The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generali... more The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generality to analyze human motivation (global, contextual, and situational). The dynamism of motivation is explained by means of the relations between the three levels. The purpose of this study is to test the reciprocal effects, top-down and bottom-up, between one motivational level and the adjacent level, as well as the stability of the global level (horizontal effect). A longitudinal design with six measurement time points across a 4-month interval was used. Participants were 142 undergraduate students. Results from path analysis using a Bayesian estimation method provided support for our hypotheses. Finally, the implications of the dynamic processes of influence among the hierarchical levels in academic setting are discussed. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba RESUMEN El modelo jerárquico de la motivación intrínseca y extrínseca establece tres niveles de generalidad para analizar la motivación humana (global, contextual y situacional). El dinamismo de la motivación se explica de acuerdo a las relaciones entre estos niveles. El objetivo de este estudio es probar los efectos recíprocos, arriba-abajo y abajo-arriba entre cada nivel motivacional y su adyacente, así como la estabilidad del nivel global (efecto horizontal). Se lleva a cabo un diseño longitudinal durante un periodo de cuatro meses. Los participantes han sido 142 estudiantes universitarios. Los resultados del path analisis, utilizando un método de estimación bayesiano, apoyan las hipótesis planteadas. Finalmente, las implicaciones de los procesos dinámicos de influencia entre los niveles jerárquicos son discutidas en el contexto académico. Palabras clave: modelo jerárquico, teoría de la autodeterminación, efecto arriba-abajo, efecto abajo-arriba, estudio longitudinal.
A B S T R A C T The purpose of this study was to examine the relationship between teacher emphasi... more A B S T R A C T The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students' harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students' harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.
Introducción. En Educación Secundaria es frecuente encontrarse con alumnos que piensan que tal ve... more Introducción. En Educación Secundaria es frecuente encontrarse con alumnos que piensan que tal vez no sean lo suficientemente inteligentes como para superar con éxito esta etapa educativa. Pensar en la inteligencia como algo fijo o modificable influye en el rendimiento académico, por lo que nos preguntamos si una intervención breve puede cambiar las ideas del alumnado sobre su inteligencia. El objetivo principal de esta investigación fue diseñar y analizar la eficacia de una intervención, para que el alumnado piense que la inteligencia no es algo innato e inmodificable, sino que todos tenemos un potencial intelectual y que depende de nosotros mismos trabajar para desarrollarlo. Método. El programa se diseñó siguiendo los principios de las intervenciones breves, y se llevó a cabo con alumnos de 1º de Educación Secundaria Obligatoria. Para analizar su eficacia se realizó un estudio con grupo cuasi-experimental y de cuasi-control, con una evaluación previa y dos posteriores a la intervención. Resultados. Mediante un modelo multinivel se observó que la trayectoria del grupo experimental fue diferente a la del grupo control, obteniendo evidencias de que los alumnos del grupo experimental disminuyeron sus creencias acerca de la inteligencia como algo estable e inmodificable. Discusión y conclusiones. Este trabajo puede servir como punto de partida para que futuros trabajos mejoren el rendimiento académico de una forma sencilla, replicable y fácilmente escalable
The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generali... more The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generality to analyze human motivation (global, contextual, and situational). The dynamism of motivation is explained by means of the relations between the three levels. The purpose of this study is to test the reciprocal effects, top-down and bottom-up, between one motivational level and the adjacent level, as well as the stability of the global level (horizontal effect). A longitudinal design with six measurement time points across a 4-month interval was used. Participants were 142 undergraduate students. Results from path analysis using a Bayesian estimation method provided support for our hypotheses. Finally, the implications of the dynamic processes of influence among the hierarchical levels in academic setting are discussed. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba RESUMEN El modelo jerárquico de la motivación intrínseca y extrínseca establece tres niveles de generalidad para analizar la motivación humana (global, contextual y situacional). El dinamismo de la motivación se explica de acuerdo a las relaciones entre estos niveles. El objetivo de este estudio es probar los efectos recíprocos, arriba-abajo y abajo-arriba entre cada nivel motivacional y su adyacente, así como la estabilidad del nivel global (efecto horizontal). Se lleva a cabo un diseño longitudinal durante un periodo de cuatro meses. Los participantes han sido 142 estudiantes universitarios. Los resultados del path analisis, utilizando un método de estimación bayesiano, apoyan las hipótesis planteadas. Finalmente, las implicaciones de los procesos dinámicos de influencia entre los niveles jerárquicos son discutidas en el contexto académico. Palabras clave: modelo jerárquico, teoría de la autodeterminación, efecto arriba-abajo, efecto abajo-arriba, estudio longitudinal.
Math achievement and engagement declines in secondary education; therefore, educators are faced w... more Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale's reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.
Self-determination theory has shown that autonomy support in the classroom is associated with an ... more Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.
In this study, we aim to identify distinct clusters based on adolescents' relatedness with peers ... more In this study, we aim to identify distinct clusters based on adolescents' relatedness with peers and teachers, and to examine how students with different patterns or configurations of school-based relatedness qualities fare in their psychological and academic adjustment. A total of 1.964 middle school students (M age = 15 years) participated in the study. We used latent profile analysis to identify meaningful patterns of peer and teacher relatedness and found that low feelings of re-latedness with or responsiveness from the teacher do not necessarily result in poor school outcomes (low grades or low well-being) if students have at least moderate feelings of relatedness with their classmates. Results provide a better understanding of profiles of students who may be at risk for poor school adjustment, low grades, or school drop-out while offering a window into potential factors that protect or promote students' well-being and achievement.
Self-determination theory has shown that autonomy support in the classroom is associated with an ... more Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.
How do researchers define passion? What are the outcomes of passion? What variables ignite passio... more How do researchers define passion? What are the outcomes of passion? What variables ignite passion? To answer these questions, we performed a systematic review of studies within the context of education. After conducting a search in major electronic databases, we presented the primary findings of 13 articles from 2004 to 2013. This review indicates that the most shared features of passion's conceptualization are dedication, persistence, identification with and love for the activity. Passion research in education revealed a diversity of consequences, such as engagement, creativity, the subject's election or mastery goals, and a diversity of promoters, such as positive relationships, supportive context or an innovative cognitive style. An understanding of passion is important in fostering students' adjustment and knowledge. We conclude this review with some theoretical and meth-odological suggestions for future research.
In this study, we examined the relationships between intrinsic motivation, physical self-concept,... more In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18–70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.
The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), an... more The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), and analyze the psychometric properties of the resulting Spanish version. A total of 330 students took part in this study. We performed a confirmatory factor analysis (WLSMV estimator) to test the factor structure, computed the ordinal alpha to evaluate evidence of reliability, calculated the square root of the average variance explained to check the discriminant validity, and accomplished a structural equation model to test the concurrent validity. Students were grouped in classes, so parameters and standard error were estimated by maximizing a weighted log likelihood function by using a sandwich estimator. Missing data was estimated using expectation-maximization algorithm. Results showed evidence of reliability and of factorial, discriminant and concurrent validity. Mindfulness showed a positive effect on three indicators of well-being, life satisfaction, self-esteem, and subjective vitality. In conclusion, the results support the use of the Spanish version of the MAAS.
To improve mathematics education and achievement, research needs to identify factors that support... more To improve mathematics education and achievement, research needs to identify factors that support and motivate students to learn and achieve in math. The purpose of this study was to test, using structural equations, a model with a sample of 1412 high-school students where autonomy would predict autonomous motivation, which in turn, has a positive effect on effort regulation and deep-processing, and both variables would predict math achievement. Results confirmed all hypothesized paths, except deep-processing unexpectedly did not predict math achievement. Findings suggest that when students feel that their schoolwork is purposeful and interesting, and that the classroom environment and teachers are responsive and supportive, they will be autonomously motivated to engage in self-regulated learning. Autonomous motivation propels students to engage in deep-processing of information and to persist and exert effort in their studies even when the school subject or studying becomes boring or taxing. Self-regulation of effort ultimately results in enhanced mathematics achievement.
Why are some students more engaged in and adjusted to school than others? Why are some students m... more Why are some students more engaged in and adjusted to school than others? Why are some students more competent and why do they perform better than others? Self-determination theory is a theory of human motivation to explain students' classroom behavior, learning process, and relationship with the environment. The goal of this paper is to review the concept of autonomy support in the classroom within the self-determination framework. Autonomy is defined as a form of voluntary action, stemming from a person's interest and with no external pressure. Social environments that support autonomy provide meaningful rationale, acknowledge negative feelings, use noncontrolling language, offer meaningful choices, and nurture internal motivational resources. In classrooms where teachers support autonomy, students improve their academic performance, are more creative and better adjusted, engage more in school, and feel less stress. We provide theoretical and methodological suggestions for future research.
Research has shown that loneliness may impair mental health and psychosocial adjustment during ad... more Research has shown that loneliness may impair mental health and psychosocial adjustment during adolescence. There is separate evidence of the role of relatedness and
emotional repair as predictors of perceived loneliness during adulthood. The objective of the present study was to analyze the mediating role of relatedness between emotional repair and loneliness in high school students. The sample included 703 students attending five different schools. Results of a simple mediation analysis seemed to support the mediating role of relatedness. However, since the interaction between emotional repair and relatedness was significant, a moderated mediation was conducted, which showed that the proposed mediation was dependent on the levels on repair and relatedness. Specifically, relatedness only had a mediating role when the levels of relatedness were low and the levels of repair were high. These and other results point to a more complex relation between emotional repair, relatedness, and loneliness than initially expected. We discuss our findings in relation to Salovey and Mayer’s (Imagin Cognit Personal 9(3):185–211, 1990) theory of emotional intelligence and the basic psychological needs theory (Deci and Ryan in Psychol Inq 11:227–268, 2000).
El objetivo de este estudio fue analizar la relación entre la motivación intrínseca, el pensamien... more El objetivo de este estudio fue analizar la relación entre la motivación intrínseca, el pensamiento crítico y el rendimiento académico en la asignatura de Música de estudiantes de Educación Secundaria Obligatoria. Participaron 494 estudiantes. Los datos se analizaron utilizando un modelo mixto de ecuaciones estructurales. Los resultados mostraron dos grupos o clústeres de estudiantes, diferenciados por sus puntuaciones en motivación intrínseca, pensamiento crítico y calificación en Música, donde un grupo se caracterizó por altas y el otro por bajas puntuaciones en las tres variables. Respecto a las relaciones entre las variables, se observó que el efecto de la motivación intrínseca sobre el pensamiento crítico era similar en ambos grupos, pero la regresión del pensamiento crítico sobre la calificación en Música fue mayor en el grupo de estudiantes con puntuaciones más bajas. Este estudio ofrece una mejor comprensión de los diferentes perfiles y del efecto de las variables para explicar las calificaciones en Música
What makes a student feel vital and energetic? Using the self determination framework, we analyze... more What makes a student feel vital and energetic? Using the self determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers' attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher's autonomy support acts as a predictor of autonomy, which, in turn, predicts changes in vitality. Data were collected at three time points from 216 university students who completed the instruments during a semester. Using structural equation modeling, we obtained evidence for the hypothesized model. Implications and future perspectives are discussed. This study suggests that if teachers promote choice, minimize pressure to perform tasks in a certain way, and encourage initiative, in contrast to a con trolling environment, characterized by deadlines, external rewards, or potential punishments, they will provide students with interesting experiences that are full of excitement and positive energy.
The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generali... more The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generality to analyze human motivation (global, contextual, and situational). The dynamism of motivation is explained by means of the relations between the three levels. The purpose of this study is to test the reciprocal effects, top-down and bottom-up, between one motivational level and the adjacent level, as well as the stability of the global level (horizontal effect). A longitudinal design with six measurement time points across a 4-month interval was used. Participants were 142 undergraduate students. Results from path analysis using a Bayesian estimation method provided support for our hypotheses. Finally, the implications of the dynamic processes of influence among the hierarchical levels in academic setting are discussed. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba RESUMEN El modelo jerárquico de la motivación intrínseca y extrínseca establece tres niveles de generalidad para analizar la motivación humana (global, contextual y situacional). El dinamismo de la motivación se explica de acuerdo a las relaciones entre estos niveles. El objetivo de este estudio es probar los efectos recíprocos, arriba-abajo y abajo-arriba entre cada nivel motivacional y su adyacente, así como la estabilidad del nivel global (efecto horizontal). Se lleva a cabo un diseño longitudinal durante un periodo de cuatro meses. Los participantes han sido 142 estudiantes universitarios. Los resultados del path analisis, utilizando un método de estimación bayesiano, apoyan las hipótesis planteadas. Finalmente, las implicaciones de los procesos dinámicos de influencia entre los niveles jerárquicos son discutidas en el contexto académico. Palabras clave: modelo jerárquico, teoría de la autodeterminación, efecto arriba-abajo, efecto abajo-arriba, estudio longitudinal.
A B S T R A C T The purpose of this study was to examine the relationship between teacher emphasi... more A B S T R A C T The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students' harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students' harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.
Introducción. En Educación Secundaria es frecuente encontrarse con alumnos que piensan que tal ve... more Introducción. En Educación Secundaria es frecuente encontrarse con alumnos que piensan que tal vez no sean lo suficientemente inteligentes como para superar con éxito esta etapa educativa. Pensar en la inteligencia como algo fijo o modificable influye en el rendimiento académico, por lo que nos preguntamos si una intervención breve puede cambiar las ideas del alumnado sobre su inteligencia. El objetivo principal de esta investigación fue diseñar y analizar la eficacia de una intervención, para que el alumnado piense que la inteligencia no es algo innato e inmodificable, sino que todos tenemos un potencial intelectual y que depende de nosotros mismos trabajar para desarrollarlo. Método. El programa se diseñó siguiendo los principios de las intervenciones breves, y se llevó a cabo con alumnos de 1º de Educación Secundaria Obligatoria. Para analizar su eficacia se realizó un estudio con grupo cuasi-experimental y de cuasi-control, con una evaluación previa y dos posteriores a la intervención. Resultados. Mediante un modelo multinivel se observó que la trayectoria del grupo experimental fue diferente a la del grupo control, obteniendo evidencias de que los alumnos del grupo experimental disminuyeron sus creencias acerca de la inteligencia como algo estable e inmodificable. Discusión y conclusiones. Este trabajo puede servir como punto de partida para que futuros trabajos mejoren el rendimiento académico de una forma sencilla, replicable y fácilmente escalable
The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generali... more The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generality to analyze human motivation (global, contextual, and situational). The dynamism of motivation is explained by means of the relations between the three levels. The purpose of this study is to test the reciprocal effects, top-down and bottom-up, between one motivational level and the adjacent level, as well as the stability of the global level (horizontal effect). A longitudinal design with six measurement time points across a 4-month interval was used. Participants were 142 undergraduate students. Results from path analysis using a Bayesian estimation method provided support for our hypotheses. Finally, the implications of the dynamic processes of influence among the hierarchical levels in academic setting are discussed. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba RESUMEN El modelo jerárquico de la motivación intrínseca y extrínseca establece tres niveles de generalidad para analizar la motivación humana (global, contextual y situacional). El dinamismo de la motivación se explica de acuerdo a las relaciones entre estos niveles. El objetivo de este estudio es probar los efectos recíprocos, arriba-abajo y abajo-arriba entre cada nivel motivacional y su adyacente, así como la estabilidad del nivel global (efecto horizontal). Se lleva a cabo un diseño longitudinal durante un periodo de cuatro meses. Los participantes han sido 142 estudiantes universitarios. Los resultados del path analisis, utilizando un método de estimación bayesiano, apoyan las hipótesis planteadas. Finalmente, las implicaciones de los procesos dinámicos de influencia entre los niveles jerárquicos son discutidas en el contexto académico. Palabras clave: modelo jerárquico, teoría de la autodeterminación, efecto arriba-abajo, efecto abajo-arriba, estudio longitudinal.
Math achievement and engagement declines in secondary education; therefore, educators are faced w... more Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale's reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.
Self-determination theory has shown that autonomy support in the classroom is associated with an ... more Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.
In this study, we aim to identify distinct clusters based on adolescents' relatedness with peers ... more In this study, we aim to identify distinct clusters based on adolescents' relatedness with peers and teachers, and to examine how students with different patterns or configurations of school-based relatedness qualities fare in their psychological and academic adjustment. A total of 1.964 middle school students (M age = 15 years) participated in the study. We used latent profile analysis to identify meaningful patterns of peer and teacher relatedness and found that low feelings of re-latedness with or responsiveness from the teacher do not necessarily result in poor school outcomes (low grades or low well-being) if students have at least moderate feelings of relatedness with their classmates. Results provide a better understanding of profiles of students who may be at risk for poor school adjustment, low grades, or school drop-out while offering a window into potential factors that protect or promote students' well-being and achievement.
Self-determination theory has shown that autonomy support in the classroom is associated with an ... more Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.
How do researchers define passion? What are the outcomes of passion? What variables ignite passio... more How do researchers define passion? What are the outcomes of passion? What variables ignite passion? To answer these questions, we performed a systematic review of studies within the context of education. After conducting a search in major electronic databases, we presented the primary findings of 13 articles from 2004 to 2013. This review indicates that the most shared features of passion's conceptualization are dedication, persistence, identification with and love for the activity. Passion research in education revealed a diversity of consequences, such as engagement, creativity, the subject's election or mastery goals, and a diversity of promoters, such as positive relationships, supportive context or an innovative cognitive style. An understanding of passion is important in fostering students' adjustment and knowledge. We conclude this review with some theoretical and meth-odological suggestions for future research.
In this study, we examined the relationships between intrinsic motivation, physical self-concept,... more In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18–70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.
The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), an... more The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), and analyze the psychometric properties of the resulting Spanish version. A total of 330 students took part in this study. We performed a confirmatory factor analysis (WLSMV estimator) to test the factor structure, computed the ordinal alpha to evaluate evidence of reliability, calculated the square root of the average variance explained to check the discriminant validity, and accomplished a structural equation model to test the concurrent validity. Students were grouped in classes, so parameters and standard error were estimated by maximizing a weighted log likelihood function by using a sandwich estimator. Missing data was estimated using expectation-maximization algorithm. Results showed evidence of reliability and of factorial, discriminant and concurrent validity. Mindfulness showed a positive effect on three indicators of well-being, life satisfaction, self-esteem, and subjective vitality. In conclusion, the results support the use of the Spanish version of the MAAS.
To improve mathematics education and achievement, research needs to identify factors that support... more To improve mathematics education and achievement, research needs to identify factors that support and motivate students to learn and achieve in math. The purpose of this study was to test, using structural equations, a model with a sample of 1412 high-school students where autonomy would predict autonomous motivation, which in turn, has a positive effect on effort regulation and deep-processing, and both variables would predict math achievement. Results confirmed all hypothesized paths, except deep-processing unexpectedly did not predict math achievement. Findings suggest that when students feel that their schoolwork is purposeful and interesting, and that the classroom environment and teachers are responsive and supportive, they will be autonomously motivated to engage in self-regulated learning. Autonomous motivation propels students to engage in deep-processing of information and to persist and exert effort in their studies even when the school subject or studying becomes boring or taxing. Self-regulation of effort ultimately results in enhanced mathematics achievement.
Why are some students more engaged in and adjusted to school than others? Why are some students m... more Why are some students more engaged in and adjusted to school than others? Why are some students more competent and why do they perform better than others? Self-determination theory is a theory of human motivation to explain students' classroom behavior, learning process, and relationship with the environment. The goal of this paper is to review the concept of autonomy support in the classroom within the self-determination framework. Autonomy is defined as a form of voluntary action, stemming from a person's interest and with no external pressure. Social environments that support autonomy provide meaningful rationale, acknowledge negative feelings, use noncontrolling language, offer meaningful choices, and nurture internal motivational resources. In classrooms where teachers support autonomy, students improve their academic performance, are more creative and better adjusted, engage more in school, and feel less stress. We provide theoretical and methodological suggestions for future research.
Research has shown that loneliness may impair mental health and psychosocial adjustment during ad... more Research has shown that loneliness may impair mental health and psychosocial adjustment during adolescence. There is separate evidence of the role of relatedness and
emotional repair as predictors of perceived loneliness during adulthood. The objective of the present study was to analyze the mediating role of relatedness between emotional repair and loneliness in high school students. The sample included 703 students attending five different schools. Results of a simple mediation analysis seemed to support the mediating role of relatedness. However, since the interaction between emotional repair and relatedness was significant, a moderated mediation was conducted, which showed that the proposed mediation was dependent on the levels on repair and relatedness. Specifically, relatedness only had a mediating role when the levels of relatedness were low and the levels of repair were high. These and other results point to a more complex relation between emotional repair, relatedness, and loneliness than initially expected. We discuss our findings in relation to Salovey and Mayer’s (Imagin Cognit Personal 9(3):185–211, 1990) theory of emotional intelligence and the basic psychological needs theory (Deci and Ryan in Psychol Inq 11:227–268, 2000).
El objetivo de este estudio fue analizar la relación entre la motivación intrínseca, el pensamien... more El objetivo de este estudio fue analizar la relación entre la motivación intrínseca, el pensamiento crítico y el rendimiento académico en la asignatura de Música de estudiantes de Educación Secundaria Obligatoria. Participaron 494 estudiantes. Los datos se analizaron utilizando un modelo mixto de ecuaciones estructurales. Los resultados mostraron dos grupos o clústeres de estudiantes, diferenciados por sus puntuaciones en motivación intrínseca, pensamiento crítico y calificación en Música, donde un grupo se caracterizó por altas y el otro por bajas puntuaciones en las tres variables. Respecto a las relaciones entre las variables, se observó que el efecto de la motivación intrínseca sobre el pensamiento crítico era similar en ambos grupos, pero la regresión del pensamiento crítico sobre la calificación en Música fue mayor en el grupo de estudiantes con puntuaciones más bajas. Este estudio ofrece una mejor comprensión de los diferentes perfiles y del efecto de las variables para explicar las calificaciones en Música
What makes a student feel vital and energetic? Using the self determination framework, we analyze... more What makes a student feel vital and energetic? Using the self determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers' attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher's autonomy support acts as a predictor of autonomy, which, in turn, predicts changes in vitality. Data were collected at three time points from 216 university students who completed the instruments during a semester. Using structural equation modeling, we obtained evidence for the hypothesized model. Implications and future perspectives are discussed. This study suggests that if teachers promote choice, minimize pressure to perform tasks in a certain way, and encourage initiative, in contrast to a con trolling environment, characterized by deadlines, external rewards, or potential punishments, they will provide students with interesting experiences that are full of excitement and positive energy.
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Papers by Jaime Leon
emotional repair as predictors of perceived loneliness during adulthood. The objective of the present study was to analyze the mediating role of relatedness between emotional repair and loneliness in high school students. The sample included 703 students attending five different schools. Results of a simple mediation analysis seemed to support the mediating role of relatedness. However, since the interaction between emotional repair and relatedness was significant, a moderated mediation was conducted, which showed that the proposed mediation was dependent on the levels on repair and relatedness. Specifically, relatedness only had a mediating role when the levels of relatedness were low and the levels of repair were high. These and other results point to a more complex relation between emotional repair, relatedness, and loneliness than initially expected. We discuss our findings in relation to Salovey and Mayer’s (Imagin Cognit Personal 9(3):185–211, 1990) theory of emotional intelligence and the basic psychological needs theory (Deci and Ryan in Psychol Inq 11:227–268, 2000).
el rendimiento académico en la asignatura de Música de estudiantes de Educación Secundaria
Obligatoria. Participaron 494 estudiantes. Los datos se analizaron utilizando un modelo mixto de
ecuaciones estructurales. Los resultados mostraron dos grupos o clústeres de estudiantes, diferenciados
por sus puntuaciones en motivación intrínseca, pensamiento crítico y calificación en Música, donde un
grupo se caracterizó por altas y el otro por bajas puntuaciones en las tres variables. Respecto a las
relaciones entre las variables, se observó que el efecto de la motivación intrínseca sobre el pensamiento
crítico era similar en ambos grupos, pero la regresión del pensamiento crítico sobre la calificación en
Música fue mayor en el grupo de estudiantes con puntuaciones más bajas. Este estudio ofrece una mejor
comprensión de los diferentes perfiles y del efecto de las variables para explicar las calificaciones en
Música
emotional repair as predictors of perceived loneliness during adulthood. The objective of the present study was to analyze the mediating role of relatedness between emotional repair and loneliness in high school students. The sample included 703 students attending five different schools. Results of a simple mediation analysis seemed to support the mediating role of relatedness. However, since the interaction between emotional repair and relatedness was significant, a moderated mediation was conducted, which showed that the proposed mediation was dependent on the levels on repair and relatedness. Specifically, relatedness only had a mediating role when the levels of relatedness were low and the levels of repair were high. These and other results point to a more complex relation between emotional repair, relatedness, and loneliness than initially expected. We discuss our findings in relation to Salovey and Mayer’s (Imagin Cognit Personal 9(3):185–211, 1990) theory of emotional intelligence and the basic psychological needs theory (Deci and Ryan in Psychol Inq 11:227–268, 2000).
el rendimiento académico en la asignatura de Música de estudiantes de Educación Secundaria
Obligatoria. Participaron 494 estudiantes. Los datos se analizaron utilizando un modelo mixto de
ecuaciones estructurales. Los resultados mostraron dos grupos o clústeres de estudiantes, diferenciados
por sus puntuaciones en motivación intrínseca, pensamiento crítico y calificación en Música, donde un
grupo se caracterizó por altas y el otro por bajas puntuaciones en las tres variables. Respecto a las
relaciones entre las variables, se observó que el efecto de la motivación intrínseca sobre el pensamiento
crítico era similar en ambos grupos, pero la regresión del pensamiento crítico sobre la calificación en
Música fue mayor en el grupo de estudiantes con puntuaciones más bajas. Este estudio ofrece una mejor
comprensión de los diferentes perfiles y del efecto de las variables para explicar las calificaciones en
Música