Resumo

BECERRA-GONZALEZ, Cruz Edgardo  e  REIDL MARTINEZ, Lucy María. Motivation, Self-Efficacy, Attributional Style and Academic Performance of High School Students. REDIE [online]. 2015, vol.17, n.3, pp.79-93. ISSN 1607-4041.

Scholar underachievement is measured with indicators such as school performance, and it is studied by characterizing students. The research objectives were: 1) to explain whether there were differences in achievement motivation, self-efficacy, attributional style and academic performance of high school students, according to socio-demographic variables, 2) identify whether these variables predict school performance, and 3) describe the causes students consider influence their performance. The criterion variable was the IADE, which includes grade point average and credits earned. The study was conducted in two-phases, with a mixed design. Phase I, 1,453 participants to adapt and validate instruments and to achieve the mentioned objectives. Phase II, 15 low and 15 high achievers participated in two focus groups. The results highlight that no socio-demographic variable explained the yardstick, but cognitive - motivational variables did. Students attributed their performance to inside causes. We conclude to analyze variables that influence school performance, developing models, integrating cognitive -motivational and academic variables.

Palavras-chave : Motivation; Academic achievement; Student assessment; Private education.

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