Artículo
Self-determination, behavioral engagement, disaffection, and academic performance: A mediational analysis
Fecha de publicación:
11/2014
Editorial:
Cambridge University Press
Revista:
Spanish Journal of Psychology
ISSN:
1988-2904
e-ISSN:
1988-2904
Idioma:
Inglés
Tipo de recurso:
Artículo publicado
Clasificación temática:
Resumen
The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R 2 =.39) and disaffection (R 2 =.24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R 2 =.43); engagement and disaffection partially mediated the relationship from external regulation (β = -.097; p <.002; Confidence Interval = -.177, -.051), identified regulation (β =.109; p <.006; CI =.054,.165), and intrinsic motivation (β =.139; p <.002; CI =.086,.206) to performance. The implications of these findings for current theory and educational intervention are discussed.
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Colecciones
Articulos(CCT - CORDOBA)
Articulos de CTRO.CIENTIFICO TECNOL.CONICET - CORDOBA
Articulos de CTRO.CIENTIFICO TECNOL.CONICET - CORDOBA
Citación
González, Antonio; Paoloni, Paola Veronica Rita; Self-determination, behavioral engagement, disaffection, and academic performance: A mediational analysis; Cambridge University Press; Spanish Journal of Psychology; 17; 2; 11-2014
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