Motivational climate, satisfaction, engagement, and academic success in Angolan and Dominican students

Gutiérrez, Melchor; Tomás, José Manuel; Gómez, Antoni; Moll, Adrián

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Brasil

Psicologia Escolar e Educacional

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Brasil

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Paper • Psicol. Esc. Educ. 23 • 2019 • https://doi.org/10.1590/2175-35392019018764 copy

Motivational climate, satisfaction, engagement, and academic success in Angolan and Dominican students

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The aim was threefold: to validate the Portuguese and Spanish versions of the Motivational Orientation and Climate Scale (MOC), to test for measurement invariance across large Dominican and Angolan students’ samples, and to study the relationships of motivational orientations and climates with relevant educational outcomes. Participants were 2302 Dominican and 2028 Angolan students from 14 to 18 years old. Confirmatory Factor Analyses were used to study factorial structure of the MOC. Main results showed that the hypothesized four dimensions fitted the data from both samples well. Regarding the relationships analyzed, the most relevant results shown that students’ perceptions of mastery class climate was positively related with school engagement and academic success in both Dominican and Angolan samples, while perceptions of performance class climate was negatively related to these school variables. Results are discussed within the achievement goal framework and in regard to the implications for educational practices.

Keywords:
Motivation; self-concept; adolescents

Model	χ²	df	p	Δ χ²	Δdf	P	CFI	ΔCFI	SRMR	RMSEA	90% CI
Configural	1031.74	169	<.001	--	--		.917	--	050	.049	046-.052
Metric	1051.45	180	<.001	23.8	11	013	.916	.001	052	.047	045-.050
Scalar	1499.56	191	<.001	548.5	11	<.01	.874	.042	061	.056	054-.059
Scalar with 3 item intercepts freed	1211.85	188	<.001	188.1	8	<.01	.901	.012	054	.050	048-.053

Factor	Item	Item summary description	Dominican λ	Dominican r_it	Angolan λ	Angolan r_it
Perform. Orientation	1	I feel successful when I am the best	51	.43	36	31
	5	I feel successful when I am besting others	76	64	61	44
	9	I feel successful when I am clever than others	77	65	61	40
	13	I feel successful showing the others that I am the best	68	58	51	40
Perform. Climate	2	Only successful students are taken notice of	64	45	59	42
	6	The teacher gives most attention to the successful students	72	52	65	40
	10	Students are encouraged to outperform others	46	32	42	28
Mastery Orientation	3	I feel content when I succeed	63	55	48	36
	7	I feel successful when I am making a good effort	76	66	59	45
	11	I feel successful when I work hard and succeed	71	61	56	44
	14	I feel successful when I work to the best of my ability	70	61	63	47
Mastery Climate	4	Teacher expects us to learn new skills and gain new knowledge	70	55	59	42
	8	Teacher is engaged in broadening our underst. for the subject	69	57	55	44
	12	Students encouraged to practice skills that they not yet have been successful with	51	42	42	32
	15	Improvement is important for every student	56	41	54	37

	Dominican				Angolan
Criteria	PO	PC	MO	MC	PO	PC	MO	MC
Teachers support for autonomy	17**	-.15**	43**	53**	.22**	13**	35**	43**
Engagement	17**	-.08**	53*	53**	13**	10**	37**	41**
Satisfaction with school	03	-.18**	27**	37**	25**	03	18**	25**
Academic success	17**	-.11**	41**	40**	24**	08**	30**	33**
Academic Self-Concept	15**	-.08**	39**	38**	23**	08**	30**	27**

Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), Rua Mirassol, 46 - Vila Mariana , CEP 04044-010 São Paulo - SP - Brasil , Fone/Fax (11) 96900-6678 - São Paulo - SP - Brazil
E-mail: revista@abrapee.psc.br

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[TFN5] Note: All factor loadings statistically significant p < .01