Motivational profiles Spanish students of Compulsory Secondary Educationdifferential analysis of academic self-attributions

  1. Inglés Saura, Cándido J.
  2. Martínez Monteagudo, Mari Carmen
  3. García Fernández, José Manuel
  4. Valle Arias, Antonio
  5. Núñez Pérez, José Carlos 1
  6. Delgado Domenech, Beatriz
  7. Torregrosa Díez, María Soledad
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Aldizkaria:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Argitalpen urtea: 2015

Alea: 31

Zenbakia: 2

Orrialdeak: 579-588

Mota: Artikulua

DOI: 10.6018/ANALESPS.31.2.173281 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Anales de psicología

Garapen Iraunkorreko Helburuak

Laburpena

Academic goals and academic self-attributions are relevant vari-ables 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 Litera-ture, and in overall academic performance. The Goal Achievement Tendencies Questionnaire (AGTQ) and the Sydney Attribution Scale (SAS) were adminis-tered 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 gener-alized motivation profile, a group of students with low generalized motiva-tion profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of so-cial reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions

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