A-motivation and its relationship to academic self-efficacy and goal orientation in a sample of high school students in southern Italy

Article Sidebar

PDF (Español (España))
Published: Jun 29, 2020
DOI: https://doi.org/10.17060/ijodaep.2020.n1.v2.1873
Keywords:
amotivation self-efficacy goal orientation high school

Main Article Content

Antonio Citarella
Resercher INFAD
Juan José Maldonado Briegas
Univ. de Extremadura. Dpto de Economia
Ana Isabel Sánchez Iglesias
Prof. Univ de Burgos
Florencio Vicente Castro
Catedrático de Psicología Resercher INFAD

Abstract

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.

Downloads

Download data is not yet available.

Article Details

How to Cite
Citarella, A., Maldonado Briegas, J. J., Sánchez Iglesias, A. I., & Vicente Castro, F. (2020). A-motivation and its relationship to academic self-efficacy and goal orientation in a sample of high school students in southern Italy. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 479–488. https://doi.org/10.17060/ijodaep.2020.n1.v2.1873
Issue
Vol. 2 No. 1 (2020): PSYCHOLOGICAL GROWTH AND DEALING WITH MATURITY
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 
Author Biographies

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

References

Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The journal of educational research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14(3), 427. https://doi.org/10.1007/s11218-011-9155-1

Aydın, S. (2015). An analysis of the relationship between high school students’ self-efficacy, metacognitive strategy use and their academic motivation for learn biology. Journal of Education and Training Studies, 4(2), 53-59.

Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective wellbeing, meaning in life and academic performance. Higher education research & development, 35(2), 201- 216. https://doi.org/10.1080/07294360.2015.1087474

Caprara, G. V. (Ed.). (2001). La valutazione dell’autoefficacia. Costrutti e strumenti. Edizioni Erickson.

Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary educational psychology, 40, 99-111. https://doi.org/10.1016/j.cedpsych.2014.06.004

Chin, N. S., Khoo, S., & Low, W. Y. (2012). Self-determination and goal orientation in track and field. Journal of human kinetics, 33, 151-161.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York: Plenum.

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182-185.

Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of personality and social psychology, 59(5), 916-924. https://doi.org/10.1037/0022-3514.59.5.916

Ford, V. B., & Roby, D. E. (2013). Why Do High School Students Lack Motivation in the Classroom?. Global Education Journal, 2013(2).

Goldberg, M. D., & Cornell, D. G. (1998). The influence of intrinsic motivation and self-concept on academic achievement in second-and third-grade students. Journal for the Education of the Gifted, 21(2), 179-205. https://doi.org/10.1177/016235329802100204

Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of educational psychology, 77(6), 631-645. https://doi.org/10.1037/0022-0663.77.6.631

Hancock, L. (2011). Why are finland’s schools successful: the country’s achievements in education have other nations doing their homework. Smithsonian magazine.

INVALSI. Sintesi dei risultati italiani OCSE PISA 2018. https://www.invalsi.it/invalsi/

ri/pisa2018/docris/2019/Sintesi%20dei%20risultati%20italiani.pf

ISTAT. Early Leavers From Education and Training http://dati.istat.it/Index.aspx?QueryId=26185&lang=en

King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to students’ perceptions of peer—but not of parent or teacher—attitudestoward school. Learning and Individual Differences, 52, 60-71. https://doi.org/10.1016/j.lindif.2016.10.006

Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of educational psychology, 98(3), 567-582. https://doi.org/10.1037/0022-0663.98.3.567

Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational psychology, 97(2), 184-196.

Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School psychology review, 31(3), 313-327.

Meyers, R., Pignault, A., & Houssemand, C. (2013). The role of motivation and self-regulation in dropping out of school. Procedia-Social and Behavioral Sciences, 89, 270-275. https://doi.org/10.1016/j.sbspro.2013.08.845

Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., ... & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary educational psychology, 23(2), 113-131.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318

OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.

OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en.

Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children’s perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17(2), 87- 97. https://doi.org/10.1027//1015-5759.17.2.87

Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of educational psychology, 99(4), 734-746. https://doi.org/10.1037/0022-0663.99.4.734

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of educational psychology, 98(1), 209-218. https://doi.org/10.1037/0022-0663.98.1.209

Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. Stanford Center for Opportunity Policy in Education, 2, 1-8.

Spinath, B., Eckert, C., & Steinmayr, R. (2014). Gender differences in school success: what are the roles of students’ intelligence, personality and motivation?. Educational Research, 56(2), 230-243. https://doi.org/10.1080/00131881.2014.898917

Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theoryapproach to predicting schoolachievement over time: The uniquerole of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358. https://doi.org/10.1016/j.cedpsych.2014.08.002

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72(5), 1161- 1176. https://doi.org/10.1037/0022-3514.72.5.1161

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025