Cognitive and motivational variables in the academic achievement in language and mathematics subjects: A structural model;Variables cognitivas y motivacionales en el rendimiento académico en lengua y matemáticas: Un modelo structural

Revista de Psicodidactica

Volumn 16, Issue 2, 2011, Pages 203-230

  Miñano, Pablo ^a   Castejón, Juan Luis ^a  

^a UNIVERSITY OF ALICANTE   (Spain)

Author keywords

Academic achievement; Aptitudes; Learning strategies; Motivation; Structural model

Indexed keywords

EID: 84856185488     PISSN: 11361034     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (98)

1. Alonso, J., y Sánchez, J. (1992a). El cuestionario MAPE-I: Motivación hacia el aprendizaje. En J. Alonso (Dir.), Motivar en la adolescencia: Teoría, evaluación e intervención (pp. 81-123). Madrid: Servicio de Publicaciones de la Universidad Autónoma.
2. Alonso, J., y Sánchez, J. (1992b). Estilos atributivos y motivación: El cuestionario EAT. En J. Alonso (Dir.), Motivar en la adolescencia: Teoría, evaluación e intervención (pp. 39-81). Madrid: Servicio de Publicaciones de la Universidad Autónoma.
3. Ames, C. (1992). Achievement goals and classroom motivational climate. En D.H. Schunk y J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
4. Bandalos, D. L., Finney, S. J., y Geske, J. A. (2003). A model of statics performance based on achievement goal theory. Journal of Educational Psychology, 95(3), 604-616.
5. Bandura, A. (1997). Self-efficacy: the exercise of control. Nueva York: Freeman.
6. Barca, A., y Peralbo, M. (2002). Los contextos de aprendizaje y desarrollo en la Educación Secundaria Obligatoria (ESO): Perspectivas de intervención psicoeducativa sobre el fracas escolar en la Comunidad Autónoma de Galicia. Madrid: Ministerio de Ciencia y Tecnología.
7. Barca, A., Regina, C., Brenlla, J. C., y Santamaría, S. (2000). Factores de atribución causal, enfoques de aprendizaje y rendimiento académico en el alumnado de educación secundaria de Galicia: Datos para un análisis correlacional. Revista Galego-Portuguesa de Psicoloxía e Educación, 6, 792.
8. Beltrán, J. A., Pérez, J. A., y Ortega, M. I. (2006). Cuestionario de Estrategias de Aprendizaje (CEA). Madrid: TEA Ediciones.
9. Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8, 7-25.
10. Bollen, K. A. (1989). Structural equations with latent variables. Nueva York: John Wiley & Sons.
11. Butler, R. (2006). Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Journal of Educational Psychology, 76(3), 595-611.
12. Byrne, B. M. (2001). Structural equation modeling with Amos: Basic concepts, applications and programming. Mahwah, NJ: Erlbaum.
13. Cabanach, R. G., Valle, A., Gerpe, M. G., Rodríguez, S., Piñeiro, I., y Rosário, P. (2009). Diseño y validación de un cuestionario de gestión motivacional. Revista de Psicodidáctica, 14(1), 29-47.
14. Castejón, J. L. (1996). Determinantes del rendimiento académico de los estudiantes y de los centros educativos: modelos y factores. Alicante: Editorial Club Universitario.
15. Castejón, J. L., y Navas, L. (1992). Determinantes del rendimiento academic en la educación secundaria. Un modelo causal. Análisis y Modificación de Conducta, 18(61), 697-728.
16. Chamorro-Premuzic, T., y Furnham, A. (2006). Self-assessed intelligence and academic performance. Educational Psycholgy, 26(6), 769-779.
17. Chiu, M. M., Chow, B. W., y McBride-Chang, C. (2007). Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning and Individual Differences, 17(4), 344-365.
18. Choi, N. (2005). Self-efficacy and selfconcept as predictors of college students' academic performance. Psychology in the Schools, 42(2), 197-205.
19. Chouinard, R., Karsenti, T., y Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.
20. Colom, R., y Flores-Mendoza, C. E. (2007). Intelligence predicts scholastic achievement irrespective of SES factors: Evidence from Brazil. Intelligence, 35(3), 243-251.
21. Deary, I. J., Strand, S., Smith, P., y Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
22. Descals, A., y Rivas, F. (2002). Capacidades intelectuales y rendimiento escolar de estudiantes de secundaria: Constatación de una limitada relación. Revista Galego-Portuguesa de Psicoloxía e Educación, 8, 203-214.
23. Doring, D.P. (2006). Social and academic predictors of success for gifted children. Dissertation Abstracts International: Section B, 67(1-B), 569.
24. Dupeyrat, C., y Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59.
25. Dweck, C. S., y Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
26. Eccles, J. (2005). Commentary: Studying the development of learning and task motivation. Learning and Instruction, 15(2), 161-171.
27. Elliot, A. J., y McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
28. Elliot, A. J., McGregor, H. A., y Gable, S. (1999). Achievement goals, study strategies and exam performance: A meditional analysis. Journal of Educational Psychology, 91(3), 549-563.
29. Fenollar, P., Román, S., y Cuestas, P. J. (2007). University students' academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873-891.
30. García, T., y Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications (pp. 132-157). Hillsdale, NJ: LEA.
31. Gehlbach, H. (2006). How changes in students' goal orientations relate to outcomes in social studies. The Journal of Educational Research, 99(6), 358-370.
32. González, A. (2005). Motivación académica: Teoría, aplicación y evaluación. Madrid: Pirámide.
33. González, C., Torregrosa, G., y Navas, L. (2002). Un análisis de las metas en situación de aprendizaje para el alumnado de primaria y secundaria obligatoria. Revista Española de Orientación y Psicopedagogía, 13(1), 69-87.
34. González-Pienda, J. A., Núñez, J. C., Álvarez, L., Roces, C., González-Pumariega, S., González, P., y Bernardo, A. (2003). Adaptabilidad y cohesión familiar, implicación parental en conductas autorregulatorias, autoconcepto del estudiante y rendimiento académico. Psicothema, 15(3), 471-477.
35. González-Pienda, J. A., Núñez, J. C., González-Pumariega, S., Álvarez, L., Roces, C., y García, M. (2002). A structural equation model of parental involvement, motivational and attitudinal characteristics, and academic achievement. The Journal of Experimental Education, 70(3), 257-287.
36. Grant, H., y Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553.
37. Guay, F., Marsh, H. W., y Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136.
38. Hair, J. F., Anderson, R. E., Tatham, R. L., y Black, W. C. (2005). Análisis multivariante. Madrid: Prentice Hall.
39. Harackiewicz, J. M., Barron, K. E., y Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptative for college students and why?. Educational Psychologist, 33(1), 1-21.
40. Harackiewicz, J. M., Barron, K. E., Elliot, A. J., Tauer, J. M., y Carter, S. M. (2000). Short-term and longterm consequences a of achievement goals: predicting interest and performance over time. Journal of Educational Psychology, 92(2), 316-330.
41. Harackiewicz, J. M., Barron, K. E., Elliot, A. J., Tauer, J. M., y Carter, S. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 92(2), 316-330.
42. Kolic-Vehovec, S., Roncevic, B., y Bajsanski, I. (2008). Motivational components of self-regulated learning and reading strategy use in university students: The role of goal orientation patterns. Learning and Individual Differences, 18(1), 108-113.
43. Laidra, K., Pullman, H., y Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441-451.
44. Linnenbrink, E. A., y Pintrich, P. R. (2000). Multiple pathways to learning and achievement: the role of goal orientation in fostering adaptative motivation, affect and cognition. En C. Sansone y J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivations. The search for optimal motivation and performance (pp. 195-227). Londres: Academic Press.
45. Long, J. F., Monoi, S., Harper, B., Knoblauch, D., y Murphy, P.K. (2007). Academic motivation and achievement among urban adolescents. Urban Education, 42(3), 196-222.
46. Manassero, M. A., y Vázquez, A. (2000). Análisis empírico de dos escalas de motivación escolar. Revista Electrónica de Motivación y Emoción, 3(5-6). Recuperado el 27 de diciembre de 2010 en http://reme.uji.es/articulos/amanam5171812100/texto.html
47. Marsh, H. W. (1990). The causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 646-656.
48. Marsh, H. W., y Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163.
49. Marsh, H. W., y Koller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west german school systems after the fall of the Berlin wall. Contemporary Educational Psychology, 29(3), 264-282.
50. Marsh, H. W., y O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542-552.
51. McKenzie, K., Gow, K., y Schweitzer, R. (2004). Exploring the first year academic achievement through structural equation modelling. Higher Education Research and Development, 23(1), 95-112.
52. Middleton, M. J., y Midgley, C. (1997). Avoiding the demonstration of lack of ability: Underexplorer aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
53. Midgley, C., Kaplan, A., y Middleton, M. J. (2001). Performance-approach goals: Good for what for whom, under what circumstances and at what cost. Journal of Educational Psychology, 93(1), 77-86.
54. Miller, B. R., Behrens, J. T., Greene, B. A., y Newman, D. (1993). Goals and perceibed ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18(1), 2-14.
55. Mills, N., Pajares, F., y Herron, C. (2007). Self-efficacy of college intermediate french students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
56. Miñano, P., y Castejón, J. L. (2008). Capacidad predictiva de las variables cognitivo-motivacionales sobre el rendimiento académico. Revista Electrónica de Motivación y Emoción, 28(11). Recuperado el 27 de diciembre de 2010 en http://reme.uji.es/articulos/numero28/article4/article4.pdf.
57. Miñano, P., y Castejón, J. L. (2010). Motivational and cognitive predictors of academic achievement: A structural model of the main relationships between them and their ability to explain learning results. Saarbrücken, Alemania: Lambert Academic Publishing.
58. Navas, L., Sampascual, G., y Santed, M. A. (2003). Predicción de las calificaciones de los estudiantes: La capacidad explicativa de la inteligencia general y de la motivación. Revista de Psicología General y Aplicada, 56(2), 225-237.
59. Patrikakou, E. N. (1996). Investigating the academic achievement of adolescents with learning disabilities: A structural modelling approach. Journal of Educational Psychology, 88(3), 435-450.
60. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of selfregulation (pp. 452-502). Londres: Academic Press.
61. 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.
62. a ed.). Madrid: Pearson Educación.
63. Piñeiro, I., Valle, A., Cabanach, R., Rodríguez, S., y Suárez, J. M. (1999). Atribuciones causales, autoconcepto y motivación en estudiantes con alto y bajo rendimiento académico. Revista Española de Pedagogía, 57(214), 525-545.
64. Piñeiro, I., Valle, A., Rodríguez, S., Cabanach, R. G., Suárez, J. M., y Fernández, A. P. (1998). Atribuciones causales internas y externas: autoconcepto y rendimiento académico. Aula Abierta, 72, 249-266.
65. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., y Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288.
66. Rodríguez, S., Cabanach, R., Valle, A., Núñez, J. C., y González, J. (2004). Diferencias en el uso del self-handicapping y pesimismo defensivo y sus relaciones con las metas de logro, la autoestima y las estrategias de autorregulación. Psicothema, 16(4), 625-631.
67. Rosário, P., Mourao, R., Baldaque, M., Nunes, T., Núñez, J. C., González-Pienda, J. A., Cerezo, R., y Valle, A. (2009). Tareas para casa, autorregulación del aprendizaje y rendimiento en Matemáticas. Revista de Psicodidáctica, 14(2), 179-192.
68. Ruban, L. M., y McCoach, D. B. (2005). Gender differences in explaining grades using structural equation modeling. Review of Higer Education, 28(4), 475-502.
69. Schmidt, C. P., Zdzinski, S. F., y Ballard, D. L. (2006). Motivation orientations, academic achievement, and career goals of undergraduate music education majors. Journal of Research in Music Education, 54(2), 138-153.
70. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
71. Schunk, D. H. (1995). Development of strategic competence through selfregulation of attributions. Comunicación presentada al Annual Meeting of the American Psychological Association, NuevaYork.
72. Senko, C., y Harackiewicz, J. M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97(3), 320-336.
73. Shih, S. S. (2005). Taiwanese sixth graders' achievement goals and their motivation, strategy use, and grades: An examination of the multiple goal perspective. Elementary School Journal, 106(1), 39-58.
74. Simons J, Dewitte S., y Lens W. (2004). The effect of different types of instrumentality on motivational and cognitive variables. British Journal of Educational Psychology, 74, 343-360.
75. Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions and anxiety. Journal of Educational Psychology, 89(1), 71-81.
76. Skaalvik, E. M., y Skaalvik, S. (2008). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. En F.M. Olsson (Ed.), New developments in the psychology of motivation (pp. 105-128). Hauppauge, NY, US: Nova Science Publishers.
77. Spinath, B., y Steinsmeier-Pelster, J. (2003). Goal orientation and achievement: The role of ability self-concept and failure perception. Learning and Instruction, 13(4), 403-422.
78. Spinath, B., Spinath, F. M., Harlaar, N., y Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34(4), 363-374.
79. Suárez, J. M., Anaya, D., y Fernández, A. P. (2005). Un modelo sobre la determinación motivacional del aprendizaje autorregulado. Revista de Educación, 338, 295-308.
80. Swalander, L., y Taube, K. (2007). Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32, 206-230.
81. Thomas, J. W., Bol, L., Warkentin, R. W., Wilson, M., Strage, A., y Rohwer Jr., W. (1993). Interrelationships among students' study activities, self-concept of academic ability and achievement as a function of characteristics of high-school biology courses. Applied Cognitive Psychology, 7, 499-532.
82. Torres, M., Morocho, J., Santos, J., Escurra, L. M., Delgado, A. E., Quezada, R., Guevara, G., y Rivas, G. (2005). Relación entre el autoconcepto de las competencias, las metas académicas y el rendimiento en alumnos universitarios de la ciudad de Lima. Revista de Investigación en Psicología, 8(1), 87-106.
83. Turner, J. C., Thorpe, P. K., y Meyer, D. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758-771.
84. Valle, A., Cabanach, R. G., Núñez, J. C., y González-Pienda, J. A. (2006). Metas académicas, estrategias cognitivas y estrategias de autorregulación del estudio. Psicothema, 18(2), 165-170.
85. Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J. A., Rodríguez, S., y Piñeiro, I. (2003). Cognitive, motivational and volitional dimensions of learning. Research in Higher Education, 44(5), 557-580.
86. Valle, A., Cabanach, R. G., Núñez, J. C., Rodríguez, S., y Piñeiro, I. (1999). Un modelo causal sobre los determinantes cognitivo-motivacionales del rendimiento académico. Revista de Psicología General y Aplicada, 52(4), 499-519.
87. Valle, A., Cabanach, R. G., Núñez, J. C., Vieiro, P, Gómez, M. L., y Rodríguez, S. (1999). Un modelo cognitive motivacional explicativo del rendimiento académico en la universidad. Estudios de Psicología, 62, 77-100.
88. Valle, A., Cabanach, R. G., Suárez, J. M., y Fernández, A. P. (1999). Un modelo integrador explicativo de las relaciones entre metas académicas, estrategias de aprendizaje y rendimiento académico. Revista de Investigación Educativa, 17(1), 47-70.
89. Watkins, M. W., Lei, P. W., y Canivez, G. L. (2007). Psychometric intelligence and achievement: A crosslagged panel analysis. Intelligence, 35(1), 59-68.
90. Weiner, B. (1986). An attributional theory of motivation and emotion. Londres: Springer-Verlag.
91. Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.
92. West, S. G., Finch J. F., y Curran P. J. (1995). Structural equations models with nonnormal variables. En R.H. Hoyle (Ed.), Structural equation modelling: Concepts, issues and applications (pp. 56-75). Thousand Oaks, CA: Sage.
93. Wilson, T. D., Damiani, M., y Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. En J. Aronson (Ed.), Improving academic achievement (pp. 91-110). San Diego: Academic Press.
94. Yip, M. C. (2007). Differences in learning and study strategies between high and low achieving university students: A Hong Kong study. Educational Psychology, 27(5), 597-606.
95. Yuste, C., Martínez, R., y Galve, J. L. (2005). Batería de Aptitudes Generales y Diferenciales-Renovado (BADYG). Madrid: CEPE.
96. Zhang, Z., y Richarde, R. S. (1999). Freshman academic achievement: A structural equation model. Comunicación presentada al Annual Meeting of the American Educational Research Association, Montreal, Canadá.
97. Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. En B. J. Zimmerman y D. H. Schunk (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 267-295). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
98. Zimmerman, B. J., Bandura, A., y Martínez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.