An explanatory model of the relations between cognitive and motivational variables and academic goals;Un modelo explicativo de las relaciones entre variables cognitivas y motivacionales y metas académicas

Revista de Psicodidactica

Volumn 16, Issue 1, 2011, Pages 19-38

  Closas, Antonio H ^a   Sanz de Acedo, M Luisa ^b   Ugarte, M Dolores ^b  

^a Universidad del Nordeste de Argentina   (Argentina)

^b PUBLIC UNIVERSITY OF NAVARRE   (Spain)

Author keywords

Academic goals; Cognition; Motivation; Structural equations

Indexed keywords

EID: 79851504934     PISSN: 11361034     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (53)

1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
2. Bandura, A. (1992). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
3. Bandura, A. (2005). Primacy of selfregulation in health promotion transformative mainstrean. Applied Psychology: An International Review, 54(2), 245-254.
4. Bentler, P. M. (2006). EQS Structural equations program manual. Encino, CA: Multivariate Software.
5. Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153.
6. Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
7. Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167-176.
8. Cabanach, R. G., Valle, A., Gerpe, M. G., Rodríguez, S., Piñeiro, I., & Rosário, P. (2009). Diseño y validación de un Cuestionario de Gestión Motivacional [Design and validation of a Motivacional Management Questionnaire]. Revista de Psicodidáctica, 14(1), 29-47.
9. Cabezas, D., & Carpintero, E. (2006). Teorías implícitas de la inteligencia en docentes [Implicit theories of intelligence in teachers]. Revista de Psicología y de Psicopedagogía, 129-144.
10. Cano, F., & Berlén, A. B. G. (2009). University students' achievement goals and approaches to learning in mathematics. British Journal of Educational Psychology, 79(1), 131-153.
11. Covington, M. V. (2000). Goal theory, motivation, and school achievemente: An integrative review. Annual Review of Psychology, 51(1), 171-200.
12. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
13. Dweck, C. S., & Grant, H. (2007). Selftheories, goals, and meaning. In J. Y. Shah & W. L. Gardner (Eds.), Handbook of motivation science (pp. 405-416). New York, NY: Guilford Press.
14. Dweck, C. S., & Leggett, E. L. (1988). Goals: A social cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
15. Dweck, C. S., & Molden, D. (2005). Self-teories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122-140). New York, NY: The Guilford Press.
16. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
17. Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 549-563.
18. Escurra, L. M., Delgado, A. D., Guevara, G., Torres, M., Quezada, R., Morocho, J., et al. (2005). Relación entre el autoconcepto de las competencias, las metas académicas y el rendimiento en alumnos universitarios de la ciudad de Lima [Relation among self-concept of competences, academic goals, and performance in university students of the city of Lima]. Revista de Investigación en Psicología, 8, 87-106.
19. García, F., & Musitu, G. (2001). AF5. Autoconcepto Forma 5. Madrid: TEA.
20. García, M. S., González-Pienda, J. A., Núñez, J. C., González, S., Álvarez, L., Roces, C., et al. (1998). El cuestionario de metas académicas (CMA). Un instrumento para la evaluación de la orientación motivacional de los estudiantes de secundaria [The academic goals questionnaire (AGQ). An instrument to assess the motivational orientation of secondary students]. Aula Abierta, 71, 175-199.
21. González, A. (2008). Las metas y el futuro: Su importancia para la motivación académica [Goals and future: Its relevante to academic motivation]. Revista de Psicología General y Aplicada, 61(3), 285-299.
22. González, R., Valle, A., Núñez, J. C., & González-Pienda, J. A. (1996). Una aproximación teórica al concepto de metas académicas y su relación con la motivación escolar [A theoretical approach to the concept of academic goals and its relation with school motivation]. Psicothema, 8(1), 45-61.
23. González-Pienda, J. A., Núñez, J. C., González-Pumariega, S., Álvarez, L., Roces, C., García, M., et al. (2000). Autoconcepto, proceso de atribución causal y metas académicas en niños con y sin dificultades de aprendizaje [Self-concept, causal attribution process and academic goals in children with and without learning disabilities]. Psicothema, 12(4), 548-556.
24. González, C., Torregrosa, G., & Navas, L. (2002). Un análisis de las metas en situación de aprendizaje para el alumnado de Primaria y Secundaria Obligatoria [An análisis of the goals on learning context for students' Primary and Secundary Comperary]. Revista Española de Orientación y Psicopedagogía, 13(1), 69-87.
25. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553.
26. Hayamizu, T., & Weiner, B. (1991). A test Dweck's model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 59(3), 226-234.
27. Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indices in covariance structure analysis. Structural Equation Modeling, 6(1), 1-55.
28. Keith, T. Z., Pottebaum, S. M., & Eberhart, S. (1986). Effects of self-concept and locus of control on academic achievement: A large-sample path analysis. Journal of Psychoeducational Assessment, 4(1), 61-72.
29. Kline, P. (1995). The handbook of psychological testing. London: Routledge.
30. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal context to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213.
31. Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). San Diego, CA: Academic Press.
32. Midgely, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86.
33. Navas, L., & Soriano, J. A. (2006). Metas, atribuciones y sus relaciones en las clases de educación física [Goals, attributions and his relations in the classes of physical education]. Infancia y Aprendizaje, 29(4), 411-421.
34. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
35. Nicholls, J. G., Cheung, P. C., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1(1), 63-84.
36. Nunnaly, J., & Bernstein, I. (1994). Psychometric theory (3a. ed.). New York, NY: McGraw-Hill.
37. Piñeiro, I., Valle, A., Rodríguez, S., González, R., & Gómez, M. L. (1998). Influencia de las atribuciones causales internas y externas sobre las metas académicas [Influence of internal and external causal attributions on academic goals]. Bordón, 50, 405-413.
38. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
39. Roeser, R. W. (2004). Competing schools of thought in achievement goal theory. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement. Motivating students, improving schools: The legacy of Carol Midgley (Vol. 13, pp. 265-300). Oxford, UK: Elsevier.
40. Rosario, P., Mourão, R., Baldaque, M., Nunes, T., Nuñez, J. C., González-Pienda, J. A., et al. (2009). Tareas para casa, autorregulación del aprendizaje y rendimiento en matemáticas [Home, self-regulated learning and math achievement]. Revista de Psicodidáctica, 14(2), 179-192.
41. Sanjuán, P., Pérez, A. M., & Bermúdez, J. (2000). Escala de autoeficacia general: Datos psicométricos de la adaptación a población española [General self-efficacy scale: Psychometric data of the adaptation to the Spanish population]. Psicothema, 12(Supl. 2), 509-513.
42. Sanz de Acedo, M. L., Ugarte, M. D., Iriarte, M. D., & Sanz de Acedo, M. T. (2003). Immediate and long-term effects of a cognitive intervention on intelligence, self-regulation, and academic achievement. European Journal of Psychology of Education, 18(1), 59-74.
43. Sternberg, R. J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49(3), 607-627.
44. Suárez, J. M., González, R., Abalde, E., Valle, A., Rodríguez, S., & Piñeiro, I. (2001). La adopción de múltiples metas y utilización de estrategias cognitivas y autorreguladoras [The adoption of multiple goals and the use of cognitive and self%regulation strategies]. Bordón, 53, 129-139.
45. Valle, A., Cabanach, R. G., González-Pienda, J. A., Núñez, J. C., Rodríguez, S., & Rosário, P. (2009). Perfiles motivacionales en estudiantes de secundaria: Análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico [Middle school students' motivational profiles: Analyzing the differences in cognitive strategies, self-regulated strategies and academic achievement]. Revista Mexicana de Psicología, 26(1), 113-124.
46. Valle, A., Cabanach, R. G., Núñez, J. C., González-Pineda, J., Rodríguez, S., & Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73(1), 71-87.
47. Valle, A., González, R., Cuevas, M. L., & Núñez, J. (1996). Metas académicas de los estudiantes universitarios y su relación con otras variables cognitivo-motivacionales [Academic goals of university students and their relation to other cognitive-motivational variables]. Boletín de Psicología, 53(1), 49-68.
48. Valle, A., González, R., Núñez, J. C., Rodríguez, S., & Piñeiro, I. (1999). Un modelo causal sobre los determinantes cognitivo-motivacional del rendimiento académico [A causal model of the cognitive-motivational determinants of academic achievement]. Revista de Psicología General y Aplicada, 52(4), 499-519.
49. Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., et al. (2009). Academic goals and learning quality in higher education students. The Spanish Journal of Psychology, 12(1), 96-105.
50. Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Spring-Verlag.
51. Weiner, B. (2001). Intrapersonal and interpersonal theories of motivation from an attribution perspective. In F. Salili., Ch. Chiu. & Y. Hong (Eds.), Student motivation (pp. 17-30). New York, NY: Kluwer Academic.
52. Wentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maher & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, 185-212). Greenwich, CT: JIA Press.
53. Wentzel, K. R. (2000). What is it that I'm trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25(1), 105-115.