A Study on the Motivation of Mexican High School Students to Attend High School
Keywords:
Student motivation, secondary education, academic achievement.Abstract
Motivation studies have focused on three aspects that are important for their educational implications: relevant variables for assessing motivation to attend school; motivational differences between students with different academic performance, and changes in motivation as they advance in school. Considering these aspects, the present study was developed with these objectives: to develop, and to set up the validity and reliability of a psychometric instrument for investigating how people perceive different motivational variables regarding various school activities typical of the Mexican junior high school; and to find out whether there is a relationship between motivational variables and academic achievement, grade level and gender. The results indicate that academic performance is related to the way motivation is perceived, that students change their perception of motivation during their school life, and that boys and girls differ concerning this only in some respects.Downloads
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References
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Bandura, A. (1997). Self efficacy: The exercise of control. Nueva York: W. H. Freeman and Company.
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García, C. B. (2009). Manual de métodos de investigación para las ciencias sociales: Un enfoque de enseñanza basado en proyectos. México: UNAM, Facultad de Psicología-El Manual Moderno.
Kobal G., Lebarico, N. y Kolenc, J. (2005). Relation between self-concept, motivation for education and academic achievement: A Slovenian case. Pratiques Psychologiques, 11 (1), 55-68.
Otis, N., Grouzet, F. y Pelletier, L. (2005). Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study. Journal of Educational Psychology, 97 (2), 170-183.
Mankeliunas, M. (1996). Psicología de la motivación. México: Trillas
Meece, J. L. y Miller, S. D. (2001). A longitudinal analysis of elementary school students’ achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454-480.
Murphy, P. K. y Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578
Paris, S. y Ayres, L. (1994). Becoming reflective students and teachers: With portfolios and authentic assessment. Psychology in the classroom a series on applied educational psychology. Washington D.C.: American Psychological Association.
Pintrich, P. y Schunk, D. (2002). Motivation in education: Theory, research and applications. Columbus, OH: Merrill Prentice Hall.
Roeser, R. y Eccles, J. (1998). Adolescents' perceptions of middle school: relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8 (1), 123-158.
Schiltz, L. (2004). Motivation de performance, destinée scolaire et stratégies d'ajustement. Quelques implications d'une étude longitudinale comparée. Neuropsychiatrie de l’Enfance et de l’Adolescence, 52 (2), 70-77
Smith, L. (2004). Changes in student motivation over the final year of high school. Journal of Educational Enquiry, 5 (2), 64-85.
Spinath, B. y Spinath, F. M. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15, 87-102.
Weiner, B. (1992). Metaphors in motivation an attribution. American Psychologist, 46, 921-930.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
Wentzel, K. y Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10 (2), 155-175.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Anderman, E. y Maehr, M. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287–309.
Anderman, E. y Midgley, C. (1997).Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269–298.
Bandura, A. (1997). Self efficacy: The exercise of control. Nueva York: W. H. Freeman and Company.
Covington, M. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
Elliot, E. y Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72 (1), 218-232.
Flores, R. C., Stevens, R. y Lo, E. (2005). Entendiendo la motivación de los estudiantes de secundaria con problemas de aprendizaje [disco compacto]. En COMIE, Memorias del VIII Congreso Nacional de Investigación Educativa. Hermosillo, Sonora: Consejo Mexicano de Investigación Educativa.
García, C. B. (2009). Manual de métodos de investigación para las ciencias sociales: Un enfoque de enseñanza basado en proyectos. México: UNAM, Facultad de Psicología-El Manual Moderno.
Kobal G., Lebarico, N. y Kolenc, J. (2005). Relation between self-concept, motivation for education and academic achievement: A Slovenian case. Pratiques Psychologiques, 11 (1), 55-68.
Otis, N., Grouzet, F. y Pelletier, L. (2005). Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study. Journal of Educational Psychology, 97 (2), 170-183.
Mankeliunas, M. (1996). Psicología de la motivación. México: Trillas
Meece, J. L. y Miller, S. D. (2001). A longitudinal analysis of elementary school students’ achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454-480.
Murphy, P. K. y Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578
Paris, S. y Ayres, L. (1994). Becoming reflective students and teachers: With portfolios and authentic assessment. Psychology in the classroom a series on applied educational psychology. Washington D.C.: American Psychological Association.
Pintrich, P. y Schunk, D. (2002). Motivation in education: Theory, research and applications. Columbus, OH: Merrill Prentice Hall.
Roeser, R. y Eccles, J. (1998). Adolescents' perceptions of middle school: relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8 (1), 123-158.
Schiltz, L. (2004). Motivation de performance, destinée scolaire et stratégies d'ajustement. Quelques implications d'une étude longitudinale comparée. Neuropsychiatrie de l’Enfance et de l’Adolescence, 52 (2), 70-77
Smith, L. (2004). Changes in student motivation over the final year of high school. Journal of Educational Enquiry, 5 (2), 64-85.
Spinath, B. y Spinath, F. M. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15, 87-102.
Weiner, B. (1992). Metaphors in motivation an attribution. American Psychologist, 46, 921-930.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
Wentzel, K. y Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10 (2), 155-175.
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Published
2010-05-01
