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Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement
ARTICLE

, University of Kent, United Kingdom ; , Loughborough University, United Kingdom ; , , University of Kent, United Kingdom

Learning and Instruction Volume 49, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Few studies have attempted to identify distinct psychological correlates of different forms of classroom disengagement. Drawing from basic psychological needs theory (Deci & Ryan, 2000), this study investigated two divergent mechanisms predicting active and passive classroom disengagement. Pupils (

Citation

Earl, S.R., Taylor, I.M., Meijen, C. & Passfield, L. (2017). Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement. Learning and Instruction, 49(1), 32-40. Elsevier Ltd. Retrieved August 24, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.12.001

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