Purpose: This study explored the dual process model to clarif y the relationship between autonomy support and psychological control, intrinsic and identified regulation, introjected and external regulation, needs satisfaction and frustration, and classroom engagement and disengagement. Design/methodology/data/approach: The dual process model includes positive pathways (autonomous support → intrinsic and identified regulation → needs satisfaction → classroom engagement) and negative side pathways (psychological control → introjected and external regulation → needs frustration → classroom disengagement). The sample consisted of 402 elementary school students. Findings/Results: The major f indings showed that the dif f erentiated ef f ects of positive and negative side pathways. Although some cross-path effects were observed, these cross-path effects were less prevalent than those of positive and negative side pathways. Value: This study provides practical implications by applying the dual process model to identify the motivational process.
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