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      ¿Por qué motivos se esfuerzan los estudiantes en educación primaria?: un estudio de la orientación motivacional por curso y sexo Translated title: For what reasons do students strive in primary education?: a study of motivational orientation by course and sex

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          Abstract

          Resumen En el presente estudio se ha tratado de conocer cuáles son los motivos que tienen los estudiantes para esforzarse en el proceso de aprendizaje a través de la teoría de metas académicas en función del curso y el sexo. En esta línea, tomaron parte 1059 estudiantes (539 chicas y 520 chicos) de 4º, 5º o 6º de Educación Primaria, quienes rellenaron el Cuestionario de Metas Académicas (García et al., 1998). Los resultados apuntan a que existía una correlación significativa de intensidad leve-moderada entre las diferentes metas. De igual modo, los chicos presentaron puntuaciones significativamente superiores a las chicas en las metas de valoración social, y las chicas significativamente mayores a los chicos en las metas de aprendizaje. Respecto al curso, también se apreció como tanto las metas de aprendizaje como las metas de valoración social disminuían con el paso de los cursos. Estos resultados concuerdan casi en su totalidad con investigaciones desarrolladas en otro tipo de población.

          Translated abstract

          Abstract The purpose of the current research study has been to know which are the reasons students have to strive in the learning process through the goal theory, analysing course and sex differences. In this line, 1059 students (539 girls and 520 boys) of 4th, 5th and 6th grade of Primary Education took part filling out the Academic Goals Questionnaire (García et al., 1998). The results suggest that there was a significant correlation of mild-moderate intensity between the different goals. Likewise, the boys showed significantly higher scores than girls in social assessment goals, and the girls significantly higher that the boys in learning goals. With regard to the course, it was also noticed that learning goals and social assessment goals decreased with the passage of time. These findings agree almost entirely with investigations developed in another type of population.

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          Most cited references52

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          Classrooms: Goals, structures, and student motivation.

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            Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

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              Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.

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                Author and article information

                Journal
                acp
                Acción Psicológica
                Acción psicol.
                Universidad Nacional de Educación a Distancia (UNED) (Madrid, Madrid, Spain )
                1578-908X
                2255-1271
                December 2020
                : 17
                : 2
                : 123-134
                Affiliations
                [2] orgnameUniversity of the Basque Country España
                [1] País Vasco orgnameUniversidad de Deusto Spain
                Article
                S1578-908X2020000200123 S1578-908X(20)01700200123
                10.5944/ap.17.2.26044
                75e75570-2e89-4cdd-9f49-60f76b0b0924

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 28 July 2020
                : 30 November 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 53, Pages: 12
                Product

                SciELO Spain

                Categories
                Artículos de temática libre

                Primary Education,Motivational orientation,learning goals,Educación Primaria,achievement goals,social goals,metas de valoración social: metas de rendimiento,metas de aprendizaje,Orientación motivacional

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