Attitude towards school is an important predictor of academic well-being (McCoach, 2002; McCoach & Siegle, 2003; Patrick, Anderman, & Ryan, 2002). Furthermore, the underlining motivational and affective components and their relationship with academic achievement are not yet well established. The present research aimed to explore the relationship between attitude towards school including the motivation and emotions connected to the academic setting, and achievement. The general hypothesis is that the attitude towards school mediates the effects of motivational and affective aspects on academic achievement. To test this hypothesis we adopted two methods. First, we examined the structural relationships between attitude towards school, motivations, emotions and achievement. Second, we verified the efficacy of an educational training focused on motivation and emotions (Friso, Moè & Pazzaglia, 2004) in improving the attitude towards school. Results confirmed the mediating role of the attitude towards school in shaping the relationship between affective-motivational variables and academic achievement, but also showed a direct influence of self-confidence on school achievement. Educational implications are highlighted.

Attitude towards school, motivation, emotions and academic achievement

MOE', ANGELICA;PAZZAGLIA, FRANCESCA;TRESSOLDI, PATRIZIO;
2009

Abstract

Attitude towards school is an important predictor of academic well-being (McCoach, 2002; McCoach & Siegle, 2003; Patrick, Anderman, & Ryan, 2002). Furthermore, the underlining motivational and affective components and their relationship with academic achievement are not yet well established. The present research aimed to explore the relationship between attitude towards school including the motivation and emotions connected to the academic setting, and achievement. The general hypothesis is that the attitude towards school mediates the effects of motivational and affective aspects on academic achievement. To test this hypothesis we adopted two methods. First, we examined the structural relationships between attitude towards school, motivations, emotions and achievement. Second, we verified the efficacy of an educational training focused on motivation and emotions (Friso, Moè & Pazzaglia, 2004) in improving the attitude towards school. Results confirmed the mediating role of the attitude towards school in shaping the relationship between affective-motivational variables and academic achievement, but also showed a direct influence of self-confidence on school achievement. Educational implications are highlighted.
Educational Psychology: Cognition and Learning, Individual Differences and Motivation
9781606922767
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/2450539
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