Motivational profiles Spanish students of Compulsory Secondary Education: differential analysis of academic self-attributions

  • Cándido J. Inglés Universidad Miguel Hernández de Elche
  • María C. Martínez-Monteagudo Universidad Miguel Hernández de Elche
  • José M. García-Fernández Universidad de Alicante
  • Antonio Valle Universidad de A Coruña
  • José C. Núñez Universidad de Oviedo
  • Beatriz Delgado Universidad de Alicante
  • María S. Torregrosa Universidad Católica San Antonio de Murcia
Keywords: Academic goals, motivational profiles, academic self-attributions, adolescence, secondary education

Abstract

Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The Goal Achievement Tendencies Questionnaire (AGTQ) and the Sydney Attribution Scale (SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (M = 13.81, SD = 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.

Downloads

Download data is not yet available.

Author Biographies

Cándido J. Inglés, Universidad Miguel Hernández de Elche

Profesor Titular de Universidad. Área de Psicología Evolutiva y de la Educación. Dpto. de Psicología de la Salud. Universidad Miguel Hernández de Elche. España.

María C. Martínez-Monteagudo, Universidad Miguel Hernández de Elche

Profesora en el Área de Psicología Evolutiva y de la Educación del Dpto. de Psicología de la Salud de la Universidad Miguel Hernández de Elche. España.

José M. García-Fernández, Universidad de Alicante
Profesor Titular de Universidad. Área de Psicología Evolutiva y de la Educación. Dpto. de Psicología Evolutiva y Didáctica. Univeridad de Alicante. España.
Antonio Valle, Universidad de A Coruña
Catedrático de Universidad. Dpto. de Psicología Evolutiva y de la Educación. Universidad de A Coruña. España.
José C. Núñez, Universidad de Oviedo
Catedrático de Universidad. Área de Psicología Evolutiva y de la Educación. Dpto. de Psicología. Universidad de Oviedo. España.
Beatriz Delgado, Universidad de Alicante
Profesor Ayudante Doctor. Área de Psicología Evolutiva y de la Educación. Dpto. de Psicología Evolutiva y Didáctica. Univeridad de Alicante. España.
María S. Torregrosa, Universidad Católica San Antonio de Murcia
Profesora Contratada Doctora. Dpto. de Psicología. Universidad Católica San Antonio de Murcia.

References

Barca, A., Peralbo, M., Porto, A., Marcos, J. L., & Brenlla, J.C. (2011). Metas académicas del alumnado de Educación Secundaria Obligatoria (ESO) y Bachillerato con alto y bajo rendimiento escolar [Academic goals of Compulsory Secondary Education (CSE) and High School students with high and low academic achievement]. Revista de Educación, 354, 341-368.

Berger, J. (2012). Uncovering vocational students' multiple goal pro-files in the learning of professional mathematics: Differences in learning strategies, motivational beliefs and cognitive abilities. Educational Psychology, 32(4), 405-425.

Caso-Niebla, J., & Hernández-Guzmán, L. (2007). Variables que inciden en el rendimiento académico de adolescentes mexicanos [Variables that influence the academic performance of Mexican adolescents]. Revista Latinoamericana de Psicología, 39, 487-501.

Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584-608.

Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal frame-work. Journal of Personality and Social Psychology, 80, 501-519.

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.

Fuente-Arias, J. (2002). Perspectivas recientes en el estudio de la moti-vación: la teoría de la orientación de la meta [Recent perspectives in the study of motivation: The theory of goal orientation]. Escritos de Psicología, 6, 72-84.

García, M. S., González-Pienda, J. A., Núñez, J. C., González-Pumariega, S., Álvarez, L., & Roces, C. (1998). El cuestionario de metas académicas (C.M.A.). Un instrumento para la evaluación de la orientación motivacional de los alumnos de educación secundaria [The Academic Goals Questionnaire. (C.M.A.). An instrument for the assessment of the motivational orientation of secondary education students]. Aula Abierta, 71, 175-199.

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice-Hall.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.

Hayamizu, T., & Weiner, B. (1991). A test of Dweck’s model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 59, 226-234.

Inglés, C. J., García-Fernández, J. M., Castejón, J. L., Valle, A., Delgado, B., & Marzo, J. C. (2009). Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education. Psychology in the Schools, 46, 1048-1060.

Inglés, C. J., Martínez-González, A. E., Valle, A., García-Fernández, J. M., & Ruiz-Esteban, C. (2011). Conducta prosocial y motivación académica en estudiantes españoles de Educación Secundaria Obligatoria [Prosocial behavior and academic motivation in Spanish students from Compulsory Secondary Education]. Universitas Psychologica, 10(2), 451-465.

Inglés, C. J., Marzo, J. C., Castejón, J. L., Núñez, J. C., Valle, A., García-Fernández, J. M. (2011). Factorial invariance and latent mean differences of scores on the Achievement Goal Tendencies Questionnaire across gender and age in a sample of Spanish students. Learning and Individual Differences, 21, 138-143.

Inglés, C. J., Rodríguez-Marín, J., & González-Pienda, J. A. (2008). Adaptación de la Sydney Attribution Scale en población universitaria española [Adaptation of the Sydney Attribution Scale in Spanish university students]. Psicothema, 20, 166-173.

Johnson, J. M. (1991). Attributions of shy persons in affiliation and achievement situations. Journal of Psychology, 125, 51-58.

Lau, K. L., & Lee, J. (2008). Examining Hong Kong students’ achieve-ment goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology, 28(4), 357-372.

Linnenbrink, E. A. (2005). The dilemma of performance approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97(2), 197-213.

Marsh, H. W., Cairns, L., Relich, J., Barnes, J., & Debus, R. L. (1984). The relationship between dimensions of self-attribution and dimensions of self-concept. Journal of Educational Psychology, 76, 3-32.

Navas, L., González, C., & Torregrosa, G. (2002). Metas de aprendizaje: un análisis transversal de las estructuras factoriales que presentan [Learning goals: A cross-sectional analysis of its factor structures]. Revista de Psicología General y Aplicada, 55, 553-564.

Pastor, D., Barron, K. E., Davis, S. L., & Miller, B. J. (2004). College students’ achievement goal orientation profiles. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.

Pintrich, P. R. (2000). An achievement goal theory perspective on is-sues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.

Pintrich, P. R., & García, T. (1991). Student goal orientation and self-regulation in the collage classroom. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Vol. 7. Goals and self-regulatory processes. Greenwich, CT: TAI.

Redondo, J., & Inglés, C. J. (2009). Conducta prosocial. Atribuciones causales y rendimiento académico en adolescentes [Prosocial behavior. Causal attributions and academic achievement in adolescents]. San Juan de Pasto (Colombia): CESMAG.

Ruthig, J. C., Perry, R. P., Hall, N. C., & Hladkyj, S. (2004). Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety, and voluntary course withdrawal in college students. Journal of Applied Social Psychology, 34, 709-730.

Schwinger, M., Steinmayr, R., & Spinath, B. (2012). Not all roads lead to Rome - comparing different types of motivational regulation profiles. Learning and Individual Differences, 22(3), 269-279.

Suárez, J. M., Cabanach, R. G., Abalde, E., Valle, A., Rodríguez, S., & Pi-ñeiro, 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(1), 129-139.

Suárez, J. M., Cabanach, R. G., & Valle, A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561-572.

Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J., Rodríguez, S., & Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71-87.

Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., González-Pienda, J. A., & Rosário, P. (2009). Perfiles motivacionales en estudiantes de secundaria: Análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico [Motivational profiles in students of secondary education: Differential analysis of cognitive strategies, self-regulated strategies and academic performance]. Revista Mexicana de Psicología, 26, 113-124.

Valle, A., Núñez, J. C., Rodríguez, S., Cabanach, R. G., González-Pienda, J. A., & Rosário, P. (2010). Perfiles motivaciones y diferencias en variables afectivas, motivacionales y de logro [Motivational profiles and differences in affective, motivational, and achievement variables]. Universitas Psychologica, 9(1).

Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.

Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In D. M. McInerney, & S. Van Etten (Eds.), Big theories revisited (pp. 13-29). Greenwich, CT.: Information Age.

Wentzel, K. R. (2000). What is it that I'm trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115.

Wormington, S. V., Henderlong, J., & Anderson, K. G. (2012). A per-son-centered investigation of academic motivation and its corre-lates in high school. Learning and Individual Differences, 22, 429-438.

Published
25-04-2015
How to Cite
Inglés, C. J., Martínez-Monteagudo, M. C., García-Fernández, J. M., Valle, A., Núñez, J. C., Delgado, B., & Torregrosa, M. S. (2015). Motivational profiles Spanish students of Compulsory Secondary Education: differential analysis of academic self-attributions. Anales De Psicología / Annals of Psychology, 31(2), 579-588. https://doi.org/10.6018/analesps.31.2.173281
Section
Developmental and Educational Psychology

Most read articles by the same author(s)