@misc{10481/27620,
year = {2013},
url = {http://hdl.handle.net/10481/27620},
abstract = {El objetivo principal de esta investigación consiste en analizar la relación existente entre estrategias de aprendizaje, motivación, clima escolar y el rendimiento académico y establecer cuáles son los mejores predoctores de este rendimiento. Para ello hemos utilizado una muestra de 101 alumnos de 4º ESO de centros de Granada y Málaga, a los que se les administró el CEAM II, para medir estrategias de aprendizaje y motivación; y el CECSCE para medir el clima escolar. Los resultados indican que altas puntuaciones en estrategias de aprendizaje, una mayor motivación y un mejor clima escolar se relacionan con un mejor rendimiento académico. A su vez, los resultados muestran que los factores que mejor predicen el rendimiento académico son la valoración de la tarea y percepción de autoeficacia (motivación), organización y esfuerzo (estrategias de aprendizaje) y percepción del centro (clima escolar). Por último, se observa que la motivación tiene un papel mediador entre las estrategias de aprendizaje y el clima escolar sobre el rendimiento académico.

ABSTRACT

The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4 º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement.},
abstract = {The main objective of this research is to analyze the relationship between learning
strategies, motivation, school climate
and academic performance and establish which
are the best predictors of this performance.
We have used a sample of 101 students of
4º ESO center of Granada and Malaga, who
were administered the CEAM II, to measure
learning strategies and motivation, and the
CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved
school climate are related to better academic performance. In turn, results show
that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a
mediating role between learning strategies and school climate on student achievement.},
organization = {Proyecto de Innovación Docente "ReiDoCrea". Departamento de Psicología Social. Universidad de Granada.},
publisher = {Universidad de Granada},
keywords = {Motivación},
keywords = {Estrategias de aprendizaje},
keywords = {Clima escolar},
keywords = {Rendimiento académico},
keywords = {Educación Secundaria},
keywords = {Motivation},
keywords = {Learning strategies},
keywords = {School climate},
title = {Factores que influyen en el rendimiento académico: la motivación como papel mediador en las estrategias de aprendizaje y clima escolar},
doi = {10.30827/Digibug.27620},
author = {Garrido Macías, Marta and Jiménez Luque, N. and Landa Sánchez, A. and Páez Espinar, E. and Ruiz Barranco, M.},
}