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

Earl, Stephen R., Taylor, Ian M., Meijen, Carla, Passfield, Louis (2016) Autonomy and Competence Frustration in Young Adolescent Classrooms: Different Associations with Active and Passive Disengagement. Learning and Instruction, 49 . pp. 32-40. ISSN 0959-4752. (doi:10.1016/j.learninstruc.2016.12.001) (KAR id:59539)

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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.

Item Type: Article
DOI/Identification number: 10.1016/j.learninstruc.2016.12.001
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Natural Sciences > School of Sport and Exercise Sciences
Depositing User: C. Meijen
Date Deposited: 08 Dec 2016 09:48 UTC
Last Modified: 16 Feb 2021 13:40 UTC
Resource URI: (The current URI for this page, for reference purposes)
Passfield, Louis:
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