Academic Goal Profiles and Learning Strategies in Adolescence

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dc.contributorInvestigación en Inteligencias, Competencia Social y Educación (SOCEDU)es_ES
dc.contributorHabilidades, Competencias e Instrucciónes_ES
dc.contributor.authorMartínez-Monteagudo, Mari Carmen-
dc.contributor.authorDelgado, Beatriz-
dc.contributor.authorSanmartín, Ricardo-
dc.contributor.authorInglés, Cándido J.-
dc.contributor.authorGarcía-Fernández, José Manuel-
dc.contributor.otherUniversidad de Alicante. Departamento de Psicología Evolutiva y Didácticaes_ES
dc.identifier.citationMartínez-Monteagudo MC, Delgado B, Sanmartín R, Inglés CJ and García-Fernández JM (2018) Academic Goal Profiles and Learning Strategies in Adolescence. Front. Psychol. 9:1892. doi: 10.3389/fpsyg.2018.01892es_ES
dc.description.abstractThe objective of this study was to verify whether or not a combination of academic goals may be established in different profiles of high school students. Subsequently, the study examined if statistically significant differences exist between the profiles obtained with respect to learning strategies used by the students. The Achievement Goal Tendencies Questionnaire (AGTQ) and the Learning and Studies Skills Inventory-High School Version (LASSI-HS) were administered to a sample of 2,069 high school students aged 12–16 (M = 14.11; SD = 1.35) and which was formed by 1,073 girls and 996 boys. Four academic goal profiles were identified using latent class analysis: a group of students with a high academic goal (HAG) profile (668 students), a group of students with a low academic goal (LAG) profile (502 students), a group of students with a predominance of learning goals and achievement goals (LGAG) (489 students) and a final group of students with a predominance of social reinforcement goals and achievement goals (410 students). The results revealed statistically significant differences between the profiles obtained with respect to learning strategies because students from the combined LGAG and HAG profiles used more learning strategies that those in the LAG and Achievement Goals and Social Reinforcement (AGSR)groups. However, the relationship between these motivational profiles and the obtainment of a higher academic performance has not been proven and it should be the subject of study in future research. Consequently, this study can be used to help in the development of strategies and intervention programs to promote the use of multiple academic goals in high school students.es_ES
dc.publisherFrontiers Mediaes_ES
dc.rights© 2018 Martínez-Monteagudo, Delgado, Sanmartín, Inglés and García-Fernández. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.es_ES
dc.subjectAcademic goalses_ES
dc.subjectMotivational profileses_ES
dc.subjectLearning strategieses_ES
dc.subjectLatent class analysises_ES
dc.subject.otherPsicología Evolutiva y de la Educaciónes_ES
dc.titleAcademic Goal Profiles and Learning Strategies in Adolescencees_ES
Appears in Collections:INV - SOCEDU - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas

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