• Pablo Usán Supervía, Carlos Salavera Bordás, and LorenteVíctor MurilloVM0000-0001-5941-0731Departament of Physiatry and Nursing, Faculty of Health and Sports Sciences, University of Zaragoza, Plaza Universidad no3, 22002 Huesca, Spain..
• Departament of Psychology, Faculty of Human Sciences and Education, University of Zaragoza, Valentín Carderera no4, 22003 Huesca, Spain.
• Int J Environ Res Public Health. 2020 Nov 11; 17 (22).

AbstractSome students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale-Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

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