Self-determination, behavioral engagement, disaffection, and academic performance: A mediational analysis
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 peri...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2014 |
| Country: | Argentina |
| Institution: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repository: | CONICET Digital (CONICET) |
| Language: | English |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/100850 |
| Online Access: | http://hdl.handle.net/11336/100850 |
| Access Level: | Open access |
| Keyword: | ACADEMIC PERFORMANCE BEHAVIORAL ENGAGEMENT/DISAFFECTION SECONDARY EDUCATION SELF-DETERMINATION SPANISH LANGUAGE https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 |
| Summary: | 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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