Boredom and enjoyment in the Spanish language classroom in sec-ondary education: Motivational predictors and effects on performance

Authors

  • Antonio González Universidad de Vigo
  • Verónica Paoloni Universidad Nacional de Río Cuarto. Córdoba
  • Cristina Rinaudo Universidad Nacional de Río Cuarto. Córdoba
DOI: https://doi.org/10.6018/analesps.29.2.136401
Keywords: Self-determination, motivation, academic emotions, academic achievement, structural models

Abstract

The aim of this study was to undertake a structural equation modelling analysis of the relationship between self-determined motivation, boredom, enjoyment, and performance in the Spanish language classroom. The sample consisted of 642 Spanish secondary education students aged 12 to 18 years, who were assessed at 3 successive intervals. The results reveal that intrinsic motivation and identified regulation positively predicted enjoyment and performance, and negatively boredom; amotivation and external regulation positively predicted boredom, and negatively enjoyment and performance; introjected regulation, however, did not yield conclusive results; boredom and enjoyment predicted performance and mediated the relationships between self-determined motivation and performance. The results are discussed in terms of the significance of self-determination and emotions in academic settings.

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Published
28-04-2013
How to Cite
González, A., Paoloni, V., & Rinaudo, C. (2013). Boredom and enjoyment in the Spanish language classroom in sec-ondary education: Motivational predictors and effects on performance. Anales de Psicología / Annals of Psychology, 29(2), 426–434. https://doi.org/10.6018/analesps.29.2.136401
Issue
Vol. 29 No. 2 (2013)
Section
Developmental and Educational Psychology

 

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