Interés situacional en clase de Lengua Española en secundaria: relaciones estructurales con el compromiso, el desapego y el rendimiento
Year: 2013
Type: article
Study design: Observational Study
Abstract: 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.
Source: Universitas Psychologica
Institutions: Universidade de Vigo, Universidad Nacional de Río Cuarto
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1996878976