El rendimiento académico: concepto, investigación y desarrollo

REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 01/2003; 1(2):0-.

ABSTRACT The present article describes a perspective in three slopes brings over of the phenomenon of the academic achievement, from your conceptualization up to the experiences of some Latin-American countries as for compensatory programs for your development, being included inside the same one, a referential frame of different studies that have allowed the incipient comprehension of this one educational dimension. The fundamental intention of this approximation to the academic achievement as object of study, goes to stimulating the multidisciplinary interest to generate alternatives of reflection and research for your boarding.

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    ABSTRACT: Tested the causal assumptions of B. Weiner's (1972, 1974, 1977) cognitive reinterpretation of the traditional theory of achievement motivation. Ss were 206 college students varying in resultant achievement motivation who experienced feelings of failure in a course test and chose to take the exam a second time under a mastery learning system. After feedback on first test performance, Ss made attributions for their initial failure, indicated degree of shame, and rated their expectancy for success on the second test opportunity. Treatment of this system of nonmanipulated variables by path analysis techniques provided little support for the contention that variations in expectancy and retest performance depend on attributions made for a previous failure. Affect depends in part on internal attributions, but in a direction opposite to predictions. An alternative interpretation of the role of cognitive attributions in the achievement process is explored. (63 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
    Journal of Personality and Social Psychology 08/1979; 37(9):1487-1504. · 5.08 Impact Factor

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