Development of Agency and Academic Goal Orientation in Graduate Students
DOI:
https://doi.org/10.12795/revistafuentes.2026.28132Keywords:
Self-learning, Students, Motivation, Postgrade, Learning processes, Academic achievement, Universities, Achievement motivationAbstract
Graduate programs present various challenges for students due to their more specialized nature, which requires constant and self-demanding work. In this context, greater autonomy can promote personal agency, enabling students to set goals and focus their efforts, resulting in a more satisfying learning experience and improved academic performance. As is well known, individuals who are motivated to learn independently contribute to building more critical, collaborative, and participatory communities. Therefore, this research aims to analyze the relationship between personal agency and the academic goal orientation of graduate students. A quantitative methodology with a survey-based design with a descriptive, correlational, and cross-sectional scope was developed. A total of 103 students from three graduate programs at a university in central Mexico participated, 72.8% women and 27.2% men, with an average age of 33.5 years. A questionnaire consisting of three sections was used: socio-demographics, assessment of personal agency, and academic goals. The results showed that learning orientation had higher average levels than performance orientation and self-orientation. The agency components showed a higher average level in reaction, followed by intention, foresight, and finally reflection. Self-orientation did not show a significant correlation with any agency component. The results are discussed in light of the variables studied.
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