info:eu-repo/semantics/article
Self-determination, behavioral engagement, disaffection, and academic performance: A mediational analysis
Fecha
2014-11Registro en:
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
1988-2904
1988-2904
CONICET Digital
CONICET
Autor
González, Antonio
Paoloni, Paola Veronica Rita
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.