RT Journal Article
T1 The association of self-determination with student engagement moderated by teacher scaffolding in a Project-Based Learning (PBL) case
A1 Tirado Morueta, Ramón
A1 Ceada Garrido, Yolanda
A1 Barragán Piña, Antonio Javier
A1 Enrique Gómez, Juan Manuel
A1 Andújar Márquez, José Manuel
K1 Educación
K1 Educación en Ingeniería
AB Few studies provide conceptual frameworks that help teachers make decisions about the scaffolding they will offer their students in project-based learning (PBL) processes. To address this deficiency, an adaptation of the motivational development selfsystem model was used and a PBL experience involving high school students who had to create an electric vehicle that used solar energy was analysed© . Applying a multi-group analysis with structural equations, in general, it was observed that the continued support of the teacher in the project activities strengthened the association of students’ self-determination with their affective and cognitive engagement. The data suggest that scaffolding can compensate for deficits in self-efficacy, relationship and autonomy of the group of students. This study provides a model that can bevalidated in experimental investigations in which the level of selfdetermination of students is controlled.
PB Taylor and Francis
SN 0305-5698
YR 2021
FD 2021-12
LK https://hdl.handle.net/10272/24845
UL https://hdl.handle.net/10272/24845
LA eng
NO Tirado-Morueta, R., Ceada-Garrido, Y., Barragán, A. J., Enrique, J. M., & Andujar, J. M. (2021). The association of self-determination with student engagement moderated by teacher scaffolding in a Project-Based Learning (PBL) case. Educational Studies, 50(5), 806–827. https://doi.org/10.1080/03055698.2021.2003185
NO This work was supported by the Fundación Española para la Ciencia y la Tecnología [FCT-17-12386].
DS Repositorio Institucional de la Universidad de Huelva
RD 2 jun 2026