Gender and grade differences in academic goals in compulsory secondary education students

被引：0

作者：

Delgado, Beatriz

Ingles, Candido J. ^{[1
]}

Garcia-Fernandez, Jose M. ^{[2
]}

Castejon, Juan L. ^{[2
]}

Valle, Antonio ^{[3
]}

机构：

[1] Univ Miguel Hernandez de Elche, Area Psicol Evolut & Educ, Dept Psicol Salud, Alicante 03202, Spain

[2] Univ Alicante, Alicante, Spain

[3] Univ A Coruna, La Coruna, Spain

来源：

REVISTA ESPANOLA DE PEDAGOGIA | 2010年 / 68卷 / 245期

关键词：

Learning Goals; Social Reinforcement Goals; Performance Goals; Gender; Grade; Secondary Education; SCHOOL; ACHIEVEMENT; MOTIVATION;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Gender and grade differences in academic goals in compulsory secondary education students Achievement Goals Tendencies Questionnaire (AGTQ, Hayamizu and Weiner, 1991) was administered in a sample of 2.022 adolescents (48.9% female) with ages ranging from 12 to 16 years (M = 13.81; SD = 1.35) to analyze the gender and grade differences in academic goals. The results revealed that the academic goals varied significantly according to gender and grade of students. The girls presented a significantly higher motivational orientation toward learning goals and performance goals, while the boys showed a significantly a higher motivational profile to-ward social reinforcement goals. The orientation toward learning goals and performance goals increased significantly with academic grades, from 2 degrees to 4 degrees and from 1 degrees to 4 degrees of compulsory secondary education, respectively. Contrarily, the motivational orientation toward social reinforcement goals diminished significantly with the years from 1 degrees to 3 degrees and to 4 degrees of compulsory secondary education.

引用

页码：67 / 83

页数：17

共 35 条

[1] A developmental study of the relation between combined learning and performance goals and students' self-regulated learning [J].