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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/23592

Title: Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement
Authors: Earl, Stephen R.
Taylor, Ian M.
Meijen, Carla
Passfield, Louis
Keywords: Teacher control
Motivation
Psychological needs
Frustration
Disengagement
Issue Date: 2017
Publisher: © Elsevier
Citation: 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.
Abstract: Few 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.
Description: This paper is in closed access until 10th Jun 2018.
Version: Accepted for publication
DOI: 10.1016/j.learninstruc.2016.12.001
URI: https://dspace.lboro.ac.uk/2134/23592
Publisher Link: http://dx.doi.org/10.1016/j.learninstruc.2016.12.001
ISSN: 0959-4752
Appears in Collections:Closed Access (Sport, Exercise and Health Sciences)

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