Metas académicas, estrategias de aprendizaje y rendimiento académico en educación secundaria
- S. Rodríguez 1
- I. Piñeiro 1
- B. Regueiro 1
- E. Gayo 2
- A. Valle 1
- 1 Universidad de A Coruña. Departamento de Psicología Evolutiva y de la Educación
- 2 Universidad de Vigo. Departamento de Psicología Evolutiva y Comunicación
ISSN: 0212-6796
Ano de publicación: 2014
Volume: 26
Número: 1
Páxinas: 1-9
Tipo: Artigo
Outras publicacións en: Magister: Revista miscelánea de investigación
Resumo
In this paper we analyze the relationships between learning goals, performance goals, and other motives like giving social approval, obtaining external rewards or avoiding punishment and academic achievement. A total of 447 obligatory secondary education students participated in this study. The results suggest a positive link between elaboration strategies and scores on Social Sciences and Mathematics; while performance in English Language or Natural Sciences could depend more heavily on basic strategies such as selection. On the other hand, planning can relate positively to academic performance in Social Sciences, Spanish Language or Mathematics and monitoring can be a useful resource in the areas of Spanish Language or Natural Sciences. In general, results suggested that high learning goals and the desire to obtain a decent job in the future are associated with the best academic achievement in most of subjects. On the other hand, high ego-oriented goals, both performance-approach goal orientation and performance-avoidance goal orientation, and high desire to avoid punishment, are associated with low academic achievement.