Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes

• Autores: Antonio González Fernández, Paola Verónica Paoloni, Danilo Donolo, María Cristina Rinaudo
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 31, Nº. 3, 2015, págs. 869-878
• Idioma: inglés
• DOI: 10.6018/analesps.31.3.176981
• Títulos paralelos:
  • Compromiso conductual y desafección con las actividades escolares: explorando un modelo de facilitadores motivacionales y resultados de rendimiento
• Enlaces
  • Texto completo
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Investigaciones previas han mostrado que el control percibido, el valor de la tarea, el compromiso conductual y la desafección son deter-minantes personales del rendimiento académico. Sin embargo, pocas inves-tigaciones han examinado simultáneamente estos constructos en educación secundaria. El presente estudio analizó las relaciones estructurales entre es-tas 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 im-plicaciones para la teoría y la práctica psicoeducativa

  • English

    Previous research has shown that perceived control, task value, behavioral engagement and disaffection are personal determinants of aca-demic 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. Partic-ipants 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 sig-nificantly predicted engagement, disaffection, and performance; engage-ment and disaffection predicted performance and partially mediated the ef-fects from control and value on performance. Implications for psycho-educational theory and practice are discussed

• Referencias bibliográficas
  • Arbuckle, J. (2013). AMOS 22. User’s Guide. Chicago, IL: SmallWaters Corporation.
  • Archambault, I., Eccles, J., & Vida, M. (2010). Ability self-concepts and subjective value in literacy: Joint trajectories from grades...
  • Bempechat, J., & Shernoff, D. (2012). Parental influences on achievement motivation and student engagement. In S. Christenson, A. Reschly,...
  • Bong, M., Arum, H., Arum, K, & Sung-il, K. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational...
  • Brislin, R. (1986). The wording and translation of research instruments. In W. Lonner & J. Berry (Eds.), Field methods in cross-cultural...
  • Byrne, B. (2010). Structural equation modeling with AMOS. Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.
  • Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics....
  • Cleary, T., & Zimmerman, B. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications....
  • Cole, J., Bergin, D., & Whittaker, T. (2008). Predicting student achievement for low stakes tests with effort and task value. Contemporary...
  • Durik, A., Vida, M., & Eccles, J. (2006). Task value and ability beliefs as predictors of high school literacy choices: A developmental...
  • Eccles, J. S., O’Neill, S. A., & Wigfield, A. (2005). Ability self-perceptions and subjective task values in adolescents and children....
  • Eccles, J., & Wang, M. (2012). So what is student engagement anyway? In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of...
  • Eccles, J., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related...
  • Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. http://dx.doi.org/10.1146/annurev.psych.53.100901.135153.
  • Elmore, G., & Huebner, S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships,...
  • Extremera, N., Durán, A. & Rey, L. (2007). Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes...
  • Fletcher, K., & Neumeister, K. (2012). Research on perfectionism and achievement motivation: Implications for gifted students. Psychology...
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational...
  • García, M., Casal, J., Merino, R., & Sánchez, A. (2013). Itinerarios de abandono escolar y transiciones tras la enseñanza secundaria obligatoria....
  • Gniewosz, B., & Noack, P. (2012). What you see is what you get: The role of early adolescents’ perceptions in the intergenerational transmission...
  • González González, M. (2010). El alumno ante la escuela y su propio aprendizaje: algunas líneas de investigación en torno al concepto de implicación....
  • Greene, B., Miller, R., Crowson, M., Duke, B., & Akey, K. (2004). Predicting high school students’ cognitive engagement and achievement:...
  • Hall, N., Perry, R., Chipperfield, J., Clifton, R., & Haynes, T. (2006). Enhancing primary and secondary control in achievement settings...
  • Hong, E., Peng, Y., & Rowell, L. (2012). Homework self-regulation: Grade, gender, and achievement-level differences. Contemporary Educational...
  • Hughes, J., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students’ peer acceptance:...
  • Hughes, J., Wu, W., & West, S. (2011). Teacher performance goal practices and elementary students’ behavioral engagement: A developmental...
  • Hulleman, Ch., Godes, O., Hendricks, B., & Harackiewicz, J. (2010). En-hancing interest and performance with a utility value intervention....
  • Husman, J., Derryberry, W., Crowson, H., & Lomax, R. (2004). Instrumen-tality, task-value, and intrinsic motivation: Making sense of their...
  • INEE (2010). PISA 2009. Programa para la evaluación internacional de los alumnos OCDE. Informe español. Madrid: Ministerio de Educación.
  • INEE (2011). Panorama de la educación. Indicadores de la OCDE. Informe español. Madrid: Ministerio de Educación.
  • Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology,...
  • Johnson, M. L., & Sinatra, G. M. (2013). Use of task-value instructional inductions for facilitating engagement and conceptual change....
  • Lawson, M., & Lawson, H. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational...
  • Liem, A., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task...
  • Liem, A., & Martin, A. (2011). Peer relationships and adolescents’ academic and non academic outcomes: Same-sex and opposite-sex peer...
  • Linnenbrink-García, L., Rogat, T., & Kosley, K. (2011). Affect and engagement during group instruction. Contemporary Educational Psychology,...
  • Martin, A. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology,...
  • Martin, A. (2009). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school,...
  • Martin, A., Anderson, J., A Bobis, Way, J., & Vellar, R. (2012). Switching on and switching off in mathematics: An ecological study of...
  • Martin, A., & Marsh, H. (2008). Academic buoyancy: Towards an under-standing of students’ everyday academic resilience. Journal of School...
  • Miñano, P., Gilar, R. & Castejón, J. L. (2012). A structural model of cognitive-motivational variables as explanatory factors of academic...
  • OECD (2010). PISA 2009 results: What students know and can do. Student performance in reading, mathematics and science (Volume I). Paris:...
  • Pekrun, R., Goetz, T., Daniels, L., Stupnisky, R., & Perry, R. (2010). Boredom in achievement settings: Exploring control-value antecedents...
  • Pekrun, R., & Linnenbrink-García, L. (2012). Academic emotions and student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.),...
  • Perry, R., Hladkyj, S., Pekrun, R., & Pelletier, S. (2001). Academic control and action control in the achievement of college students:...
  • Pianta, R., Hamre, B., & Allen, J (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the...
  • Pyryt, M. (2007). The giftedness/perfectionism connection: recent research and implications. Gifted Education International, 23, 273-279....
  • Raftery, J., Grolnick, W., & Flamm, E. (2012). Families as facilitators of student engagement: Toward a home-school partnership model....
  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook...
  • Reeve, J. & Tseng, C. (2011). Agency as a fourth aspect of students’ en-gagement during learning activities. Contemporary Educational...
  • Roebers, C., Cimeli, P., Röthlisberber, M., & Neuenschwander, R. (2012). Executive functioning, metacognition, and self-perceived competence...
  • Salanova, M., Martínez, I., Bresó, E., Llorens, S. & Grau, R. (2005). Bienestar psicológico en estudiantes universitarios: facilitadores...
  • Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating...
  • Sastre-Riva, S. (2013). High intellectual ability: Extracurricular enrichment and cognitive management. Journal of the Education of the Gifted,...
  • Skinner, E. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549-570. http://dx.doi.org/10.1037/0022-3514.71.3.549.
  • Skinner, E., Furrer, C., Marchand, G., & Kinderman, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational...
  • Skinner, E., Kinderman, T., Connell, J., & Wellborn, J. (2009a). Engagement and disaffection as organizational constructs in the dynamic...
  • Skinner, E., Kinderman, T., & Furrer, C. (2009b). A motivational perspective on engagement and disaffection. Conceptualization and assessment...
  • Skinner, E. & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. Christenson, A....
  • Stoeber, J., Feast, A., & Hayward, J. (2009). Self-oriented and socially oriented perfectionism: Differential relationships with intrinsic...
  • Stoeber, J., Hutchfield, J., & Wood, K. (2008). Perfectionism, self-efficacy, and aspiration level: differential effects of perfectionistic...
  • Stupnisky, R., Perry, R., Hall, N., & Guay, F. (2012). Examining perceived control level and instability as predictors of first-year college...
  • Thompson, S., & Schlehofer, M. (2008). The many sides of control motivation: Motives for high, low, and illusory control. In J. Shah &...
  • Tomarken, A., & Waller, N. (2005). Structural equation modeling: Strengths, limitations, and misconceptions. Annual Review of Clinical...
  • Wigfield, A., Tonks, S., & Klauda, S. (2009). Expectancy-value theory. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation...
  • Wu, A., & Zumbo, B. (2008). Understanding and using mediators and moderators. Social Indicators Research, 87, 367-392. http://dx.doi.org/10.1007/s11205-007-9143-1.