Un contraste del modelo atribucional de la motivación de Weiner en contextos educativos

Martínez, Leandro Navas; Costa, Juan Luís Castejón; Sampascual, Gonzalo

doi:10.1174/021347400760259811

Cited by 12 publications

(19 citation statements)

References 39 publications

(69 reference statements)

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“…Also, it is confirmed a negative relationship between the poor academic performance-low capacity attribution and the average score obtained in the subjects apart from the instrument. These results corroborate those ones found by Navas et al (2000) or Vispoel and Austin (1995) and they would justify the findings by Asmus (1986) with 12 and 13-year-old students, whose teachers find some problems to keep them motivated in the study of music.…”

Section: Discussionsupporting

confidence: 89%

“…Some appropriate attributional patterns benefit the subject's implication with the task, the attribution influences the academic performance indirectly and the failure-low capacity attribution predicts negative academic results (Navas, Castejón, & Sampascual, 2000;Vispoel & Austin, 1995). Therefore, those high performance students associate their success to internal causes (effort, interest or use of suitable strategies).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, those high performance students associate their success to internal causes (effort, interest or use of suitable strategies). It is observed that the mathematics and the language students associate their good marks to their effort and their capacity to a greater extent than those who obtain bad marks (Castejón, Navas, & Sampascual, 1996;Miñano & Castejón, 2011;Navas et al, 2000). The success-capacity attribution and the success-effort attribution predict the academic performance in a positive way, whereas the success-luck attribution does it in a negative way (Barca, Brenlla, Marcos, Morán, & Porto, 2007;Castejón, Navas, Miñano, & Soriano, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Unos patrones de atribución adecuados favorecen la implicación del sujeto en la tarea, la atribución influye indirectamente sobre el rendimiento académico y la atribución del fracaso a la baja capacidad predice los resultados académicos negativos (Navas, Castejón, y Sampascual, 2000;Vispoel y Austin, 1995). Así, aquellos alumnos de rendimiento elevado asocian el éxito a causas internas (esfuerzo, interés o uso de estrategias adecuadas).…”

Section: Introductionunclassified

“…Así, aquellos alumnos de rendimiento elevado asocian el éxito a causas internas (esfuerzo, interés o uso de estrategias adecuadas). Se observa que los estudiantes de matemáticas y de lengua atribuyen al esfuerzo y a la capacidad las buenas calificaciones en mayor medida que los que tienen malas notas (Castejón, Navas, y Sampascual, 1996;Miñano y Castejón, 2011;Navas et al, 2000). La atribución del éxito a la capacidad o al esfuerzo predice positivamente el rendimiento académico, contrariamente a la atribución a la suerte, que lo hace negativamente (Barca, Brenlla, Marcos, Morán, y Porto, 2007;Castejón, Navas, Miñano, y Soriano, 2009).…”

Section: Introductionunclassified

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The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

Holgado¹,

Martínez²

2013

REV PSICODIDACT

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The aim of this research is to analyze the relationships between several motivational variables in the teaching Music context during the Professional Grade of Music at the Conservatory. More specifically, it is tried to analyze the relationships between the students' self-concept, their causal attributions, their academic goals and their content goals, and the relationships between all of them and the academic performance, in that context. The participants are 209 Conservatory students, males and women, who learn to play a wide range of musical instruments, with an average age of 17.25 years old. All of them answer four closed-ended questionnaires: the AF-5 Questionnaire (Musitu & García, 1999), the Goal Questionnaire (Wentzel, 1989), the Multidimensional Causal Attributions Evaluation Scale (Barca, 2000) and the Academic Goal Questionnaire (Hayamizu & Weiner, 1991). In general, the causal diagram's results show adequate fit indices and corroborate the relations between the variables which were set out from the theoretical framework. However, it is observed a curious positive relation between the poor performance-low capacity attribution and the academic self-concept.Keywords: Self-concept, causal attributions, goals, academic performance, conservatory. ResumenEl objetivo de esta investigación es valorar las relaciones que diversas variables motivacionales mantienen entre sí, en el contexto de las enseñanzas musicales en el Grado Profesional de Conservatorio de Música. Más concretamente, se pretende analizar las relaciones entre el autoconcepto, las atribuciones causales, las metas académicas y el contenido de las metas de los estudiantes, y las relaciones de todas ellas con el rendimiento académico, en dicho contexto. Participan 209 estudiantes, mujeres y hombres, del Conservatorio que aprenden a tocar diferentes instrumentos musicales, con una edad media de 17.25 años. Se utilizan el cuestionario AF-5 (Musitu y García, 1999), el Cuestionario de Metas (Wentzel, 1989, la Escala de Atribuciones Causales Multidimensionales (Barca, 2000) y el Cuestionario de Metas Académicas (Hayamizu y Weiner, 1991). El modelo estructural estimado muestra adecuados ín-dices de ajuste. En general, se corroboran las relaciones planteadas entre las variables consideradas a partir del estudio teórico del tema, aunque llama la atención la relación positiva entre la atribución a la baja capacidad del bajo rendimiento académico y el autoconcepto académico.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionunclassified

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The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

Holgado¹,

Martínez²

2013

REV PSICODIDACT

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Time Management, Fluid Intelligence and Academic Achievement

Romero,

Casadevante,

Santacreu

2023

Psychol Stud

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Time management and fluid intelligence have been studied in relation to academic success. Traditionally, fluid intelligence has been measured using performance tests (also called objective tests) meanwhile time management has been measured using self-reports. However, self-reports can be affected by bias and sometimes participant’s responses are inaccurate. To address this limitation, we employed objective tests to measure both fluid intelligence (using the TRASI test) and time management (using the My Schedule test) to investigate their relation to academic grades. The sample consisted of 120 university students. Results indicate a positive relation between time management and fluid intelligence. Fluid intelligence is positively related to grades in mathematics. Time management is positively related to mathematics, physics and chemistry grades. While the present study does not establish causality, the results complement prior research and underscore the significance of time management and fluid intelligence in the academic context.

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Metas, atribuciones y sus relaciones en las clases de Educación Física

Martínez

Soriano

2006

Infancia y Aprendizaje

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Se parte de las teorías de metas y atribucional, con los objetivos de comprobar si, en las clases de Educación Física, se persiguen las mismas metas encontradas en situaciones deportivas, averiguar si las adscripciones causales propuestas en la teoría atribucional se emplean para explicar el rendimiento y analizar las posibles relaciones entre metas y atribuciones. Los 203 estudiantes de E.S.O. que componen la muestra respondieron al POSQ (Roberts, Treasure y Balagué, 1998) y al Cuestionario de Atribuciones (de elaboración propia). Los resultados indican que las metas de los estudiantes en clase de Educación Física son similares a las halladas en contextos deportivos, que sus atribuciones encajan en la tipología de la teoría atribucional y que ambas variables están relacionadas.Palabras clave: Orientaciones de meta, atribuciones causales, Educación Física, orientación a la tarea, orientación al yo.

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Un contraste del modelo atribucional de la motivación de Weiner en contextos educativos

Cited by 12 publications

References 39 publications

The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

Time Management, Fluid Intelligence and Academic Achievement

Metas, atribuciones y sus relaciones en las clases de Educación Física

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