Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Abstract

Título: Orientaciones motivacionales de los estudiantes de alto rendimiento como mediadoras de una percepción positiva por parte de sus compañeros: resultados de un estudio transnacional. Resumen: El propósito de este estudio es explorar si las motivaciones de alto logro influencian las percepciones de los alumnos sobre un futuro compañero de clase ficticio que se caracteriza por tener un alto rendimiento; y si es así de qué modo ocurre. La muestra final consistió en 396 alumnos de alto rendimiento que fueron seleccionados de un total de 1794 alumnos de séptimo y decimo grado de cinco países: Australia, Perú, Corea del sur, España y Vietnam. Se llevaron a cabo una serie de modelos de regresión por pasos sucesivos para probar la hipótesis de que las percepciones positivas sobre un compañero de alto rendimiento podrían estar mediadas por el enfoque motivacional, pero no por la orientación a la evitación del trabajo. La hipótesis fue confirmada en su generalidad. Las metas orientadas al manejo del aprendizaje y las orientadas al alto rendimiento predijeron percepciones positivas de la habilidad intelectual, cualidades sociales y popularidad entre los compañeros del alumno de alto rendimiento, mientras que las metas de evitación del trabajo no obtuvieron correlaciones significativas. Sin embargo, se dieron algunas excepciones esporádicas entre los participantes de Vietnam, Corea del sur y Perú. Palabras clave: Orientación motivacional, alto rendimiento, diferencias entre países. Abstract:The purpose of this study was to explore whether and in what ways high-achieving school students' motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 highest achieving students out of a sample from 1794 seventh and tenth graders from five countries: Australia, Peru, South Korea, Spain, and Vietnam. A series of stepwise regression models were used to test the hypothesis that positive perceptions of a highachieving classmate might be mediated by an approach motivation, but not by an avoidance motivational orientation. The hypothesis was generally confirmed. Learning goal orientation and performance approach motivation predicted positive perceptions of a high-achieving classmate's intellectual ability, social qualities and popularity among peers, whereas a performance avoidance orientation was usually uncorrelated. However, sporadic exceptions have been found among the participants from Vietnam, South Korea, and Peru.

Motivational Orientations and Organizational Citizenship Behaviors: The Moderator Role of Perceived Discrimination in the Brexit Context

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Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries

“…Oh and collaborators' cross-cultural study (Oh et al, 2016), with 1794 participants from five countries, revealed that a learning-goal orientation and a performance-based approach to motivation predicted positive perceptions of a high-achieving classmates' intellectual ability in all participating countries but Peru. Though Obando's (2019) study with 268 students (age range 14-18) from the Residential Academy for the High Achievers revealed that the mastery-approach goal-a subtype of achievement goal following Elliot and Muruyama's model (Elliot & McGregor, 2001;Elliot & Muruyama, 2008)-and the incremental theory of intelligence-a subtype of Dweck and Leggett's (1988) model of implicit theories of intelligence-were predictive variables of academic resilience, with the mastery-approach goal functioning as a mediator between the incremental theory of intelligence and academic resilience.…”

Analysis of the Psychometric Properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish Higher Education Students

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