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Inicio Revista de Psicodidáctica (English Edition) 3×2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Seco...
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Vol. 22. Issue 2.
Pages 150-156 (June - December 2017)
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Vol. 22. Issue 2.
Pages 150-156 (June - December 2017)
Original
3×2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education
Metas de logro 3×2, motivación autodeterminada y satisfacción con la vida en educación secundaria
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Antonio Méndez-Giméneza,
Corresponding author
mendezantonio@uniovi.es

Corresponding author.
, José-Antonio Cecchini-Estradaa, Javier Fernández-Ríoa, David Mendez-Alonsob, José-Antonio Prieto-Saboritb
a Facultad de Formación del Profesorado y Educación, Universidad de Oviedo, Oviedo, Spain
b Facultad Padre Ossó, Universidad de Oviedo, Oviedo, Spain
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Figures (1)
Tables (6)
Table 1. Participants’ distribution based on gender and age
Table 2. Comparison of fit indices of the hypothesized model with the alternative models
Table 3. Means and standard deviations of the questionnaire
Table 4. Descriptive statistics and internal consistency
Table 5. Bivariate correlations among variables
Table 6. Regression analyses coefficient
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Abstract

The aims of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3×2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrun, 2011) in the non-university academic context, and (b) to analyze the predictive patterns of achievement goals on self-determined motivation and life satisfaction. A total of 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with ten alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyses showed different predictive patterns between task-based and self-based goals, although both approaches were adaptive. The three approaches positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

Keywords:
Achievement goal
Competence
Secondary school
Validity
Academic context
Resumen

Los objetivos de la investigación han sido dos: (a) examinar la validez estructural de la versión española del Cuestionario de Metas de Logro 3×2 (Elliot, Murayama, y Pekrun, 2011) en el contexto académico no universitario, y (b) analizar los patrones predictivos de las metas de logro sobre la motivación autodeterminada y la satisfacción con la vida. Una muestra de 2630 estudiantes de educación secundaria y bachillerato accede a participar. Los resultados del Análisis Factorial Confirmatorio apoyan el modelo hipotético que, comparado con otros diez modelos alternativos, produce el mejor ajuste a los datos. La validez y la consistencia interna son satisfactorias. Los análisis de regresión señalan patrones predictivos diferenciales entre las metas basadas en la tarea y el yo, si bien ambas metas de aproximación se han mostrado adaptativas. Las tres metas de aproximación predicen positivamente la satisfacción con la vida. Se discute su implicación desde el marco teórico.

Palabras clave:
Meta de logro
Competencia
Enseñanza secundaria
Validez
Contexto académico

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