A-motivación y su relación con la autoeficacia académica y orientación a las metas en una muestra de estudiantes de escuela secundaria en el sur de italia

• Antonio Citarella ; Juan José Maldonado Briegas ^[1] ; Ana Isabel Sánchez Iglesias ^[2] ; Florencio Vicente Castro
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
  2. [2] Universidad de Burgos

     Universidad de Burgos

     Burgos, España

     
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 2, Nº. 1, 2020 (Ejemplar dedicado a: CRECIMIENTO PSICOLÓGICO Y AFRONTAMIENTO DE LA MADUREZ), págs. 479-488
• Idioma: español
• DOI: 10.17060/ijodaep.2020.n1.v2.1873
• Títulos paralelos:
  • A-motivation and its relationship to academic self-efficacy and goal orientation in a sample of high school students in southern Italy
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    La “a-motivación”1 académica puede configurarse como un indicador muy valido para detectar el fracaso y el abandono escolar en las escuelas secundarias. A pesar de eso, la investigación académica se ha centrado principalmente sobre la motivación intrínseca y extrínseca, y ha dedicado poca atención a la a-motivación. En este estudio se ha investigado la relación entre la a-motivación, la autoeficacia y la orientación a meta en una muestra de 207 estudiantes de escuela secundaria en el Sur Italia, que presenta un alto porcentaje de fracaso y abandono escolar. Los resultados de regresión múltiple muestran que la autoeficacia y las metas de aprendizaje predicen negativamente la a-motivación mientras que las metas de evitación tienen un valor predictivo positivo. Por lo tanto, la autoeficacia y las metas de aprendizaje se confirman constructos muy importantes también para reducir la a-motivación y consecuentemente prevenir el fracaso escolar. Se han alcanzado importantes implicaciones practicas.

  • English

    A-motivation can be a key indicator of academic failure and dropout in high school. Despite this, academic research was principally focused on intrinsic and extrinsic motivation while less attention was paid to a-motivation specifically. This study investigated the relationship between a-motivation, self-efficacy and goal orientation in a sample of 207 high school students in Southern Italy, where academic failure and drop out is particularly high. Results indicated a negative predictive role of self-efficacy and task-goal orientation while a positive predictive role showed avoid-goal orientation. Therefore, self-efficacy and task-goal orientation confirm their positive role also in reducing a-motivation and consequently preventing academic failure and drop-out. Implications for practices were discussed

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