Efecto de las metas de logro y las estructuras de metas de clase 3x2 en la motivación autodeterminadaun análisis multinivel en educación secundaria

  1. Antonio Méndez-Giménez 1
  2. José-A. Cecchini 1
  3. David Méndez-Alonso 1
  4. José Antonio Prieto 1
  5. Javier Fernández-Rio 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Any de publicació: 2018

Volum: 34

Número: 1

Pàgines: 52-62

Tipus: Article

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Altres publicacions en: Anales de psicología

Resum

The study faces two objectives: (a) to examine the construct validity of the 3x2 Classroom Goal Structures Questionnaire, and (b) to jointly analyze the influence of the classroom goal structures and 3x2 achievement goals on high school students’ self-determined motivation. 2284 students participated (51.6% men and 48.4% women) aged 12-17 years (M = 14.31 years, SD = 1.15), from 148 classrooms. The results of confirmatory factor analysis supported the hypothesized model. The validity and internal consistency of the questionnaire were satisfactory. The results of hierarchical linear models provided support to the direct, indirect and interaction models. Regarding direct effects, self-approach structure, and self-approach and task-approach goals were positive predictors of self-determined motivation, whereas the other-approach structure, and other-approach and taskavoidance goals were negative predictors. In relation to indirect effects, the results revealed that the three approach goals, and task-avoidance goals were partial mediators of the relationship between the self-approach structure and self-determined motivation, whereas other-approach goals were partial mediators in the relationship with their parallel structure. Regarding the interaction effects, the relationship between task-approach goals and self-determination varied depending on the other-approach structure

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Fuente de los datos: Dialnet