Resumo

GONZALEZ FERNANDEZ, Antonio; PAOLONI, Paola Verónica; RINAUDO, María Cristina  e  DONOLO, Danilo. Situational Interest in Spanish Language Class on Secondary Education: Structural Relations with Engagement, Disaffection, and Performance. Univ. Psychol. [online]. 2013, vol.12, n.3, pp.753-765. ISSN 1657-9267.

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.

Palavras-chave : Behavioral engagement; disaffection; situational interest; Spanish language; academic performance; Educational Psychology; learning; motivational emotional and cognitive aspects.

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