Factores que influyen en el rendimiento académicola motivación como papel mediador en las estrategias de aprendizaje y clima escolar

  1. Garrido Macias, M.
  2. Jiménez Luque, N.
  3. Landa Sánchez, A.
  4. Páez Espinar, E.
  5. Ruiz Barranco, M.
Journal:
ReiDoCrea: Revista electrónica de investigación y docencia creativa

ISSN: 2254-5883

Year of publication: 2013

Volume: 2

Pages: 17-25

Type: Article

DOI: 10.30827/DIGIBUG.27620 DIALNET GOOGLE SCHOLAR lock_openDIGIBUG editor

More publications in: ReiDoCrea: Revista electrónica de investigación y docencia creativa

Abstract

The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4 º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement. The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement.

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