Facultad de Psicología, Universidad Autónoma de Madrid, Campus de Canto Blanco, 28049 Madrid, Spain. jesus.alonso@.uam.es
Span J Psychol. 2012 Mar;15(1):61-74. doi: 10.5209/rev_sjop.2012.v15.n1.37284.
The objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students -242 Spanish and 243 Immigrants- completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior. Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and differences in the motivational value attributed by IM and SP to each specific teaching pattern that configure the CMC. IM lower self-esteem could explain these results, whose implications for teaching and research are discussed.
本研究旨在探讨移民学生（IM）和西班牙裔学生（SP）是否因动机、家庭期望和兴趣以及课堂激励氛围感知的差异而需要教师提供不同类型的帮助。一项针对中学生的抽样调查 - 242 名西班牙裔学生和 243 名移民学生 - 完成了评估目标取向和期望、家庭对学业态度、对课堂激励氛围及其影响的感知、满意度、破坏性行为和成就的问卷。方差分析显示，在许多被评估的动机变量以及家庭态度方面存在差异。在大多数情况下，移民学生在相关变量上的得分低于西班牙裔学生。回归分析表明，个人和家庭差异与学生的满意度、成就和破坏性行为有关。最后，课堂激励氛围（CMC）的多组分析显示，IM 和 SP 对构成 CMC 的每种特定教学模式的激励价值存在相似之处和差异。IM 较低的自尊心可以解释这些结果，这些结果对教学和研究具有启示意义。
