Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes / Compromiso conductual y desafección con las actividades escolares: explorando un modelo de facilitadores motivacionales y resultados de rendimiento

Previous research has shown that perceived control, task value, behavioral engagement and disaffection are personal determinants of academic performance. However, little research has simultaneously examined these constructs in secondary education. The present study analyzed the structural relationships between these variables and the role of engagement and disaffection as mediators of control and value on performance. Participants were 446 students (51.3% girls) ranging in age from 12 to 16 years attending six Spanish compulsory secondary schools (from 7th to 10th grades). The variables were assessed over a nine-month period. Structural equation models results confirmed the hypotheses: control and value significantly predicted engagement, disaffection, and performance; engagement and disaffection predicted performance and partially mediated the effects from control and value on performance. Implications for psychoeducational theory and practice are discussed

Investigaciones previas han mostrado que el control percibido, el valor de la tarea, el compromiso conductual y la desafección son determinantes personales del rendimiento académico. Sin embargo, pocas investigaciones han examinado simultáneamente estos constructos en educación secundaria. El presente estudio analizó las relaciones estructurales entre estas variables y el papel del compromiso y la desafección como mediadores de los efectos del control y el valor sobre el rendimiento. Los participantes fueron 446 estudiantes (51.3% chicas) con edades comprendidas entre 12 y 16 años que asistían a seis colegios de educación secundaria obligatoria (de 7º a 10º cursos; de 1º a 4º de ESO). Las variables se evaluaron a lo largo de nueve meses. Los resultados de los modelos de ecuaciones estructurales confirmaron las hipótesis: el control y el valor predijeron significativamente el compromiso, la desafección y el rendimiento; el compromiso y la desafección predijeron el rendimiento y mediaron parcialmente los efectos del control y el valor sobre el rendimiento. Se concluye discutiendo las implicaciones para la teoría y la práctica psicoeducativa

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 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.

Interés situacional en clase de Lengua Española en secundaria: relaciones estructurales con el compromiso, el desapego y el rendimiento / Situational Interest in Spanish Language Class on Secondary Education: Structural Relations with Engagement, Disaffection, and Performance

El objetivo de este estudio fue evaluar un modelo que relaciona interés, compromiso y rendimiento. El estudio evaluó tres modalidades de interés situacional (activado, mantenido-afecto y mantenido-valor), el compromiso conductual, el desapego conductual y el rendimiento en clase de Lengua Española. Estas variables se evaluaron en el aula a lo largo de un período de nueve meses en una muestra de 565 alumnos españoles de Educación Secundaria Obligatoria (ESO), con edades comprendidas entre 12 y 17 años (Media = 13.78 años; DE = 1.14). Una serie de modelos de ecuaciones estructurales reveló que las tres modalidades del interés situacional predijeron significativamente el compromiso, el desapego y el rendimiento; compromiso y desapego predijeron el rendimiento; como se había hipotetizado, compromiso y desapego mediaron los efectos del interés situacional sobre el rendimiento académico. Para concluir, se discuten los resultados y sus implicaciones para la teoría del interés y para los programas de intervención educativa.

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 (Mean 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.