La motivación del alumnado de primero de Educación Secundaria Obligatoria y su relación con factores familiares y escolares

Zusammenfassung

The present research involves an examination of the student’s motivation in their 1st year of Compulsory Secondary Education (C.S.E) and their relationship with academic performance, taking into account either family and school-level factors or the use of different learning strategies. The main purposes of this study were grouped into three clusters: 1) To analyse the relationship between home and school environments, motivation, learning strategies, and student academic performance; 2) To examine differences in both motivation and learning strategies based on sex; and 3) To obtain a predictive model to identify students´ motivation. The sample was made up of 131 students, between the ages of 12 and 13, belonging to a statesubsidized private school of the Autonomous Community of the Basque Country. The results indicate that there are significant differences according to sex in motivation and learning strategies; therefore, there is a close relationship between motivation, learning strategies, academic performance, and school and home environments. The most remarkable predictors were metacognitive regulation, surface learning and school affiliation.