Autonomy frustration directly and positively predicts teacher-rated active disengagement, not explained by reduced vitality¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Autonomy frustration directly and positively predicted teacher-rated active disengagement, and this association was not explained by pupils' subjective vitality. → Stephen R. Earl 2016

Evidence¶

Stephen R. Earl 2016¶

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

q2 · i? · associational · r2

Structural equation model of the cross-sectional survey of pupils and teachers: "Autonomy frustration positively predicted active disengagement directly", the hypothesised direct pathway with no vitality route in the fitted model.

"Furthermore, and in line with our hypothesis, competence frustration negatively predicted 313 feelings of pupil vitality which, in turn, negatively predicted passive disengagement. 314 Autonomy frustration positively predicted active disengagement directly."

Discussion¶

Learner Variables¶

Affect Regulation — predictor: learners who differ on it differ in outcomes

Dual Process Need Frustration Disengagement Model
Competence frustration correlates with passive but not active disengagement, while autonomy frustration correlates with both — related
Competence frustration is indirectly and positively associated with teacher-rated passive disengagement via reduced subjective vitality — related
Teacher psychological control relates indirectly to reduced vitality and to both disengagement forms through the two need frustrations — related

Page metadata

Field	Value
`type`	`claim`
`id`	`autonomy-frustration-active-disengagement-direct`
`title`	`Autonomy frustration directly and positively predicts teacher-rated active disengagement, not explained by reduced vitality`
`description`	`Autonomy frustration directly and positively predicts teacher-rated active disengagement, not explained by reduced vitality`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2016`
`source_checked`	`2026-10-23`
`generated`	by `process:wiki-ingest` on `2026-10-23`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `stephen-r-earl-2016`

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