publisher
How to get students motivated in the classroom. A comparative study between the 2nd year of Basic Vocational Training and the 4th year of Compulsory Secondary Education in Spain
- Source
- Frontiers in Education
- Published
- Last verified
- 9 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, People & Capability
Executive summary
What happened, and why should leadership care?
A study published in Frontiers in Education, examining student motivation in Spain, found notable differences between educational streams and genders. Using the MAPE-II questionnaire on 63 students aged 15-17, the research identified significant variations in the 'fear of failure' dimension, with female students and those in the fourth year of Compulsory Secondary Education (ESO) reporting higher levels. This analysis aims to inform guidelines for educators to enhance student motivation.
Why this matters
Why is this strategically important?
Understanding factors influencing student motivation is critical for educational institutions to design effective curricula and pedagogical approaches. Addressing varying motivational profiles, particularly concerning 'fear of failure' among different student cohorts, can enhance learning engagement and academic achievement across educational systems.
Key insights
What should be noted from the evidence?
- Student motivation is a critical determinant of academic performance and learning outcomes.
- Significant differences in 'fear of failure' were observed between student groups.
- Girls scored higher than boys on the 'fear of failure' dimension.
- Fourth-year Compulsory Secondary Education (ESO) students scored higher than Basic Vocational Education and Training (FPB) students on 'fear of failure'.
- The study aimed to propose guidelines for teachers to foster student motivation, based on identified differences.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication