Risso Migues Alicia, Peralbo Uzquiano Manuel, Barca Lozano Alfonso
Universidad de A Coruña, Facultad de Psicología, A Coruña, Spain.
Psicothema. 2010 Nov;22(4):790-6.
The aim of this paper is to identify the functions that best predict school achievement among adolescents and whether they change or remain stable as pupils grow older. For this purpose, we used a sample of 1392 pupils of both sexes, belonging to second and fourth grades of Secondary School of Galicia (Spain). The students were assessed with a battery of instruments that provided data about a range of variables such as family system, personal characteristics, social relationships, goal orientation, attributional variables, attitudes towards evaluation and studies, as well as learning processes and strategies. Sixty-eight potentially predictive variables were obtained and they were subsequently related to "high", "intermediate" and "low" levels of school achievement by means of discriminant analysis. Results showed that school achievement can be discriminated by two functions, which include 12 variables in second grade, dropping to 8 in fourth grade. Of these, only five are common to both years. The results of this research project support the idea that the functions that best predict school achievement vary throughout Secondary Education.
本文旨在确定最能预测青少年学业成绩的功能，以及随着学生年龄增长，这些功能是会发生变化还是保持稳定。为此，我们选取了西班牙加利西亚地区中学二年级和四年级的1392名男女学生作为样本。我们使用一系列工具对学生进行评估，这些工具提供了有关一系列变量的数据，如家庭系统、个人特征、社会关系、目标导向、归因变量、对评估和学习的态度，以及学习过程和策略。我们获得了68个潜在的预测变量，随后通过判别分析将它们与学业成绩的“高”“中”“低”水平相关联。结果表明，可以通过两个功能来区分学业成绩，二年级时这两个功能包括12个变量，四年级时降至8个。其中，只有5个变量在这两年中是共同的。该研究项目的结果支持了这样一种观点，即最能预测学业成绩的功能在整个中等教育阶段会有所不同。
