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Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement
journal contribution
posted on 2017-01-06, 09:55 authored by Stephen R. Earl, Ian TaylorIan Taylor, Carla Meijen, Louis PassfieldFew studies have attempted to identify distinct psychological correlates of different forms of classroom disengagement. Drawing from basic psychological needs theory (Deci & Ryan, 2000), this study investigated two divergent mechanisms predicting active and passive classroom disengagement. Pupils (N= 647; age = 11–14 years) and their respective teachers completed a questionnaire measuring the study variables. Using structural equation modelling, pupils’ perceptions of teacher psychological control positively predicted pupils’ autonomy and competence frustration in class. Pupils’ competence frustration indirectly and positively associated with teacher-rated passive disengagement (e.g. daydreaming in class), via reduced feelings of vitality. Pupils’ autonomy frustration demonstrated positive associations with both active disengagement (e.g. talking and making noise) and passive disengagement but neither relationship was explained by feelings of vitality. These distinct mechanisms may have implications for educators, identifying potential causes of different forms of pupil disengagement and the importance of avoiding psychological control in classrooms.
History
School
- Sport, Exercise and Health Sciences
Published in
Learning and InstructionCitation
EARL, S.R. ...et al., 2017.Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement. Learning and Instruction, 49, pp. 32–40.Publisher
© ElsevierVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2016-12-05Publication date
2017Notes
This paper was accepted for publication in the journal Learning and Instruction and the definitive published version is available at http://dx.doi.org/10.1016/j.learninstruc.2016.12.001ISSN
0959-4752Publisher version
Language
- en