Intentional Behavior and Academic Performance Among High School and Undergraduate Students

• DOI: https://doi.org/10.22533/at.ed.8208622610038

• Palavras-chave: intentionality of behavior, high academic achievement, correlation, scale, psychological model of intentionality.

• Keywords: intentionality of behavior, high academic achievement, correlation, scale, psychological model of intentionality.

• Abstract:

  The purpose of this study was to investigate the correlation between intentional behavior and academic performance among high school and undergraduate students. The Behavior Intentionality Scale (EIC), validated by Torres and Miranda (2019), was used. This scale is part of the Psychological Model of Intentionality developed by the same authors in 2015, consisting of six scales that measure this construct. “Intentionality” is an abstract concept; therefore, it was decided to treat it as “intentional behavior,” which allows for its measurement. We define it as: A psychological process of an active, conscious agent with a specific purpose, who seeks to achieve a goal, and who self-regulates in order to attain a specific end (Miranda and Torres, 2015). Academic performance, meanwhile, has been conceptualized in various ways; however, for this study, high performance   was defined as an average grade of 8 to 10.   A cross-sectional design was used with a purposive non-probabilistic sample of 91 students, aged 17 to 25, at the high school and undergraduate levels. The results obtained show an internal consistency of 0.84 with 25 items.