A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics;Un modelo estructural de variables cognitivo-motivacionales explicativas del rendimiento académico en Lengua Española y Matemáticas

Anales de Psicologia

Volumn 28, Issue 1, 2012, Pages 45-54

  Miñano, Pablo ^a   Gilar, Raquel ^a   Castejón, Juan Luis ^a  

^a UNIVERSITY OF ALICANTE   (Spain)

Author keywords

Academic achievement; Differential aptitudes; Goal orientation; Learning strategies; Motivation; Self concept; Structural equation analysis

Indexed keywords

EID: 84860893949     PISSN: 02129728     EISSN: 16952294     Source Type: Journal    
DOI: None     Document Type: Article

References (89)

1. Alonso, J., & Sánchez, J. (1992). El cuestionario MAPE-I: Motivación hacia el aprendizaje [The MAPE-I questionnaire: Motivation towards learn-ing]. In J. Alonso (Dir.), Motivar en la adolescencia: Teoría, evaluación e inter-vención (pp. 81-123). Madrid: Servicio de Publicaciones de la Universidad Autónoma.
2. Ames, C. (1992). Achievement goals and classroom motivational climate. In D.H. Schunk, & J.L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
3. Bagozzi, R.P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74-94.
4. Bandalos, D.L., Finney, S.J., & Geske, J.A. (2003). A model of statics per-formance based on achievement goal theory. Journal of Educational Psy-chology, 95(3), 604-616.
5. Bandura, A. (1986). Social foundations of thought and action. A social cognitive theory. Englewood Cliffs, Nueva Jersey: Prentice-Hall.
6. Barron, K.E., & Harackiewicz, J. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone, & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivations. The search for optimal motivation and performance (pp. 231-256). London: Academic Press.
7. Barron, K.E., & Harackiewicz, J. (2001). Achievement goals and optimal motivation: Testing multiple goal model. Journal of Personality and Social Psychology, 80(5), 706-722.
8. Beltrán, J.A., Pérez, J.A., & Ortega, M.I. (2006). Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionaire] (CEA). Madrid: TEA Edi-ciones.
9. Biggs, J.B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8, 7-25.
10. Bollen, K. (1989). Structural equation with latent variables. New York: Willey.
11. Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101(4), 879-896.
12. Butler, R. (2006). Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Jour-nal of Educational Psychology, 76(3), 595-611.
13. Castejón, J.L., & Navas, L. (1992). Determinantes del rendimiento académi-co en la enseñanza secundaria. Un modelo causal. [Determinants of academic achievement in secondary education: a causal model]. Análisis y Modificación de Conducta, 61, 697-729.
14. Cattell, R.B. (1971). Abilities: Structure, growth and action. Boston: Houghton Mifflin.
15. Cattell, R.B. (1987). Intelligence: Its structure, growth, and action (Rev. Ed.). Am-sterdam: North-Holland.
16. Chia, W. Wang, C. K., Tan, O.S., Ee, J., & Koh, C. (2009). Understanding students' motivation in project work: A 2×2 achievement goal ap-proach. British Journal of Educational Psychology, 79(1), 87-106.
17. Chiu, M.M., Chow, B.W., & McBride-Chang, C. (2007). Universals and spe-cifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning and Individual Dif-ferences, 17(4), 344-365.
18. Choi, N. (2005). Self-efficacy and self-concept as predictors of college stu-dents' academic performance. Psychology in the Schools, 42(2), 197-205.
19. Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. Brit-ish Journal of Educational Psychology, 77(3), 501-517.
20. Corbiere, M., Fraccaroli, F., Mbekou, V., & Perron, J. (2006). Academic self-concept and academic interest measurement: A multi-sample European study. European Journal of Psychology of Education, 21(1), 3-15.
21. Daniels, L.M., Stupinsky, R.H., Pekrun, R., Haynes, T.L., Perry, R.P., & Ne-wall, N.E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948-963.
22. Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal ori-entation, cognitive engagement and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychol-ogy, 30(1), 43-59.
23. Dweck, C.S., & Leggett, E. (1988). A social-cognitive approach to motiva-tion and personality. Psychological Review, 95(2), 256-273.
24. Eccles, J. (2005). Commentary: Studying the development of learning and task motivation. Learning and Instruction, 15(2), 161-171.
25. Elliot, A.J., & McGregor, H.A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
26. Elliot, A.J., McGregor, H.A., & Gable, S. (1999). Achievement goals, study strategies and exam performance: A meditional analysis. Journal of Educa-tional Psychology, 91(3), 549-563.
27. Fenollar, P., Román, S., & Cuestas, P.J. (2007). University students' aca-demic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873-891.
28. García, T., & Pintrich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D.H. Schunk, & B.J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications (pp. 132-157). Hillsdale, NJ: LEA.
29. Gehlbach, H. (2006). How changes in students' goal orientations relate to outcomes in social studies. The Journal of Educational Research, 99(6), 358-370.
30. González-Pienda, J.A., Núñez, J.C., Álvarez, L., Roces, C., González-Pumariega, S., González, P.,... Bernardo, A. (2003). Adaptabilidad y cohesión familiar, implicación parental en conductas autorregulatorias, autoconcepto del estudiante y rendimiento académico [Adaptability and family cohesion, parental involvement in self-regulatory behaviours, student self-concept and academic performance]. Psicothema, 15(3), 471-477.
31. González-Pienda, J.A., Núñez, J.C., González-Pumariega, S., Álvarez, L., Roces, C., & 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.
32. Grant, H., & Dweck, C.S. (2003). Clarifying achievement goals and their im-pact. Journal of Personality and Social Psychology, 85(3), 541-553.
33. Grigorenko, E.L., Jarvin, L., Diffley, R., Goodyear, J., Shanahan, E.J., & Sternberg, R.J. (2009). Are SSATs and GPA enough? A theory-based approach to predicting academic success in secondary school. Journal of Educational Psychology, 101(4), 964-981.
34. Guay, F., Marsh, H.W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal or-dering. Journal of Educational Psychology, 95(1), 124-136.
35. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivari-ate data analysis. New Jersey: Prentice-Hall.
36. Harackiewicz, J.M., Barron, K.E., & Elliot, A.J. (1998). Rethinking achieve-ment goals: When are they adaptative for college students and why?. Educational Psychologist, 33(1), 1-21.
37. Harackiewicz, J.M., Barron, K.E., Elliot, A.J., Tauer, J.M., & Carter, S.M. (2000). Short-term and long-term consequences a of achievement goals: Predicting interest and performance over time. Journal of Educational Psy-chology, 92 (2), 316-330.
38. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illumi-nating. Journal of Educational Psychology, 92(2), 316-330.
39. Kolic-Vehovec, S., Roncevic, B., & Bajsanski, I. (2008). Motivational com-ponents 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.
40. Lévy, J.P., & Iglesias, V. (2006). Invarianza factorial con muestras multiples. In J.P. Lévy (Coord.), Modelización con estructuras de covarianzas en Ciencias Sociales (pp. 259-278). A Coruña: Netbiblo.
41. Linnenbrink, E.A., & Pintrich, P.R. (2000). Multiple pathways to learning and achievement: the role of goal orientation in fostering adaptative motivation, affect and cognition. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivations. The search for optimal motivation and performance (pp. 195-227). London: Academic Press.
42. Long, J.F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P.K. (2007). Academic motivation and achievement among urban adolescents. Urban Education, 42(3), 196-222.
43. Marsh, H.W. (1990). A multidimensional, hierarchical self-concept: Theo-retical and empirical justification. Educational Psychology Review, 2, 77-172.
44. Marsh, H.W., & Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Sci-ence, 1(2), 133-163.
45. Marsh, H.W., & Koller, O. (2004). Unification of theoretical models of aca-demic 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.
46. Marsh, H.W., & O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven ado-lescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542-552.
47. Marsh, H.W., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416.
48. Martín, E., Martínez-Arias, R., Marchesi, A., & Pérez, E.M. (2008). Variables that predict academic achievement in the spanish Compulsory Secon-dary Educational system: A longitudinal, multi-level analysis. The Spanish Journal of Psychology, 11(2), 400-413.
49. McKenzie, K., Gow, K., & Schweitzer, R. (2004). Exploring the first year academic achievement through structural equation modelling. Higher Education Research and Development, 23(1), 95-112.
50. Meltzer, L., Reddy, R., Pollica, L.S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self-perceptions: Is there a cyclical rela-tionship between teachers' and students' perceptions of effort, strategy use, and academic performance. Learning Disabilities Research and Practice, 19(1), 33-44.
51. Middleton, M.J., & Midgley, C. (1997). Avoiding the demonstration of lack of abiliyty: Underexplorer aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
52. Midgley, C., Kaplan, A., & 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.
53. Miller, B.R., Behrens, J.T., Greene, B.A., & Newman, D. (1993). Goals and perceibed ability: Impact on student valuing, self-regulation, and persis-tence. Contemporary Educational Psychology, 18(1), 2-14.
54. Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermedi-ate french students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
55. Miñano, P., & Castejón, J.L. (2008). Contribución específica de una serie de variables cognitivo-motivacionales a la predicción del rendimiento académico [Specific contribution of a series of coginitive and motiva-tional variables to predicting academic achievement]. Revista de Psicología General y Aplicada, 61(3), 265-284.
56. Muis, K.R., & Franco, G.M. (2009). Epistemic beliefs: Setting the standars for self-regulated learning. Contemporary Educational Pschology, 34, 306-318.
57. Navas, L., Sampascual, G., & Santed, M.A. (2003). Predicción de las califica-ciones de los estudiantes: La capacidad explicativa de la inteligencia ge-neral y de la motivación [Predicting students' grades: The explanatory capacity of general intelligence and motivation]. Revista de Psicología Gen-eral y Aplicada, 56(2), 225-237.
58. Phan, H.P. (2009). Exploring students' reflecting thinking practice, deep processing strategies, effort, and achievement goal orientations. Educa-tional Psychology, 29(3), 297-313.
59. Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and permormance in mathematics during secon-dary school. Journal of Educational Psychology, 95(3), 589-603.
60. Pintrich, P.R. (2000a). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-553.
61. Pintrich, P.R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452-502). London: Academic Press.
62. Pintrich, P.R. (2003). A motivational science perspectiva on the role of stu-dent motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
63. Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research and applications. Upper Saddle River, NJ: Merrill-Prentice Hall.
64. Piñeiro, I., Valle, A., Cabanach, R., Rodríguez, S., & Suárez, J.M. (1999). Atribuciones causales, autoconcepto y motivación en estudiantes con alto y bajo rendimiento académico [Causal attributions, self-concept and motivation in students with high and low academic achievement]. Revista Española de Pedagogía, 57(214), 525-545.
65. Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college out-comes? A meta-analysis. Psychological Bulletin, 130(2), 261-288.
66. Rodríguez, S., Cabanach, R., Valle, A., Núñez, J.C., & 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 auto-rregulación [Differences in the use of self-handicapping and defensive pessimism, and their relationships with achievement goals, self-esteem and self-regulation strategies]. Psicothema, 16(4), 625-631.
67. Ruban, L.M., & McCoach, D.B. (2005). Gender differences in explaining grades using structural equation modeling. Review of Higer Education, 28(4), 475-502.
68. Schmidt, C.P. (2005). Relations among motivation, performance achieve-ment, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53(2), 134-147.
69. Senko, C., & Harackiewicz, J.M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97(3), 320-336.
70. Shih, S.S. (2005). Taiwanese sixth graders' achievement goals and their moti-vation, strategy use, and grades: An examination of the multiple goal perspective. Elementary School Journal, 106(1), 39-58.
71. Simons J., Dewitte, S., & Lens, W. (2004). The role of different types of in-strumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!. British Journal of Educa-tional Psychology, 74(3), 343-360.
72. Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Re-lations with task and avoidance orientation, achievement, self-perceptions and anxiety. Journal of Educational Psychology, 89(1), 71-81.
73. Spinath, B., & Steinsmeier-Pelster, J. (2003). Goal orientation and achieve-ment: The role of ability self-concept and failure perception. Learning and Instruction, 13(4), 403-422.
74. Spinath, B., Spinath, F.M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34(4), 363-374.
75. Swalander, L., & Taube, K. (2007). Infuences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Edu-cational Psychology, 32, 206-230.
76. Thomas, J.W., Bol, L., Warkentin, R.W., Wilson, M., Strage, A., & Rohwer Jr., W. (1993). Interrelationships among students' study activities, self-concept of academic ability and achievement as a function of character-istics of high-school biology courses. Applied Cognitive Psychology, 7, 499-532.
77. Turner, J.C., Thorpe, P.K., & Meyer, D. (1998). Students' reports of motiva-tion and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758-771.
78. Valle, A., Cabanach, R.G., Núñez, J.C., & González-Pienda, J.A. (2006). Me-tas académicas, estrategias cognitivas y estrategias de autorregulación del estudio [Academic goals, cognitive strategies and self-regulation stu-dy strategies]. Psicothema, 18(2), 165-170.
79. Valle, A., Cabanach, R.G., Núñez, J.C., González-Pienda, J.A., Rodríguez, S., & Piñeiro, I. (2003a). Cognitive, motivational and volitional dimen-sions of learning. Research in Higher Education, 44(5), 557-580.
80. Valle, A., Cabanach, R.G., Núñez, J.C., González-Pienda, J.A., Rodríguez, S., & Piñeiro, I. (2003b). Multiple goals, motivation and academic learn-ing. British Journal of Educational Psychology, 73, 71-87.
81. Valle, A., Núñez, J.C., Cabanach, R.G., González-Pienda, J.A., Rodríguez, S., Rosário, P.,... Cerezo, R. (2009). Academic goals and learning qual-ity in higher education students. The Spanish Journal of Psychology, 12(1), 96-105.
82. West, S.G., Finch J.F., & Curran P.J. (1995). Structural equations models with nonnormal variables. In R.H. Hoyle (Ed.), Structural equation model-ling: Concepts, issues and applications (pp. 56-75). Thousand Oaks, CA: Sage.
83. Wolters, C.A. (2004). Advancing achievement goal theory: Using goal struc-tures and goal orientations to predict students' motivation, cognition and achievement. Journal of Educational Psychology, 96(2), 236-250.
84. 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.
85. Yuste, C., Martínez, R., & Galve, J.L. (2005). Batería de Aptitudes Generales y Diferenciales (BADYG) [Set of Differential and General Aptitudes]. Madrid: CEPE.
86. Zeegers, P. (2004). Student learning in higher education: a path analysis of academic achievement in science. Higher Education Research and Develop-ment, 23(1), 35-56.
87. Zhang, Z., & RiCharde, R.S. (1999, April). Freshman academic achievement: A structural equation model. Paper presented at Annual Meeting of the American Educational Research Association, Montreal, Canadá.
88. Zimmerman, B.J. (2008). Goal setting: A key proactive source of academic self-regulation. In B.J. Zimmerman, & D.H. Schunk (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 267-295). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
89. Zimmerman, B.J., Bandura, A., & 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.