Departament of Psychology, Faculty of Human Sciences and Education, University of Zaragoza, Valentín Carderera no4, 22003 Huesca, Spain.
Departament of Psychology, Faculty of Education, University of Zaragoza, Pedro Cerbuna no12, 50009 Zaragoza, Spain.
Int J Environ Res Public Health. 2020 Nov 11;17(22):8323. doi: 10.3390/ijerph17228323.
Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. : The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale-Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). : The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. : These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.
一些学生可能不具备满足学术生活需求和发展消极态度、身心疲惫和其他态度的必要策略和技能，这些态度会破坏他们的个人和学术发展。本研究分析了目标取向作为参与和学术自我概念之间的中介的关系和可能作用。：该研究涉及 12 所中学（ESO）的 1756 名学生。使用的工具包括乌得勒支工作投入量表-学生版（UWES-S）、成功感知问卷（POSQ）和学术自我概念量表（ASCS）。：结果显示，学术投入、任务取向目标取向和学术自我概念之间存在显著相关性。此外，任务取向被发现对学术投入和学术自我概念之间起着积极的中介作用，导致中学生的适应模式。：这些结果强调了需要促进目标取向，以在学校环境中激发自我决定行为和提高学术自我概念水平，这反过来将促进学生的心理和个人发展，并增加学术成功的机会。
