Motivational and self-concept factors implicated in academic performance at Secondary School

Abstract

The aim of the present study was to evaluate the role of motivational factors and self-concept in predicting academic performance at the end of academic year in secondary school students. Results showed that perceived academic self-efficacy, attributions of academic success to one’s ability, and academic self-concept were predictive of higher levels of academic sucsess. In contrast, motivation to avoid failure, attributions of academic success to good luck, and attributions of failure to task difficulties predicted lower levels of academic success. Results also showed that attributions of academic success to one’s ability and effort, and attributions of failure to one’s ability were indirectly predictive of higher and lower academic performance, respectively, via their influence in academic self-concept. Our results point out the importance of attributional styles in the development of self-concept and their influence in academic performance in secondary school students. Keywords: motivation; attributional