Interés situacional en clase de Lengua Española en secundariarelaciones estructurales con el compromiso, el desapego y el rendimiento
- Antonio González Fernández
- Paola Verónica Paoloni
- María Cristina Rinaudo
- Danilo Donolo
ISSN: 1657-9267
Year of publication: 2013
Volume: 12
Issue: 3
Pages: 753-765
Type: Article
More publications in: Universitas psychologica
Abstract
The purpose of this study was to test a model linking interest, engagement, and performance. The study assessed three types of situational interest (triggered, maintained-feeling, and maintained-value), behavioral engagement, behavioral disaffection, and performance in Spanish language classes. These variables were assessed in the classroom over a nine-month period on a sample of 565 Spanish secondary students aged 12 to 17 years (M age = 13.78 years; SD = 1.14). A series of structural equation models revealed that the three types of situational interest significantly predicted engagement, disaffection, and performance; engagement and disaffection also predicted performance; as hypothesized, engagement and disaffection mediated the effects of situational interest on academic performance. To conclude, the implications of these findings are discussed in the light of current theory of interest and educational intervention programmes.