3x2 Classroom goal structures, motivational regulations, self-concept, and affectivity in secondary school
Span. j. psychol
; 20: e40.1-e40.12, 2017. tab
Article
in English
| IBECS
| ID: ibc-166376
Responsible library:
ES1.1
Localization: BNCS
ABSTRACT
The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The otherapproach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R2 = .064). Physical self-concept was predicted by the taskapproach and other-approach CGS's (p < .05; p < .001, respectively; R2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS's (p < .001; R2 = .137), whereas negative affect was predicted by other-approach (positively) and selfapproach (negatively) CGS (p < .001; p < .05, respectively; R2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and taskbased goals for students in their classes (AU)
RESUMEN
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Collection:
National databases
/
Spain
Database:
IBECS
Main subject:
Psychometrics
/
Self Concept
/
Students
/
Psychology, Child
/
Affect
/
Personal Autonomy
/
Motivation
Type of study:
Diagnostic study
/
Prognostic study
/
Qualitative research
Limits:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Language:
English
Journal:
Span. j. psychol
Year:
2017
Document type:
Article
Institution/Affiliation country:
Universidad de Oviedo/Spain