Resumo

GONZALEZ, Antonio; PAOLONI, Verónica  e  RINAUDO, Cristina. Boredom and enjoyment in the Spanish language classroom in secondary education: motivational predictors and effects on performance. Anal. Psicol. [online]. 2013, vol.29, n.2, pp.426-434. ISSN 1695-2294.  https://dx.doi.org/10.6018/analesps.29.2.136401.

The aim of this study was to undertake a structural equation modelling analysis of the relationship between self-determined motivation, boredom, enjoyment, and performance in the Spanish language classroom. The sample consisted of 642 Spanish secondary education students aged 12 to 18 years, who were assessed at 3 successive intervals. The results reveal that intrinsic motivation and identified regulation positively predicted enjoyment and performance, and negatively boredom; amotivation and external regulation positively predicted boredom, and negatively enjoyment and performance; introjected regulation, however, did not yield conclusive results; boredom and enjoyment predicted performance and mediated the relationships between self-determined motivation and performance. The results are discussed in terms of the significance of self-determination and emotions in academic settings.

Palavras-chave : Self-determination; motivation; academic emotions; academic achievement; structural models.

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