Competence frustration is indirectly and positively associated with teacher-rated passive disengagement via reduced subjective vitality¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-23 (automated, 2 of 2 entries) · 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? Competence frustration was found to predict pupil passive disengagement through reduced subjective vitality (β = .08, p < .001). → Stephen R. Earl 2016 q2 i? In the structural model, competence frustration negatively predicted vitality, which in turn negatively predicted passive disengagement. → Stephen R. Earl 2016 (2)

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

Indirect effect computed within the study's structural equation model of the cross-sectional survey: competence frustration "found to predict pupil passive disengagement through reduced subjective vitality (β = .08, p < .001)".

"Competence frustration was found to predict pupil passive disengagement through reduced subjective vitality (β = .08, p < .001)."

Stephen R. Earl 2016 (2)¶

q2 · i? · associational · r2

Primary structural model path from the SEM of pupil and teacher questionnaires: "competence frustration negatively predicted feelings of pupil vitality which, in turn, negatively predicted passive disengagement", consistent with the hypothesised vitality mechanism.

"Furthermore, and in line with our hypothesis, competence frustration negatively predicted feelings of pupil vitality which, in turn, negatively predicted passive disengagement."

Discussion¶

Learner Variables¶

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

Dual Process Need Frustration Disengagement Model
Autonomy frustration directly and positively predicts teacher-rated active disengagement, not explained by reduced vitality — related
Competence frustration correlates with passive but not active disengagement, while autonomy frustration correlates with both — a broader claim this one bears on
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`	`competence-frustration-passive-disengagement-vitality`
`title`	`Competence frustration is indirectly and positively associated with teacher-rated passive disengagement via reduced subjective vitality`
`description`	`Competence frustration is indirectly and positively associated with teacher-rated passive disengagement via reduced subjective 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`	2 — `stephen-r-earl-2016`, `stephen-r-earl-2016-2`

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