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

  1. Antonio Citarella
  2. Juan José Maldonado Briegas 1
  3. Ana Isabel Sánchez Iglesias 2
  4. Florencio Vicente Castro
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2020

Título del ejemplar: CRECIMIENTO PSICOLÓGICO Y AFRONTAMIENTO DE LA MADUREZ

Volumen: 2

Número: 1

Páginas: 479-488

Tipo: Artículo

DOI: 10.17060/IJODAEP.2020.N1.V2.1873 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Resumen

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

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Fuente de los datos: Dialnet