Mexican High School Students’ Motivational Beliefs, Self-Regulatory Behaviors, and Academic Achievement: A Structural Equation Model

• In Event: Examining the Synergistic Relationship Between Motivational Variables and Self-Regulated Learning

Abstract

The purpose of this study was to construct a structural equation model that examined whether task interest and value, self-regulatory behaviors, and self-efficacy beliefs predicted the academic achievement of a large sample of Hispanic high school students (N = 33,806). Using the 2012 nationally representative Mexican PISA dataset, the fit of the SEM model was assessed in an effort to further examine the cross-cultural validity of these constructs and to provide possible insights as to processes that may predict academic achievement among this population. Through Maximum-Likelihood estimation, goodness-of-fit indicators suggested adequate model fit, providing a number of direct and indirect effects for the above mentioned variables and academic achievement. Educational implications are discussed.

Author

• David S. Chirinos, George Mason University