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

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Antonio Citarella
Juan José Maldonado Briegas
Ana Isabel Sánchez Iglesias
Florencio Vicente Castro

Resumen

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 principalmentesobrela motivación intrínseca y extrínseca,y ha dedicado pocaatención alaa-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.

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Biografía del autor/a

Antonio Citarella, Resercher INFAD

Resercher INFAD

Juan José Maldonado Briegas, Univ. de Extremadura. Dpto de Economia

Univ. de Extremadura. Dpto de Economia

Ana Isabel Sánchez Iglesias, Prof. Univ de Burgos

Prof. Univ de Burgos

Florencio Vicente Castro, Catedrático de Psicología Resercher INFAD

Catedrático de Psicología
Resercher INFAD

Citas

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