The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

被引:7
作者
Usan Supervia, Pablo [1 ]
Salavera Bordas, Carlos [2 ]
Lorente, Victor Murillo [3 ]
机构
[1] Univ Zaragoza, Fac Human Sci & Educ, Dept Psychol, Valentin Carderera 4, Huesca 22003, Spain
[2] Univ Zaragoza, Dept Psychol, Fac Educ, Pedro Cerbuna 12, Zaragoza 50009, Spain
[3] Univ Zaragoza, Dept Physiatry & Nursing, Fac Hlth & Sports Sci, Plaza Univ 3, Huesca 22002, Spain
关键词
academic engagement; goal orientation (task); academic self-concept; students; adolescents; ACHIEVEMENT GOALS; SPORT COMMITMENT; VALIDATION; MOTIVATION; SCHOOL; PSYCHOLOGY; PERFORMANCE; ADHERENCE; EFFICACY; VERSION;
D O I
10.3390/ijerph17228323
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale-Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.
引用
收藏
页码:1 / 10
页数:10
相关论文
共 57 条
[1]  
Ames C, 2002, MOTIVATION SPORT EXE, P161
[2]  
Anitha J., 2013, International Journal of Current Research and Academic Review, V1, P30
[3]  
[Anonymous], 2008, THESIS
[4]  
[Anonymous], 2010, INTRO MEDIATION MODE
[5]  
Martínez ITA, 2009, PAHCE: 2009 PAN AMERICAN HEALTH CARE EXCHANGES, P24, DOI 10.1109/PAHCE.2009.5158357
[6]   The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components [J].
Arens, A. Katrin ;
Yeung, Alexander Seeshing ;
Craven, Rhonda G. ;
Hasselhorn, Marcus .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2011, 103 (04) :970-981
[7]  
Asociacion Medica Mundial, 2002, DECL HELS PRINC ET I
[8]  
Ayub N., 2010, The International Journal of Interdisciplinary Social Sciences: Annual Review, V5, P81, DOI [10.18848/1833-1882/CGP/v05i04/51663, DOI 10.18848/1833-1882/CGP/V05I04/51663]
[9]   Feedback Effects on Performance, Motivation and Mood: Are They Moderated by the Learner's Self-Concept? [J].
Baadte, Christiane ;
Schnotz, Wolfgang .
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, 2014, 58 (05) :570-591
[10]   The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students [J].
Bakadorova, Olga ;
Raufelder, Diana .
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 2014, 29 (03) :347-366