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Metas Académicas: Perspectiva Histórica y Conceptual e Implicaciones Educativas

Published on Nov 13, 2017in Electronic Journal of Research in Educational Psychology
· DOI :10.25115/ejrep.v7i19.1358
Antonio Valle26
Estimated H-index: 26
(University of A Coruña),
S. Montes13
Estimated H-index: 13
+ 3 AuthorsPedro Rosário26
Estimated H-index: 26
Abstract
Resumen es: El objetivo de este trabajo es ofrecer un panorama historico y conceptual de la teoria de las metas de logro. El punto de partida es la diferenciacion en...
  • References (45)
  • Citations (17)
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Resumen en: Introduction. In the present study we examined the differences in volitional strategy use (i.e., self-efficacy enhancement, negative-based incentives, an...
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Resumen Los individuos pueden usar una amplia variedad de estrategias para afrontar las ame-nazas a su valia. Tres de estas estrategias, self-handicapping, pesimismo defensivo y auto-afirmacion han recibido poca atencion hasta la fecha y sus explicaciones son objeto de este estudio. De acuerdo con la teoria motivacional del autovalor, la necesidad de proteger la valia de uno surge fundamentalmente del miedo al fracaso y de las implicaciones que este fracaso puede tener sobre la creencia de capac...
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#1Antonio Valle (University of A Coruña)H-Index: 26
#2José Carlos Núñez Pérez (University of Oviedo)H-Index: 33
Last. Rebeca Cerezo (University of Oviedo)H-Index: 13
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In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample ...
39 CitationsSource
#1Antonio ValleH-Index: 26
Last. Pedro RosárioH-Index: 6
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Students worry not only about their academic tasks but also about their social interactions, including these, their teachers and peers' appraisals or their parents' involvement and expectations. Having this in mind, the present work in- tends to study and highlight the way students integrate both academic and social goals, how these same goals impact on the students' choices of specific learning and self-regulated strat- egies and, finally, how all this relates to academic success. Tak- ing a sa...
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#1Ricarda Steinmayr (Heidelberg University)H-Index: 21
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Abstract The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions, goals, and achievement motives. Hierarchical regression and relative weights analyses were performed with grades in math and German as dependent...
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Abstract The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures and parent mastery goals predicted student mastery goal orientation, perceived school and parent performance goals predicted student performan...
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#1Antonio ValleH-Index: 26
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Resumen es: Los estudiantes, generalmente, estan preocupados no solo por su trabajo academico, sino tambien por la relacion social y el aprecio de sus profesores y c...
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Resumen es: Introduccion: La investigacion sobre el logro de objetivos y la practica del pensamiento reflexivo ha recibido una considerable atencion desde la Psicolo...
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#1Lia M. Daniels (UM: University of Manitoba)H-Index: 19
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Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 57
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Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analys...
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Introduction. Among affective strategies as a way to face affective states linked to the learning process are included those emotion-control-oriented and those motivation-control-oriented strategies. Both of them affect direct and indirectly to the learning efficiency. The objective of this research is to design an instrument for measuring the affective strategies used by the university students. This measuring model is coherent with the concept of affective strategies and with the theoretical m...
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El objetivo general de este trabajo es indagar sobre las metas academicas, las dimensiones de las atribuciones causales, las dimensiones del autoconcepto, las metas sociales y las percepciones de exito del alumnado en el area de Musica, asi como analizar las relaciones que se producen entre estas variables y el papel que juegan para predecir el rendimiento academico. Partiendo de la idea de que la motivacion es ?un estado interno que activa, dirige y mantiene el comportamiento? (Woolfolk, 2014, ...
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Academic goals are one of the most important variables from a motivational point of view to explain the different reasons and motives of students to get involved in learning tasks and activities. At the same time, academic goals are related to different patterns of thoughts, emotions and actions of students, as well as their academic achievement. Hence, it is important to develop empirical work in this area in order to construct evaluation tools that allow a better understanding of the processes...
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AbstractWithin the European Higher Education Area (EHEA) the student is the main protagonist of the learning process. This means that teachers must be aware of the cognitive-motivational aspects that influence their learning. This study analyses the academic goals, learning strategies and levels of academic engagement shown by university students in their first year of adaptation to the European Higher Education Area, as well as the relationship between these variables. The results indicate that...
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