Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/42801
Campo DC Valoridioma
dc.contributor.authorNúñez Alonso, Juan Luis-
dc.contributor.authorLeón González-Vélez, Jaime José-
dc.date.accessioned2018-11-21T11:11:04Z-
dc.date.available2018-11-21T11:11:04Z-
dc.date.issued2019-
dc.identifier.issn1354-0602-
dc.identifier.otherWoS-
dc.identifier.urihttp://hdl.handle.net/10553/42801-
dc.description.abstractThis research has a dual purpose: to translate into Spanish and validate a classroom engagement measure and, over a semester, to analyse the effect of students’ perception of autonomy support on the need for autonomy and the effect of autonomy, in turn, on four types of engagement. Data were collected at three time points from 448 undergraduate students via a longitudinal design. The results revealed adequate psychometric properties for the engagement scale, and the hypothesised effects were supported. Autonomy support was a significant predictor of the need for autonomy, which, in turn, predicted changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with need for autonomy. Moreover, need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. The findings are interpreted as supporting self-determination theory’s motivation mediation model and could be considered in future intervention programmes to improve the teaching–learning process in education.-
dc.languageeng-
dc.languageeng-
dc.languageeng-
dc.languageeng-
dc.relation.ispartofTeachers and Teaching: Theory and Practice-
dc.sourceTeachers and Teaching: Theory and Practice [ISSN 1354-0602], v. 25 (2), p. 147-159 (Febrero 2019)-
dc.subject61 Psicología-
dc.subject58 Pedagogía-
dc.subject.otherAutonomy support-
dc.subject.otherAutonomy need satisfaction-
dc.subject.otherEngagement-
dc.subject.otherUndergraduate students-
dc.subject.otherSelf-determination theory-
dc.titleDeterminants of classroom engagement: A prospective test based on self-determination theory-
dc.typeinfo:eu-repo/semantics/article-
dc.typeArticle-
dc.identifier.doi10.1080/13540602.2018.1542297-
dc.identifier.scopus85056148223-
dc.identifier.isi000457991400002-
dc.contributor.authorscopusid14632548600-
dc.contributor.authorscopusid36186942700-
dc.identifier.eissn1470-1278-
dc.description.lastpage159-
dc.identifier.issue2-
dc.description.firstpage147-
dc.relation.volume25-
dc.investigacionCiencias Sociales y Jurídicas-
dc.type2Artículo-
dc.contributor.daisngid996936-
dc.contributor.daisngid2657129-
dc.description.numberofpages13-
dc.utils.revision-
dc.contributor.wosstandardWOS:Nunez, JL-
dc.contributor.wosstandardWOS:Leon, J-
dc.date.coverdateFebrero 2019-
dc.identifier.ulpgc-
dc.contributor.buulpgcBU-EGB-
dc.description.sjr1,412-
dc.description.jcr2345,0-
dc.description.sjrqQ1-
dc.description.jcrqQ1-
dc.description.ssciSSCI-
dc.description.erihplusERIH PLUS-
item.grantfulltextrestricted-
item.fulltextCon texto completo-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Psicología, Sociología y Trabajo Social-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0002-2400-7843-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.fullNameNúñez Alonso, Juan Luis-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
Colección:Artículos
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