Motivación y rendimiento académico en la adolescencia: una revisión sistemática meta-analítica

Ana Cristina Formento Torres; Alberto Quílez-Robres; Alejandra Cortés-Pascual

doi:10.30827/relieve.v29i1.25110

Authors

Ana Cristina Formento Torres Universidad de Zaragoza https://orcid.org/0000-0001-9909-3611
Alberto Quílez-Robres Universidad de Zaragoza https://orcid.org/0000-0001-8473-8114
Alejandra Cortés-Pascual Universidad de Zaragoza https://orcid.org/0000-0002-2839-7041

DOI:

https://doi.org/10.30827/relieve.v29i1.25110

Keywords:

Motivation, academic achievement, secondary education, gender, age

Abstract

Adolescence is a period in human life where a decline in interest and motivation towards academic aspects is observed, and the immaturity of students can lead to complications in learning activities. This meta-analytic review examines the relationship between motivation and academic performance, as well as variables that may influence it, such as gender or age. It includes 48 selected databases based on inclusion and exclusion criteria focusing on key topics such as temporality (2012-2021), clear statistics, samples centered on adolescence, and academic performance measured through standardized tests. The steps employed for the eligibility of included studies were based on a peer-reviewed manual review of titles, abstracts, and ultimately, a final step of comprehensive manuscript review, resulting in a total sample of 144,012 participants with a mean age of 14.65 years. The results reveal a significant moderate positive effect size between motivation and academic performance (r = 0.327; p < 0.001), with no significant differences found in the moderating variables of gender and age. Therefore, it is concluded that motivation is a strong predictor of academic success without a moderating effect found for these specific life stage variables. These findings have practical implications in terms of pedagogy, suggesting the implementation of motivational interventions in the adolescent classroom to enhance academic performance.

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Author Biographies

Ana Cristina Formento Torres, Universidad de Zaragoza

Geography and History, as well as Spanish Language and Literature teacher in Secondary and High School. She directs the reading promotion program and book club at Moncayo School in Zaragoza. Head of the Social Sciences Department at Moncayo School. Finalist of the First Solidarity Micro-Story Contest "IluminaÁfrica" 2015. Currently an associate professor of Specific Didactics at the University of Zaragoza. She is a doctoral candidate in new methodologies and educational research at the Faculty of Education in Zaragoza.

Alberto Quílez-Robres, Universidad de Zaragoza

A Primary Education teacher specialized in English and Physical Education, with a Doctorate in Education and expertise in Neuropsychology and Education. Currently, he is an assistant professor and doctor at the Faculty of Humanities and Education Sciences at the University of Zaragoza. His research areas include studying the variables that influence academic performance, giftedness, and guidance processes. He is an expert in gifted education. He was a finalist for the Abanca Awards for Best Teacher in the University category.

Alejandra Cortés-Pascual, Universidad de Zaragoza

University professor. Director of the Office of Quality and Teaching Innovation. Director of the first chair in education at the University of Zaragoza, Juan de Lanuza Educational Innovation Chair. Co-founder of the EDUCAVIVA Consolidated Research Group of the Government of Aragón, serving as director for five years. Actively participates in R&D projects of the Ministry of Education and Science and coordinates a European project (K203 2020-2022) on artificial intelligence, university guidance, and innovation. She was the coordinator of the Erasmus+ project. Vice Dean of Research, Innovation, and Communication at the Faculty of Education. She is a personal and executive coach (CA172 by AECOP) and a systemic team coach (by ICF).

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