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An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

Published online by Cambridge University Press:  10 January 2013

Pablo Miñano Pérez ,
Juan-Luis Castejón Costa  and
Raquel Gilar Corbí
Pablo Miñano Pérez
Affiliation:
Universidad de Alicante (Spain)
Juan-Luis Castejón Costa*
Affiliation:
Universidad de Alicante (Spain)
Raquel Gilar Corbí
Affiliation:
Universidad de Alicante (Spain)
*
Correspondence concerning this article should be addressed to Juan-Luis Castejón Costa. Departamento de Psicología Evolutiva y Didáctica. Universidad de Alicante. Ap. Correos 99, 03080, Alicante (Spain). E-mail: jl.castejon@ua.es
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Abstract

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As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

En el estudio de los factores que intervienen en el proceso de aprendizaje, se han desarrollado distintos modelos estructurales con el fin de ofrecer una explicación de los efectos directos e indirectos que se producen entre el conjunto de variables contempladas en los mismos. El objetivo de este trabajo fue contrastar un modelo estructural de variables cognitivo-motivacionales, predictoras del rendimiento académico, entre las que se incluyeron la inteligencia general, el autoconcepto académico, las orientaciones de meta, el esfuerzo y las estrategias de aprendizaje. La muestra estuvo compuesta por 341 alumnos españoles de primer curso de Educación Secundaria Obligatoria. Se emplearon distintas pruebas y cuestionarios para la evaluación de cada una de las variables y se aplicó SEM para contrastar las relaciones del modelo inicial. El modelo propuesto obtuvo un ajuste satisfactorio, siendo significativas todas relaciones hipotetizadas. La inteligencia general fue la variable con mayor poder explicativo sobre el rendimiento académico. También destacó la influencia directa del autoconcepto académico sobre el rendimiento, las orientaciones de meta y el esfuerzo, así como la capacidad mediadora del esfuerzo y de las estrategias de aprendizaje entre las metas académicas y el rendimiento final.

Keywords

academic achievementself-conceptintelligencegoal orientationslearning strategiesrendimiento academicautoconceptointeligenciaorientaciones de metaestrategias de aprendizaje
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 1 , March 2012 , pp. 48 - 60
Copyright
Copyright © Cambridge University Press 2012

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