Autonomy and Competence Frustration in Young Adolescent Classrooms: Different Associations with Active and Passive Disengagement

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 (N= 647; age = 11–14 years) and their respective teachers completed a questionnaire measuring the study variables. Using structural equation modelling, pupils’ perceptions of teacher psychological control positively predicted pupils’ autonomy and competence frustration in class. Pupils’ competence frustration indirectly and positively associated with teacher-rated passive disengagement (e.g. daydreaming in class), via reduced feelings of vitality. Pupils’ autonomy frustration demonstrated positive associations with both active disengagement (e.g. talking and making noise) and passive disengagement but neither relationship was explained by feelings of vitality. These distinct mechanisms may have implications for educators, identifying potential causes of different forms of pupil disengagement and the importance of avoiding psychological control in classrooms.