The social contagion of work avoidance goals in school and its influence on student (dis)engagement

Mendoza, Norman B.; King, Ronnel B.

doi:10.1007/s10212-020-00521-1

Cited by 7 publications

(1 citation statement)

References 75 publications

(101 reference statements)

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“…Diligent attempts have been made to pinpoint the factors contributing to students' reluctance to engage actively in academic pursuits, resulting in what is referred to as low levels of academic engagement. These factors encompass a weak inclination for achievement (Jagacinski et al, 2019), the extended duration of academic study (Jarvis & Sefert, 2002), low self-efficacy (Seifert & O'Keefe, 2001), limited cognitive aptitude (King & McInerney, 2014), and the nature of relationships shared with educators and peers (Mendoza & King, 2021). Furthermore, endeavors have been undertaken to explore the intricate relationship between academic engagement and various other variables.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Ghbari,

Albadareen,

Al-smadi

et al. 2024

Participatory Educational Research

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Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

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Section: Introductionmentioning

confidence: 99%

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Ghbari,

Albadareen,

Al-smadi

et al. 2024

Participatory Educational Research

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Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

2022

Self Cite

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The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment practices—as psychological and behavioural mechanisms, respectively—link need-supportive teaching to students’ objective achievement scores in English language learning. We applied a multilevel mediation analysis on Rasch-calibrated data from 796 students (53% females; mean age = 14.12, SD = 1.51) nested within 30 classes (mean class size = 26.53) in a secondary school in the Philippines. We collected all predictor variables (i.e. need-supportive teaching, motivation, self-assessment practice) in time 1, while achievement scores were collected eight weeks later (time 2). Lower-level mediation results show that students’ perceptions of involved teaching and structured teaching are associated with higher controlled motivation and autonomous motivation. Furthermore, only autonomous motivation was associated with higher achievement in time 2. Self-assessment practice significantly mediated the link between both controlled and autonomous motivation to achievement. These results held while controlling for age, gender, and socioeconomic status. Hence, involved teaching and structured teaching correlated with higher motivation and increased self-assessment practice, which, in turn, leads to higher achievement in English language learning. The findings highlight that motivation and self-assessment practices are psychological and behavioural pathways that can theoretically and empirically explain how need-supportive teaching practices impact student achievement in a specific subject. Implications and directions for future research are discussed.

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Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

Martínez-López,

Moran,

Mayo

et al. 2023

Eur J Psychol Educ

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Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic context.

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The social contagion of work avoidance goals in school and its influence on student (dis)engagement

Cited by 7 publications

References 75 publications

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

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