Motivation and attribution style on academic performance in childhood education

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UNA NUEVA VISIÓN DE LA PSICOLOGÍA: LA PSICOLOGÍA POSITIVA
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Published: Apr 27, 2015
DOI: https://doi.org/10.17060/ijodaep.2015.n1.v1.52
Keywords:
motivation toward learning attributional style kindergarten reading mathematics

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M. Jesús Presentación Herrero
Universitat Jaume I de Castellón
Vicente Pinto Tena
Universitat Jaume I de Castellón
Jessica Mercader Ruiz
Universitat Jaume I de Castellón
Carla Colomer Diago
Universitat Jaume I de Castellón
Rebeca Siegenthaler Hierro
Universitat Jaume I de Castellón
Ana Miranda Casas
Universidad de Valencia

Abstract

The objective of this paper is to examine the predictive power of motivational system variables on initial reading and math skills in a sample of children in Pre-school Education. 209 preschoolers (5-6 years) and their teachers participated. Mathematical skills of counting, knowledge of numbers, calculation and problem solving were evaluated. Letter identification and word reading tasks were administered to determine reading performance. Regarding the motivational system, the variables of competence-motivation, attention-persistence and attitude towards learning were analyzed, as well as the dimensions of internality, globality and stability of the attributional style. The results indicate that the competence-motivation variable was a significant predictor of all reading skills and most of the mathematical skills analyzed. The attention-persistence dimension predicted all mathematical abilities. Finally, internality and stability in positive events predicted the ability to solve mathematical problems. The results show the importance of motivation over initial instrumental learning. The importance of developing and reinforcing adequate motivational skills from the early years is highlighted, given its impact on the early acquisition of reading and mathematics.

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How to Cite
Presentación Herrero, M. J., Pinto Tena, V., Mercader Ruiz, J., Colomer Diago, C., Siegenthaler Hierro, R., & Miranda Casas, A. (2015). Motivation and attribution style on academic performance in childhood education. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 101–110. https://doi.org/10.17060/ijodaep.2015.n1.v1.52
Issue
Vol. 1 No. 1 (2015): A NEW VISION OF PSYCHOLOGY: POSITIVE PSYCHOLOGY.
Section
Articles
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Author Biographies

M. Jesús Presentación Herrero, Universitat Jaume I de Castellón

Dpto. de Psicología Evolutiva, Educativa, Social y Metodología.

Universitat Jaume I

Profesora Titular de Universidad

Vicente Pinto Tena, Universitat Jaume I de Castellón

Dpto. de Psicología Evolutiva, Educativa, Social y Metodología.

Universitat Jaume I

Profesor Titular de Escuela Unievrsitaria

Jessica Mercader Ruiz, Universitat Jaume I de Castellón

Dpto. de Psicología Evolutiva, Educativa, Social y Metodología.

Universitat Jaume I

Personal Investigador en Formación (FPI-UJI 2I005-PREDOC/2013/34)

Carla Colomer Diago, Universitat Jaume I de Castellón

Dpto. de Educación

Universitat Jaume I

Profesora Ayudante Doctor

Rebeca Siegenthaler Hierro, Universitat Jaume I de Castellón

Dpto. de Psicología Evolutiva, Educativa, Social y Metodología.

Universitat Jaume I

Profesora Ayudante Doctor

Ana Miranda Casas, Universidad de Valencia

Dpto. de Psicología Evolutiva y de la Educación

Universidad de Valencia

Catedrática de Universidad

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