RT Journal Article
T1 Academic Engagement and Disaffection in Social Work Undergraduates from Spain: the role of teaching styles and student motivation
A1 Lombardero Posada, Xoán Miguel
A1 Murcia Álvarez, Evelia
A1 Aguiar Fernández, Francisco Xavier
A1 Méndez Fernández, Ana Belén
A1 González Fernández, Antonio
AB This cross-sectional study aims to respond three research questions: (1) Do perceived teaching styles predict students’ motivation, academic engagement, and disaffection? (2) Does students’ motivation predict engagement and disaffection? (3) Does motivation mediate the influence of teaching styles in students’ engagement and disaffection? A convenience sample of 409 social work undergraduates from Spain (80.9% females) completed a questionnaire with these constructs. Structural equation modeling analyses showed that perceived teaching styles directly only predicted students’ autonomous and controlled motivation. These two modalities of motivation predicted engagement and disaffection and mediated the influence of teaching styles on engagement and disaffection. These findings highlight the need for interventions enhancing teachers’ autonomy-support and structure and reducing control
PB Taylor & Francis 
SN 1043-7797
YR 2023
FD 2023
LK https://hdl.handle.net/20.500.14352/96257
UL https://hdl.handle.net/20.500.14352/96257
LA eng
NO Lombardero Posada, X., Murcia Álvarez, E., Aguiar Fernández, F. X., Méndez Fernández, A. B., & González Fernández, A. (2023). Academic Engagement and Disaffection in Social Work Undergraduates From Spain: The Role of Teaching Styles and Student Motivation. Journal of Social Work Education, 60(4), 591–608. https://doi.org/10.1080/10437797.2023.2248225
DS Docta Complutense
RD 18 abr 2025