An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

  1. Miñano Pérez, Pablo 1
  2. Castejón Costa, Juan Luis 1
  3. Gilar Corbi, Raquel 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2012

Volumen: 15

Número: 1

Páginas: 48-60

Tipo: Artículo

DOI: 10.5209/REV_SJOP.2012.V15.N1.37283 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

En el estudio de los factores que intervienen en el proceso de aprendizaje, se han desarrollado distintos modelos estructurales con el fin de ofrecer una explicación de los efectos directos e indirectos que se producen entre el conjunto de variables contempladas en los mismos. El objetivo de este trabajo fue contrastar un modelo estructural de variables cognitivo-motivacionales, predictoras del rendimiento académico, entre las que se incluyeron la inteligencia general, el autoconcepto académico, las orientaciones de meta, el esfuerzo y las estrategias de aprendizaje. La muestra estuvo compuesta por 341 alumnos españoles de primer curso de Educación Secundaria Obligatoria. Se emplearon distintas pruebas y cuestionarios para la evaluación de cada una de las variables y se aplicó SEM para contrastar las relaciones del modelo inicial. El modelo propuesto obtuvo un ajuste satisfactorio, siendo significativas todas relaciones hipotetizadas. La inteligencia general fue la variable con mayor poder explicativo sobre el rendimiento académico. También destacó la influencia directa del autoconcepto académico sobre el rendimiento, las orientaciones de meta y el esfuerzo, así como la capacidad mediadora del esfuerzo y de las estrategias de aprendizaje entre las metas académicas y el rendimiento final.

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En el estudio de los factores que intervienen en el proceso de aprendizaje, se han desarrollado distintos modelos estructurales con el fin de ofrecer una explicación de los efectos directos e indirectos que se producen entre el conjunto de variables contempladas en los mismos. El objetivo de este trabajo fue contrastar un modelo estructural de variables cognitivo-motivacionales, predictoras del rendimiento académico, entre las que se incluyeron la inteligencia general, el autoconcepto académico, las orientaciones de meta, el esfuerzo y las estrategias de aprendizaje. La muestra estuvo compuesta por 341 alumnos españoles de primer curso de Educación Secundaria Obligatoria. Se emplearon distintas pruebas y cuestionarios para la evaluación de cada una de las variables y se aplicó SEM para contrastar las relaciones del modelo inicial. El modelo propuesto obtuvo un ajuste satisfactorio, siendo significativas todas relaciones hipotetizadas. La inteligencia general fue la variable con mayor poder explicativo sobre el rendimiento académico. También destacó la influencia directa del autoconcepto académico sobre el rendimiento, las orientaciones de meta y el esfuerzo, así como la capacidad mediadora del esfuerzo y de las estrategias de aprendizaje entre las metas académicas y el rendimiento final.

Financiadores

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Fuente de los datos: Dialnet