Evolution of academic goals based on gender and age and their influence on academic performance in adolescents in Murcia
Abstract
Academic goals are one of the most important motivational variables to explain the different reasons whereby students get involved in tasks and learning activities. This study analyses gender and grade differences in academic goals together with the evolution of academic goals and their influence on academic achievement over the six years comprised within secondary education. The sample consisted of 546 students from Murcia. 67.9% were compulsory secondary education students and 53.3% were women. The Achievement Goals Tendencies Questionnaire (AGTQ) was administered and average grades were used as achievement data. The results revealed that academic goals varied significantly according to gender and that women presented a significantly higher motivational orientation towards performance goals. In terms of academic level, it is observed that the orientation toward social reinforcement goals increases the higher the academic year is, but we cannot conclude that there is a stable pattern for achievement motivation. Academic achievement was a predictor of intrinsic motivational patterns (goals orientation toward learning and achievement goals), while age and academic year were so for extrinsic motivational patterns. This study suggests that its results could be used to design new evaluation tools and to generate psychoeducational intervention programs to improve motivation and foster study in high school students.
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