¿Hay diferencias en la implicación en los deberes escolares, la ansiedad y el rendimiento académico según los distintos perfiles motivacionales de los estudiantes?
- Regueiro Fernández, Bibiana
- Suárez, N.
- Valle Arias, Antonio
- Piñeiro, I.
- Freire, C.
- Ferradás, M. M.
- Castejón Costa, Juan Luis (coord.)
Editorial: [Madrid] : Asociación Científica de Psicología y Educación (ACIPE), 2016
ISBN: 978-84-608-8714-0
Ano de publicación: 2016
Páxinas: 118-123
Congreso: Congreso Internacional de Psicología y Educación (8. 2016. Alicante)
Tipo: Achega congreso
Resumo
This work has the goal to examine whether there are different combinations of academic and nonacademic goals that lead to different motivational profiles in students of Secondary Education (ESO) and to consider whether there are statistically significant differences in homework engagement, homework anxiety, and academic achievement in the different types of motivational profiles found. The sample consists of 714 students of Secondary Education (ESO), where 43.4% were boys and 56.6% girls. The results indicate the existence of four different motivational groups. Thus, a first group of students with multiple goals, a second group of unmotivated students, a third group of students predominance of learning goals and finally to a fourth group composed of students with high fear of failure. Both the group with multiple goals as the group of learning-oriented goals perform a greater amount of homework prescribed by the teacher, also spend more time to their realization and also make better use of that time. They also have a higher academic achievement than other groups. Furthermore, the avoidance of failure group and the group with multiple goals are those with greater anxiety to the completion of homework.