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3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School

Published online by Cambridge University Press:  20 September 2017

Antonio Méndez-Giménez Open the ORCID record for Antonio Méndez-Giménez [Opens in a new window] ,
José-Antonio Cecchini-Estrada ,
Javier Fernández-Río Open the ORCID record for Javier Fernández-Río [Opens in a new window] ,
José Antonio Prieto Saborit  and
David Méndez-Alonso
Antonio Méndez-Giménez*
Affiliation:
Universidad de Oviedo (Spain)
José-Antonio Cecchini-Estrada
Affiliation:
Universidad de Oviedo (Spain)
Javier Fernández-Río
Affiliation:
Universidad de Oviedo (Spain)
José Antonio Prieto Saborit
Affiliation:
Universidad de Oviedo (Spain)
David Méndez-Alonso
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this article should be addressed to Antonio Méndez-Giménez. Departamento Ciencias de la Educación. Universidad de Oviedo, Facultad de Formación del Profesorado y Educación. C/ Aniceto Sela, s/n. Despacho 219. 33005. Oviedo (Spain). E-mail: [email protected]
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Abstract

The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R 2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R 2 = .064). Physical self-concept was predicted by the task-approach and other-approach CGS’s (p < .05; p < .001, respectively; R 2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS’s (p < .001; R 2 = .137), whereas negative affect was predicted by other-approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.

Keywords

achievement goal theorymotivational climatesecondary educationself-determination
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E40
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

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Footnotes

How to cite this article:

Méndez-Giménez, A., Cecchini-Estrada, J-A., Fernández-Río, J., Prieto Saborit, J. A., & Méndez-Alonso, D. (2017). 3x2 Classroom goal structurres, motivational regulations, self-concept, and affectivity in secondrary school. The Spanish Journal of Psychology, 20. eXX. Doi:10.1017/sjp.2017.37

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