos emocionais e evitação da procura de ajuda académica em duas amostras de estudantes universitários argentinos. Metodologia. Fase um: foi avaliado um modelo de medição com três fatores relacionados (benefícios, ameaças, custos emocionais) e um modelo unidimensional (evitação). Fase dois: foram avaliados dois modelos onde autoeficácia social académica (asa), valor da tarefa e metas de logro poderiam predizer os construtos de procura de ajuda, os quais poderiam predizer a vergonha na aula. Resultados. Fase um: Análises fatoriais confirmatórios apoiaram os modelos, com elevadas cargas fatoriais. Fase dois. Por um lado, asa previu benefícios, ameaças e custos emocionais. Adicionalmente, ameaças e custos emocionais predisseram vergonha. Mesmo, asa previu vergonha, via seus efeitos em ameaças e custos emocionais. Por outro lado, asa, valor de tarefa e aproximação-rendimento previram evitação. Além, evitação e asa tiveram um efeito direito sobre vergonha. As escadas de benefícios, ameaças, custos emocionais e evitação demostraram níveis adequados de consistência interna (α = 0.85, 0.72, 0.90 y 0.90). Conclusão. As escadas são confiáveis, válidas internamente como demostraram análises fatoriais, e válidas externamente em términos de relações com construtos motivacionais e emocionais.

Motivación y estadios de cambio para el ejercicio físico en adolescentes / Motivation and stages of change for physical exercise in adolescents

Resulta primordial que los adolescentes adquieran un estilo de vida activo; por ello, el objetivo de este estudio fue averiguar qué variables de la Teoría de Metas de Logro y del Modelo Jerárquico de la Motivación predecían los estadios de cambio para el ejercicio físico del Modelo Transteórico. Para ello, se empleó un diseño de investigación descriptivo transversal, con una muestra de 359 estudiantes de segundo ciclo de ESO y primero de Bachillerato, que respondieron el Cuestionario de Orientación al Aprendizaje y al Rendimiento en las Clases de Educación Física (LAPOPECQ), la Escala de Motivación Educativa (EME), la Escala de medición de las Necesidades Psicológicas Básicas (BPNES) y el Cuestionario de Estadios de Cambio para el ejercicio físico - Medida continua (URICA-E2), y se realizaron los análisis factorial exploratorio, confirmatorio, de fiabilidad, descriptivo y de regresión. Los resultados más relevantes mostraron que el estadio de precontemplación fue predicho negativamente por la competencia y positivamente por la desmotivación y la percepción del clima motivacional que implica al ego; el estadio de contemplación-preparación fue predicho positivamente por la competencia y la motivación intrínseca-perfección, la motivación extrínseca-introyectada, y negativamente por la autonomía; y el estadio de acción-mantenimiento fue predicho positivamente por la competencia. Estos resultados sugieren que la necesidad psicológica básica de competencia es la variable más relevante para adherirse a los estadios de práctica de ejercicio físico más activos.

It is essential for adolescents to acquire an active lifestyle. Therefore, the purpose of this study was to determine which variables of Achievement Goal Theory and the Hierarchical Model of Motivation predicted the change stages for exercise in the Transtheoretical Model. To this effect, a descriptive and cross-section study was carried out with 359 secondary school and undergraduate students. The Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ), Academic Motivation Scale (AMS), Basic Psychological Needs Scale (BPNES), and Stages of Change in Exercise - Continuous Measure (URICA-E2) were applied. Exploratory and confirmatory factorial, reliability, descriptive and regression analyses were subsequently conducted. The most relevant results showed that the Pre-contemplation Stage was predicted negatively by Competence, and positively by Amotivation and perception of ego-involving environment. The Contemplation-Preparation Stage was predicted positively by competence and Perfection Intrinsic Motivation - Introjected Extrinsic Motivation and negatively by autonomy. The Action-Maintenance Stage was positively predicted by competence. These results suggesting that basic psychological need of competence is the most relevant variable for the engagement to the more active stages of physical activity.

Autorregulação da motivação: crenças e estratégias de alunos portugueses do 7º ao 9º ano de escolaridade / Self-regulation of motivation: beliefs and strategies of students between 7th to 9th grade

A motivação é um tema essencial quando se reflete sobre a aprendizagem e o sucesso escolar. A autorregulação da motivação na aprendizagem (AMA) é identificada como um aspeto fundamental das competências de autorregulação da aprendizagem. O processo de AMA inclui o metaconhecimento sobre a motivação e as estratégias de regulação da motivação. Neste estudo, a Escala de Autorregulação da Motivação na Aprendizagem (EAMA) foi aplicada a 316 estudantes entre o 7º e o 9º ano de Escolaridade. Os resultados obtidos indicam que as expectativas de autoeficácia, o valor da tarefa e as metas de realização são bons preditores do uso de estratégias de AMA. Foram encontradas diferenças entre os géneros e o ano escolar na utilização de estratégias e nas crenças motivacionais.

Motivation is a key element regarding learning and school success. Self-regulation of motivation (SRM) is identified as a fundamental aspect of self-regulated learning. The SRM process includes metamotivational knowledge and regulation of motivation strategies. In this study, the Self-Regulation of Motivation in Learning Scale (SRMS) was applied to 316 students from 7th to 9th grades. Results demonstrate that self-efficacy expectations, task value, and achievement goals are good predictors for the use of SRM strategies. Gender and grade differences were found in the use of strategies and motivational beliefs.

The correlation between achievement goals, learning strategies, and motivation in medical students / 한국의학교육

PURPOSE: The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. METHODS: Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. RESULTS: The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. CONCLUSION: In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

Estudos psicométricos da escala de motivação para a aprendizagem de universitários / Psychometric study of the university's learning motivation scale

Este estudo teve como objetivo buscar evidências de validade, por meio da análise da estrutura interna dos itens, para a Escala de Motivação para a Aprendizagem de Universitários e investigar a consistência interna e diferenças em relação às variáveis sexo, faixa etária e área do conhecimento. Participaram 429 alunos, de uma universidade particular do interior paulista, com idade entre 18 a 44 anos. O instrumento utilizado foi a Escala de Motivação para a Aprendizagem de Universitários. Os resultados apontaram o agrupamento dos itens da escala em três fatores, correspondentes à meta performance-evitação, performance-aproximação e aprender, que explicaram 39,41% da variância. A consistência interna dos três fatores variou de 0,72 a 0,83. Na comparação entre metas e sexo verificou-se uma diferença significativa na meta performance-aproximação. Quanto à faixa etária houve diferença na meta aprender. Os resultados mostraram índices aceitáveis de validade e precisão, no entanto, novos estudos são necessários para ampliar o conhecimento sobre as características psicométricas da escala.

This study objective was to search evidence of validity by items internal structure analysis to the University's Learning Motivation Scale, as well as to investigate the internal consistency and differences between gender, age and area of expertise. The participants consisted of 429 students from a private university in São Paulo, with ages ranging from 18 to 44. The instrument used was the University's Learning Motivation Scale. The results showed that the scale items got into three factors, which are performance-avoidance goal, performance-approach goal and learning goal. These factors, explained 39.41% of the scale variance. The three factors' internal consistency ranged from 0.72 to 0.83. Comparing goals in relation to gender the findings showed a significant difference in performance-approach goal. Related to age there was differences found in learning goal. These results showed that the levels of validity and reliability are acceptable, however, further studies are needed to increase knowledge about the scale psychometric characteristics.

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines / Jerarquía y multidimensionalidad en la motivación de los estudiantes: validación intercultural de la Teoría de Inversión Personal en Filipinas

Personal investment theory presents a hierarchical and multidimensional model of motivational goals that influence important academic outcomes. The aim of this study was to examine the cross-cultural validity of this model in the Philippine setting using both within- and between-network approaches to construct validation. Filipino high school (N = 823) students participated in the study. Their mean age was 14.28 (SD = 0.97). Confirmatory factor analysis supported the construct validity of the model. The eight types of first order goals (task, effort, competition, social power, social affiliation, social concern, praise, and token goals) formed four second-order goals (mastery, performance, social, and extrinsic), which in turn formed a third- order factor called global motivation. It was found that mastery, performance, and extrinsic were positively related to academic achievement. Social and extrinsic goals were positively related to affect to school. In general, the results supported the cross-cultural validity of the hierarchical and multidimensional model of student motivation in a non-Western context. This study highlights the importance of testing the validity of Western-oriented theories of achievement motivation before they are applied in non-Western settings.

La teoría de investigación personal presenta un modelo jerárquico y multidimensional de los objetivos motivacionales que influencian los resultados académicos importantes. El objetivo de este estudio fue examinar la validez intercultural de este modelo en el contexto Filipino usando una aproximación de tanto dentro y entre redes para la validación de constructo. Estudiantes de secundaria filipinos (N = 823) participaron en el estudio. La edad media fue 14.28 (DE = 0.97). El análisis factorial confirmatorio soportó la validez de constructo del modelo. Los ocho tipos de objetivos de primer orden (tarea, esfuerzo, competición, poder social, afiliación social, preocupación social, alabanza y objetivos simbólicos) formaron cuatro objetivos de segundo orden (dominio, desempeño, social y extrínseco), que a su vez formaron un factor de tercer orden denominado motivación global. Se encontró que los objetivos de dominio, desempeño y extrínseco estaban positivamente relacionados con afecto hacia la escuela. En general, los resultados apoyan la validez intercultural del modelo jerárquico y multidimensional de la motivación de los estudiantes en un contexto no-occidental. Este estudio resalta la importancia de evaluar la validez de teorías de orientación occidental acerca de la motivación de logro antes de que sean aplicadas en contextos no occidentales.

Adolescent's motivation and their perceptions of learning contexts of foreign language / Motivação de adolescentes e suas percepções do contexto de aprendizagem em língua estrangeira

The aim of the present study was to investigate motivational orientations of 396 adolescents of public schools and their perceptions of their learning contexts. About half of the sample suited English as a compulsory language, while others studied Spanish as an elected language. Data were collected through a Likert-type self report questionnaire with questions related to mastery and work avoidance achievement goals, to perceptions of interesting classes and utility value. Results showed significant positive relations among mastery goal orientation and perceptions of interesting classes and utility, and negative relations among work avoidance goal orientation and those variables. Regression analyses showed that perceptions of interesting classes and utility value predict mastery goal orientation. Some significant differences aroused among students of the two learning contexts. Results were discussed in the light of motivational theories and some suggestions for new researches and for educational practices as well with adolescents were drawn...

O estudo investigou as orientações motivacionais de 396 adolescentes e suas percepções do contexto de aprendizagem de uma língua. Parte dos alunos estudava espanhol por escolha própria e, para os demais, o inglês era obrigatório. Como instrumento, utilizou-se um questionário em escala Likert com questões sobre as metas de realização "aprender" e "evitação do trabalho", percepção de aula interessante e o valor de utilidade dessa aprendizagem. Diferenças significativas foram encontradas entre os alunos das duas línguas estrangeiras. Apareceram relações positivas significativas entre a meta de realização "aprender" e a percepção de aula interessante e o valor de utilidade, e relações negativas entre a meta "evitação do trabalho" e essas mesmas variáveis. Pela análise de regressão, percepções de aula interessante e de utilidade predizem a meta de realização aprender. Os resultados foram discutidos à luz das teorias motivacionais e foram extraídas algumas sugestões tanto para novas pesquisas como para práticas educacionais com adolescentes...

Tradução e validação da versão portuguesa da Goal Orientation in Exercise Scale (GOESp) / Translation and validation of the portuguese version of Goal Orientation in Exercise Scale (GOESp)

O objectivo deste estudo é a apresentação dos resultados da tradução e validação da versão Portuguesa da Goal Orientation in Exercise Scale (GOES), com recurso à análise factorial exploratória (AFE) e confirmatória (AFC), realizadas com dois grupos de praticantes de exercício em ginásios, de ambos os géneros e com idades entre os 15 e os 61 anos. Os resultados da AFE revelam uma estrutura factorial que explica 61% da variância dos resultados, pesos factoriais entre 0,63 e 0,86, e uma boa consistência interna (αEgo=0,91; αTarefa=0,74). No entanto, os resultados da AFC indicam que o modelo não se ajustou aos dados: S-Bχ²=154,59; gl=34; p=0,000; S-Bχ²/gl=4,55; SRMR=0,06; NNFI=0,87; CFI=0,90; RMSEA=0,10; 90% IC RMSEA=0,09-0,12, e só apresentou índices aceitáveis de ajustamento após a sua re-especificação, que conduziu à eliminação de um item. Assim, aconselha-se alguma prudência na sua utilização, e a realização de mais estudos sobre a sua validade.

The purpose of this study is to present the results of the translation and validation of the Portuguese version of Goal Orientation in Exercise Scale (GOES) through exploratory (EFA) and confirmatory (CFA) factor analysis. The study was conducted with two groups of participants who exercise in fitness centers, both sexes, and aged between 15 and 61 years old. The EFA results reveal a factorial structure which explains 61% of results variance, with item factor loadings ranging from .63 to .86 and reasonable reliability (αEgo=.91; αTask=.74). However, the CFA results showed an inadequate model fit: S-Bχ²=154.59; df=34; p=.000; S-Bχ²/df=4.55; SRMR=.06; NNFI=.87; CFI=.90; RMSEA=.10; 90% IC RMSEA=.09-.12, and only presented acceptable fit after its respecification, which leads to an item elimination. Thus, we suggest some caution in its utilization and more research is required to clearly assess its validity.