Situational Interest in Spanish Language Class on Secondary Education: Structural Relations with Engagement, Disaffection, and Performance
The purpose of this study was to test a model linking interest, engagement, and performance. The study assessed three types of situational interest (triggered, maintained-feeling, and maintained-value), behavioral engagement, behavioral disaffection, and performance in Spanish language classes. Thes...
| Autor Principal: | González Fernández, Antonio; Universidad de Vigo. España |
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| Otros Autores: | Paoloni, Verónica; Universidad Nacional de Río Cuarto. Córdoba., Rinaudo, Cristina; Universidad Nacional de Río Cuarto. Córdoba., Donolo, Danilo; Universidad Nacional de Río Cuarto. Córdoba. |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2012
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/2333 |
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| Sumario: |
The purpose of this study was to test a model linking interest, engagement, and performance. The study assessed three types of situational interest (triggered, maintained-feeling, and maintained-value), behavioral engagement, behavioral
disaffection, and performance in Spanish language classes. These variables were assessed in the classroom over a nine-month period on a sample of 565 Spanish secondary students aged 12 to 17 years (mean age = 13.78 years; SD = 1.14). A series of structural equation models revealed that the three types of situational interest significantly predicted engagement, disaffection, and performance; engagement and disaffection also predicted performance; as hypothesized, engagement and disaffection mediated the effects of situational interest on academic performance. To conclude, the implications of these findings are discussed in the light of current theory of interest and educational intervention programmes. |
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