Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/42806
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dc.contributor.authorLeón, Jaimeen_US
dc.contributor.authorNúñez, Juan L.en_US
dc.contributor.authorRuiz-Alfonso, Zuleicaen_US
dc.contributor.authorBordón, Beatrizen_US
dc.contributor.otherNunez, Juan L
dc.contributor.otherLeon, Jaime
dc.date.accessioned2018-11-21T11:12:14Z-
dc.date.available2018-11-21T11:12:14Z-
dc.date.issued2015en_US
dc.identifier.issn1136-1034en_US
dc.identifier.urihttp://hdl.handle.net/10553/42806-
dc.description.abstractThe aim of the study was to analyze the relationship between intrinsic motivation, critical thinking and academic performance in music of secondary students. 494 students participated. Data were analyzed using structural equation mixture modeling. The results showed two groups or clusters of students, distinguished by their scores on intrinsic motivation, critical thinking and music grades, where a group was characterized by high and the other low scores on the three variables. Regarding the relationships between variables, we observed that the effect of intrinsic motivation on critical thinking was similar in both groups, but the regression of critical thinking on music grades was higher for students with lower scores. This study provides a better understanding of the different profiles and the effect of the variables in explaining music grades.en_US
dc.languageengen_US
dc.publisher1136-1034
dc.relation.ispartofRevista de Psicodidacticaen_US
dc.sourceRevista de Psicodidactica[ISSN 1136-1034],v. 20, p. 377-391en_US
dc.subject61 Psicologíaen_US
dc.subject58 Pedagogíaen_US
dc.subject.otherMotivationen_US
dc.subject.otherCritical thinkingen_US
dc.subject.otherAcademic achievementen_US
dc.subject.otherHigh schoolen_US
dc.subject.otherMusicen_US
dc.titleMusic academic performance: Effect of intrinsic motivation and critical thinkingen_US
dc.title.alternativeRendimiento académico en Música: efecto de la motivación intrínseca y el pensamiento críticoen_US
dc.typeinfo:eu-repo/semantics/Articlees
dc.typeArticlees
dc.identifier.doi10.1387/RevPsicodidact.12673
dc.identifier.scopus84935077060-
dc.identifier.isi000359327700010
dcterms.isPartOfRevista De Psicodidactica
dcterms.sourceRevista De Psicodidactica[ISSN 1136-1034],v. 20 (2), p. 377-391
dc.contributor.authorscopusid36186942700
dc.contributor.authorscopusid14632548600
dc.contributor.authorscopusid56709617500
dc.contributor.authorscopusid56709584600
dc.description.lastpage391-
dc.description.firstpage377-
dc.relation.volume20-
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.rights.accessrightsEspañolen_US
dc.type2Artículoen_US
dc.identifier.wosWOS:000359327700010
dc.contributor.daisngid2657129
dc.contributor.daisngid996936
dc.contributor.daisngid7365074
dc.contributor.daisngid25176844
dc.identifier.investigatorRIDB-4513-2010
dc.identifier.investigatorRIDM-5888-2016
dc.contributor.wosstandardWOS:Leon, J
dc.contributor.wosstandardWOS:Nunez, JL
dc.contributor.wosstandardWOS:Ruiz-Alfonso, Z
dc.contributor.wosstandardWOS:Bordon, B
dc.date.coverdateEnero 2015
dc.identifier.ulpgces
dc.description.sjr0,816
dc.description.jcr2,054
dc.description.sjrqQ1
dc.description.jcrqQ2
dc.description.sellofecytSello FECYT
dc.description.ssciSSCI
item.fulltextCon texto completo-
item.grantfulltextopen-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Educación-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Psicología, Sociología y Trabajo Social-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.orcid0000-0002-2400-7843-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
crisitem.author.fullNameNúñez Alonso, Juan Luis-
crisitem.author.fullNameRuiz Alfonso,Zuleica-
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