Tirado Morueta, RamónCeada Garrido, YolandaBarragán Piña, Antonio JavierEnrique Gómez, Juan ManuelAndújar Márquez, José Manuel2025-01-172025-01-172021-12Tirado-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/10.1080/03055698.2021.20031850305-5698https://hdl.handle.net/10272/24845Few 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.engEducaciónEducación en IngenieríaProject-based learningPreuniversity educationEngineering educationScaffolding; group autonomyjournal articlehttps://doi.org/10.1080/03055698.2021.2003185open access5801.05 Pedagogía Experimental5801.04 Teorías Educativas5801.07 Métodos Pedagógicos5801.08 Enseñanza Programada3306.02 Aplicaciones Eléctricas3306.03 Motores Eléctricos3306.06 Fabricación de Equipo Eléctrico3317.02 Automóviles3322.02 Generación de Energía3322.03 Generadores de Energía