Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving studentsA mixed-effects analysis

  1. Alejandro Veas Iniesta 1
  2. José Antonio López-López 2
  3. Raquel Gilar Corbí 1
  4. Pablo Miñano Pérez 1
  5. Juan Luis Castejón Costa 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 University of Bristol
    info

    University of Bristol

    Brístol, Reino Unido

    ROR https://ror.org/0524sp257

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2017

Volumen: 29

Número: 4

Páginas: 533-538

Tipo: Artículo

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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.

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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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