Factores motivacionales y de autoconcepto implicados en la predicción del rendimiento académico en Educación Secundaria / Motivational and self-concept factors implicated in academic performance at Secondary School
Apuntes psicol
; 39(2): 65-74, nov. 2021. tab
Article
in Spanish
| IBECS
| ID: ibc-208648
Responsible library:
ES1.1
Localization: ES15.1 - BNCS
RESUMEN
El objetivo del presente estudio fue evaluar el papel de la motivación y del autoconcepto en el rendimiento académico de estudiantes de Educación Secundaria Obligatoria (ESO). Los resultados mostraron que la autoeficacia académica per-cibida, las atribuciones del éxito a la capacidad, y el autoconcepto académico predijeron mayores niveles de rendimiento académico. Por otro lado, la motivación de evitación de fracaso, las atribuciones del éxito a la suerte y del fracaso a la dificultad de la tarea predijeron un peor rendimiento académico. Las atribuciones internas del éxito académico (capa-cidad y esfuerzo), y las atribuciones internas y estables del fracaso (capacidad), predijeron mayores y menores niveles de expediente académico, respectivamente, indirectamente a través de su influencia sobre el autoconcepto académico. Nuestros resultados muestran la importancia del papel del estilo atribucional en el desarrollo del autoconcepto y su influencia en el rendimiento académico en alumnos de Educación Secundaria (AU)
ABSTRACT
The aim of the present study was to evaluate the role of motivational factors and self-concept in predicting aca-demic performance at the end of academic year in secondary school students. Results showed that perceived academic self-efficacy, attributions of academic success to ones ability, and academic self-concept were predictive of higher levels of academic sucsess. In contrast, motivation to avoid failure, attributions of academic success to good luck, and attributions of failure to task difficulties predicted lower levels of academic success. Results also showed that attributions of academic success to ones ability and effort, and attributions of failure to ones ability were indirectly predictive of higher and lower academic performance, respectively, via their influence in academic self-concept. Our results point out the importance of attributional styles in the development of self-concept and their influence in academic performance in secondary school students (AU)
Full text:
Available
Collection:
National databases
/
Spain
Database:
IBECS
Main subject:
Self Concept
/
Education, Primary and Secondary
/
Academic Performance
/
Motivation
Limits:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Language:
Spanish
Journal:
Apuntes psicol
Year:
2021
Document type:
Article
Institution/Affiliation country:
Universidad Complutense de Madrid/España
/
Universidad de Alcalá/España