Motivacion y aprendizaje en el alumnado de educacion secundaria y rendimiento academico: un analisis desde la diversidad e inclusion educativa.

Abstract

In this work it is presented, on one hand, the positioning of the authors in connection with the outstanding concepts of diversity, handicapping and educational inclusion, and, on the other, the main motivational variables that are affecting the pupils of secondary education in obtaining their academic progress. The three concepts that are mentioned in this paper are intimately related, although it is intended to propose the inclusion to face the integration because it supposes a significant change both at the level of the regular education, as well as in that of the denominated special education. In fact, all the students, without exception, can achieve a higher grade of educational equity and thus it is made possible to advance toward the creation of schools that imply in educating into and for the diversity and that can be understood as a strong enrichment source and of improvement in educational quality. Concrete forms that have the students and students to focus and approach their study processes are linked to these previous topics. In this perspective, an analysis is made in details of the main variable codeterminants of the high academic progress (good) and low (fail), observing those motivational variables and those of learning strategies that have an unequal incidence in one and another development aspect. The variables of academic goals have been analyzed, causal attributions, styles and learning strategies, as well as their effects on the academic progress of the student of secondary education, in Galicia, starting from three investigations carried out in the years 1999, 2002 and 2005. It concludes with some proposals for a psychoeducational intervention, taking basically into consideration the student of secondary education with low academic progress.