Self-determination, behavioral engagement, disaffection, and academic performance: a mediational analysis

Antonio González Fernández ^[1] ; Paola Verónica Paoloni ^[2]
1. [1] Universidade de Vigo
  
  Universidade de Vigo
  
  Vigo, España
2. [2] Universidad Nacional de Río Cuarto
  
  Universidad Nacional de Río Cuarto
  
  Argentina
Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 17, 2014, págs. 1-10
Idioma: inglés
Enlaces
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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 (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.