摘要：Previous resea rch has shown that perceived control, task value, behavioral engagement and disaffection are personal determ i nants of ac a- demic performance. However, little research has simult a neously examined these constructs in secondary education. The pr e sent study anal yzed the structural relationships between these vari a bles and the role of engagement and disaffection as mediators of control and value on performance. Parti c- ipants were 446 students (51.3% girls) ranging in age from 12 to 16 years attending six Spanish co mpulsory secondary schools (from 7th to 10th grades). The vari a bles were assessed over a nine - month period. Structural equation models results confirmed the hypotheses: control and value si g- ni fi cantly predicted engagement, disaffection, and performance; e n gag e- ment and disaffection predicted performance and partially med i ated the e f- fects from control and value on performance. Implications for psycho - educational theory and practice are discussed.
其他摘要：Previous resea rch has shown that perceived control, task value, behavioral engagement and disaffection are personal determ i nants of ac a- demic performance. However, little research has simult a neously examined these constructs in secondary education. The pr e sent study anal yzed the structural relationships between these vari a bles and the role of engagement and disaffection as mediators of control and value on performance. Parti c- ipants were 446 students (51.3% girls) ranging in age from 12 to 16 years attending six Spanish co mpulsory secondary schools (from 7th to 10th grades). The vari a bles were assessed over a nine - month period. Structural equation models results confirmed the hypotheses: control and value si g- ni fi cantly predicted engagement, disaffection, and performance; e n gag e- ment and disaffection predicted performance and partially med i ated the e f- fects from control and value on performance. Implications for psycho - educational theory and practice are discussed.
