SciELO - Scientific Electronic Library Online

vol.31 issue3Adaptation and validation of the CUVE³-EP questionnaire for the assessment of school violence in Dominican Republic primary schoolsSpecific Language Impairment: markers into semantic and pragmatic areas in Spanish-speaking children author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Anales de Psicología

On-line version ISSN 1695-2294Print version ISSN 0212-9728


GONZALEZ, Antonio; PAOLONI, Paola-Verónica; DONOLO, Danilo  and  RINAUDO, Cristina. Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes. Anal. Psicol. [online]. 2015, vol.31, n.3, pp.869-878. ISSN 1695-2294.

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.

Keywords : Secondary education; perceived control; task value; academic engagement; disaffection; academic performance.

        · abstract in Spanish     · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License