Resumo

CECCHINI-ESTRADA, José Antonio; MENDEZ-GIMENEZ, Antonio  e  FERNANDEZ-RIO, Javier. Towards a Contextual and Dispositional Hierarchical Model of Learning. Univ. Psychol. [online]. 2016, vol.15, n.2, pp.217-229. ISSN 1657-9267.  https://doi.org/10.11144/Javeriana.upsy15-2.mjcd.

The purpose of this research is to examine the sequential pattern of a theoretical model that includes contextual and dispositional variables in the learning of three Secondary Education subjects: Maths (MT), Spanish Language and Literature (LC) and Physical Education (PE). The sample consisted of 1108 students of Secondary Education (MT = 374, LC = 364, and EF = 370). The validity of the model was verified by analysis of covariance structures, first independently in each subject, also facing it with rival models. The hypothesized model tested in this study yielded the best values in all three cases, with very similar results in all estimated parameters to those observed in the preliminary confirmatory factor analysis. Invariance multistep analysis showed that the models had acceptable fit indices. The tested covariance structure model places the student at the center of the whole process, and the teacher as an effective assistant. It allows us to overcome the traditional opposition between effort and interest.

Palavras-chave : Maths; Language; Secondary Education; Culture of effort; Interest.

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