Self-Determination, Behavioral Engagement, Disaffection, and Academic Performance: a Mediational Analysis

The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R-2 = .39) and disaffection (R-2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R-2 = .43); engagement and disaffection partially mediated the relationship from external regulation (beta = -. 097; p < .002; Confidence Interval = -. 177, -. 051), identified regulation (beta = .109; p < .006; CI = .054,.165), and intrinsic motivation (beta = .139; p < .002; CI = .086,.206) to performance. The implications of these findings for current theory and educational intervention are discussed.