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The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

Author

Listed:
  • Pablo Usán Supervía

    (Departament of Psychology, Faculty of Human Sciences and Education, University of Zaragoza, Valentín Carderera n o 4, 22003 Huesca, Spain)

  • Carlos Salavera Bordás

    (Departament of Psychology, Faculty of Education, University of Zaragoza, Pedro Cerbuna n o 12, 50009 Zaragoza, Spain)

  • Víctor Murillo Lorente

    (Departament of Physiatry and Nursing, Faculty of Health and Sports Sciences, University of Zaragoza, Plaza Universidad n o 3, 22002 Huesca, Spain)

Abstract

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. Methods : 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). Results : 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. Conclusion : 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.

Suggested Citation

  • Pablo Usán Supervía & Carlos Salavera Bordás & Víctor Murillo Lorente, 2020. "The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students," IJERPH, MDPI, vol. 17(22), pages 1-10, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8323-:d:442971
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    References listed on IDEAS

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    1. Antonio Segura Sánchez & Jesús Gil Roales-Nieto, 2016. "Diferencias intergeneracionales en satisfacción y felicidad percibidas, relacionadas con la prosperidad material," Revista Equidad y Desarrollo, Universidad de la Salle, issue 25, pages 11-28, January.
    2. Madeleine Bieg & Thomas Goetz & Anastasiya A Lipnevich, 2014. "What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports," PLOS ONE, Public Library of Science, vol. 9(3), pages 1-9, March.
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    Cited by:

    1. Messiah Abeku Morgan & Godwin Kwame Aboagye, PhD, 2022. "Teachers’ Classroom Management Practices: Predictors of Students’ Interest in Physics," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(9), pages 643-655, September.

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