Evaluating and Profiling Student Engagement and Motivation at a Higher Education Institution

Abstract

Purpose: This study aimed to identify the main areas and features of student engagement at a university. The research also focuses on evaluating the main features of student engagement that can be used for profiling student motivation. Methodology:The data for this study was gathered at the end of the spring semester of 2018 at the Warsaw University of Life Sciences (WULS), one of the largest life sciences universities in Poland, using an Internet-based instrument called Evolute. The data in this research consisted of self-evaluation responses from 242 undergraduate students on Master's and Bachelor's programs. The respondents filled out an online questionnaire. Findings: The results were presented in a three-stage analysis (descriptive statistics, a fuzzy logic-based method, and a clustering method for profiling student engagement). The results identified some key attributes of student engagement. The highest creative tension was noticed in student satisfaction, which reflects a gap in that area that could be improved by the university. The findings showed that highly motivated students presented high values in routinization and goal progress. Practical implication:The proposed solution could be used for further profiling according to applied additional criteria, such as type, of course, year of education, lecturers, work experience, etc. Originality/value: The study findings hold essential theoretical and practical implications for educators and researchers seeking to understand how students evaluate their engagement and reveal the gaps in university committees.

Chinese College Students' Perceived Teacher Autonomy Support and Engagement: A Moderated Mediation Model

“…Previous studies have found that PAS has a wide range of positive effects on SE (Gutiérrez, & Tomá, 2019;Li et al, 2020;Reeve & Cheon, 2021). In addition, some studies have further shown that PAS has a significant positive effect on SE among college students (Einolander, 2021;Zhao & Qin, 2021). In conclusion, college students' higher level of PAS may result in higher SE.…”

“…The findings indicate that college students' PAS can promote SE and support the SDT, which states that satisfying basic psychological needs positively influences individual behavior (Fredricks et al, 2019;Reeve & Cheon, 2021;Ryan & Deci, 2020). The results suggest that, when college students perceive autonomous support from teachers and feel valued, they behave more happily and show more effort and engagement in learning (Einolander, 2021;Zhao & Qin, 2021).…”

“…Moreover, Fredricks et al (2004) noted that SE was a critical factor in students' learning process and their academic success and a highly desirable variable to study. Students' high ability and good grades often require inherently conscientious construction of knowledge and engagement in learning, which can only produce ideal academic results and outcomes when students are engaged in learning (Einolander et al, 2021;Yin, 2018). In addition, Fredricks et al (2019) found that PAS, teacherstudent relationship, and peer relationship have a positive impact on urban adolescent students' engagement.…”

“…Past researchers have often adopted the SDT when exploring the influences on SE (Einolander, 2021;Jang et al, 2010;Reeve & Tseng, 2011). SDT explains that satisfaction with basic psychological needs motivates individuals to gain intrinsic motivation and produce better subsequent behaviors (Ryan & Deci, 2020).…”