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

Abstract

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 psycho-educational theory and practice are discussed.

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

“…Academic engagement has been conceptualized as the extent to which students are committed to school and motivated to learn ( González et al, 2015 ). The engagement concept has been traditionally applied in the work area, and is understood in terms of task behavior, effort, persistence, participation and work habits ( Schaufeli et al, 2002a , b ; Kahu, 2013 ).…”

“…The engagement concept has been traditionally applied in the work area, and is understood in terms of task behavior, effort, persistence, participation and work habits ( Schaufeli et al, 2002a , b ; Kahu, 2013 ). However, in the last years, this construct has become increasingly complex with the advent of new instruments that define AE in terms of three dimensions: behavioral (i.e., time on task), emotional (i.e., interest and value), and cognitive engagement (i.e., self-regulation and learning strategies; Fredricks et al, 2004 ; González et al, 2015 ). Recent research has suggested a fourth dimension of student’s engagement in school, namely personal agency, which conceptualizes students as proactive, as agents of action by showing initiative, interest and making suggestions ( Veiga et al, 2015 ).…”

“…Recent research has suggested a fourth dimension of student’s engagement in school, namely personal agency, which conceptualizes students as proactive, as agents of action by showing initiative, interest and making suggestions ( Veiga et al, 2015 ). Moreover, AE has been researched from different approaches, focusing on a diversity of topics related to students, including task value, class participation, satisfaction, emotional and academic involvement, achievement, motivation, perceived control and self-efficacy, self-esteem, emotional intelligence, and well-being ( Caballero et al, 2007 ; Appleton et al, 2008 ; Ros et al, 2012 ; González et al, 2015 ; Oriol et al, 2016 ).…”

Modelo de Acción Docente como Alternativa Pedagógica para el Manejo del Trastorno Disocial Escolar

“…En cuanto al primer objetivo específico, referido a la descripción de los tipos de comportamiento disóciales que ocurren en los estudiantes de educación secundaria de la Unidad Educativa "Alto Barinas Norte"; se logró observar y registrar para su clasificación, un conjunto de manifestaciones conductuales caracterizados por la presencia de la agresión verbal y física, delincuencia, burlas e incumplimiento de las normas de convivencia, que en conjunto afectaban el bienestar estudiantil. Estos hechos fueron identificados como evidencias de trastorno disocial, frente a los cuales los docentes no actuaban de manera proactiva, siendo común que obviaran lo ocurrido o adoptasen una actitud complaciente, producto del desconocimiento de estrategias para actuar en tales situaciones o no contar con competencias para ello (González, et al, 2015).…”

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

“…Utility value is associated with the perceived usefulness of the task in achieving personal goals. Utility and attainment values have been found to influence academic engagement in secondary school students (González, Paoloni, Donolo, & Rinaudo, 2015;Watt et al, 2012). Fewer differences in mathematics attainment and utility value between girls and boys have been reported than is the case with intrinsic value (Watt, 2004;Watt et al, 2012).…”