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

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.