Un modelo integrador explicativo de las relaciones entre metas académicas, estrategias de aprendizaje y rendimiento académico

Abstract

This study examine a model about the causal relationships between three motivational variables (type of attributions, academic selfconcept and learning goals), the significative learning strategies and the academic achievement, for 597 university students of different titulations, using an analysis of structural equations through the LISREL 7 statistical program. Furthermore to present a description of the relationships between the different variables, we appreciate a distinction between that we can consider a highly significative learning and the academic achievement. The academic achievement was directly affected by the type of attributions, the academic selfconcept and the achievement goals. Whereas the significative learning estrategies were only determined by the learning goals, in turn determined by the internal attributions and the academic selfconcept.