ORIENTACIONES MOTIVACIONALES, RENDIMIENTO ACADÉMICO Y GÉNERO EN ESTUDIANTES DE BACHILLERATO

María José Alemán; Daniel Trías; Karina Curione

doi:10.22235/cp.v5i2.82

Authors

María José Alemán Universidad Católica del Uruguay
Daniel Trías Universidad Católica del Uruguay
Karina Curione Universidad de la República

DOI:

https://doi.org/10.22235/cp.v5i2.82

Keywords:

goal orientations, academic achievement, gender, learning, educational psychology

Abstract

A study with college students is presented; this study aims to investigate to what extent the goal orientation and gender predict their academic achievement. The sample was a purposive sample of 116 students of medium-high social class of fifth degree. The motivational orientations (learning, avoidance and performance) were measured by the Self-report Questionnaire MEVA (Alonso Tapia, 2005). The academic achievement was measured by the average scores in a group of courses. The results show that the academic achievement is significantly different when the motivational orientations are considered. Orientation to learning led to the highest levels of achievement, as compared to avoidance and performance. Women scored higher in academic achievement. The role of educational contexts that promote the diversity are discussed, contemplating different motivational orientations and gender.

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