Self-determination, behavioral engagement, disaffection, and academic performancea mediational analysis

  1. González Fernández, Antonio 1
  2. Paoloni, Paola Verónica 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad Nacional de Río Cuarto
    info

    Universidad Nacional de Río Cuarto

    Córdoba, Argentina

    ROR https://ror.org/0002pcv65

Revue:
The Spanish Journal of Psychology

ISSN: 1138-7416

Année de publication: 2014

Volumen: 17

Pages: 1-10

Type: Article

DOI: 10.1017/SJP.2014.82 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: The Spanish Journal of Psychology

Résumé

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 (ß = �.097; p < .002; Confidence Interval = �.177, �.051), identified regulation (ß = .109; p < .006; CI = .054, .165), and intrinsic motivation (ß = .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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