<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282018000100007</article-id>
<article-id pub-id-type="doi">10.6018/analesps.34.1.262131</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Effect of 3x2 achievement goals and classroom goal structures on self-determined motivation: a multilevel analysis in secondary education]]></article-title>
<article-title xml:lang="es"><![CDATA[Efecto de las metas de logro y las estructuras de metas de clase 3x2 en la motivación autodeterminada: un análisis multinivel en educación secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez-Giménez]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cecchini]]></surname>
<given-names><![CDATA[José-A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez-Alonso]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prieto]]></surname>
<given-names><![CDATA[José-Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Rio]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oviedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>52</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282018000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282018000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282018000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study faces two objectives: (a) to examine the construct validity of the 3x2 Classroom Goal Structures Questionnaire, and (b) to jointly analyze the influence of the classroom goal structures and 3x2 achievement goals on high school students&#8217; self-determined motivation. 2284 students participated (51.6% men and 48.4% women) aged 12-17 years (M = 14.31 years, SD = 1.15), from 148 classrooms. The results of confirmatory factor analysis supported the hypothesized model. The validity and internal consistency of the questionnaire were satisfactory. The results of hierarchical linear models provided support to the direct, indirect and interaction models. Regarding direct effects, self-approach structure, and self-approach and task-approach goals were positive predictors of self-determined motivation, whereas the other-approach structure, and other-approach and task-avoidance goals were negative predictors. In relation to indirect effects, the results revealed that the three approach goals, and task-avoidance goals were partial mediators of the relationship between the self-approach structure and self-determined motivation, whereas other-approach goals were partial mediators in the relationship with their parallel structure. Regarding the interaction effects, the relationship between task-approach goals and self-determination varied depending on the other-approach structure.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio afronta dos objetivos: (a) examinar la validez de constructo del Cuestionario de Estructuras de Meta de Clase-3x2, y (b) analizar conjuntamente la influencia de las estructuras de metas de clase y las metas de logro 3x2 en la motivación autodeterminada del alumnado de secundaria. Participaron 2284 estudiantes (51,6% varones y 48,4% mujeres) de 12-17 años (M = 14.31 años; DT = 1.15), distribuidos en 148 clases. Los resultados del análisis factorial confirmatorio apoyaron el modelo hipotético. La validez y consistencia interna del cuestionario fueron satisfactorias. Los resultados de los modelos lineales jerárquicos proporcionaron apoyo a los modelos directo, indirecto y de interacción. Respecto a efectos directos, la estructura de aproximación-yo, y las metas de aproximación-yo y aproximación-tarea fueron predictores positivos de la motivación autodeterminada, mientras que la estructura de aproximación-otro, y las metas de aproximación-otro y evitación-tarea fueron predictores negativos. En cuanto a efectos indirectos, los resultados revelaron que las tres metas de aproximación y la de evitación-tarea eran mediadores parciales de la relación entre la estructura de aproximación-yo y la motivación autodeterminada, mientras que las metas de aproximación-otro lo eran en la relación con su estructura correspondiente. Respecto a la interacción, la relación entre las metas de aproximación-tarea y la autodeterminación varió en función de la estructura de aproximación-otro.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Personal goal orientation]]></kwd>
<kwd lng="en"><![CDATA[Motivational climate]]></kwd>
<kwd lng="en"><![CDATA[Multilevel models]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="es"><![CDATA[Orientación de meta personal]]></kwd>
<kwd lng="es"><![CDATA[Clima motivacional]]></kwd>
<kwd lng="es"><![CDATA[Modelos multinivel]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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