Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving studentsA mixed-effects analysis
- Alejandro Veas Iniesta 1
- José Antonio López-López 2
- Raquel Gilar Corbí 1
- Pablo Miñano Pérez 1
- Juan Luis Castejón Costa 1
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1
Universitat d'Alacant
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2
University of Bristol
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ISSN: 0214-9915
Año de publicación: 2017
Volumen: 29
Número: 4
Páginas: 533-538
Tipo: Artículo
Otras publicaciones en: Psicothema
Resumen
Antecedentes: apenas existen estudios en España que analicen la infl uencia de variables cognitivas, motivacionales y contextuales capaces de establecer diferencias entre los estudiantes con rendimiento menor, igual y mayor al esperado. Método: participaron 1.398 estudiantes españoles de Educación Secundaria Obligatoria. Se emplearon modelos de efectos mixtos para el análisis de datos. Resultados: los resultados mostraron evidencia de: (a) efecto mediacional parcial del auto-concepto en la asociación de la habilidad cognitiva y el rendimiento académico; (b) mayores niveles de metas de aprendizaje en el grupo de estudiantes con rendimiento mayor al esperado; (c) efecto positivo de las estrategias de aprendizaje sobre el rendimiento en todos los grupos; (d) efecto pequeño de las variables contextuales sobre el rendimiento en todos los grupos. Conclusiones: los estudiantes con rendimiento menor al esperado emplean en menor medida las estrategias de aprendizaje y las metas orientadas al aprendizaje. Por el contrario, los estudiantes con rendimiento mayor al esperado muestran niveles superiores que el resto de grupos en la mayor parte de variables.
Información de financiación
The present work was supported by the Spanish Ministry of Economy and Competitiveness (Award number: EDU2012-32156) and the Vice Chancellor for Research of the University of Alicante (Award number: GRE11-15). This work has also been developed thanks to an academic stay of the corresponding author at the University of Bristol (Reference of the grant: EEBB-I-15_09943).Financiadores
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- EDU2012-32156
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Universidad de Alicante
Spain
- GRE11-15
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University of Bristol
United Kingdom
- EEBB-I-15_09943
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