The roles of student engagement motivations in learning and managing.
DOI:
https://doi.org/10.31686/ijier.vol9.iss4.3043Keywords:
Student engagement, Intrinsic motivation, Extrinsic motivation, Behavioral engagement, Academic achievementAbstract
The purpose of this study is to explore how the combined influence of intrinsic motivation and extrinsic one on the engagement about behavioral, emotional, and cognitive of university students to bring academic achievements. To do this, an experimental questionnaire is designed to collect data from Vietnamese students in Danang and employed Structural Equation Modeling (SEM) to estimate the relationships among proposed variables. The results from 393 samples indicated that intrinsic motivation is the crucial element stimulating their efforts and engagement to obtain learning success. In contrast, extrinsic motivation is found to not bring a positive influence on the cognitive engagement of students. Therefore, this is an important research result that contributes to the theoretical foundation of student engagement as well as makes sense for the management of higher education
References
Barger, V., Schultz, E., & Peltier, J. (2016). Social media & CE: a review & research agenda. J. of Research in Interactive Mark., 10(4), 268-287. DOI: https://doi.org/10.1108/JRIM-06-2016-0065
Bergström, E., & Martinez, M. (2016). Influence of the Intrinsic & Extrinsic Motivation on EE- qualitative study of perception of managers in public & private sector organization.
Bilda, Z. (2011). Designing for audience E. Interacting: art, research & the creative practitioner. Libri Publishing Ltd., Faringdon, 163-181.
Bollen, K. (1989). new incremental fit index for general SEM. Sociological method & research J., 17(3), 303-316. DOI: https://doi.org/10.1177/0049124189017003004
Brodie, J., Hollebeek, L., Ilic, A., & Juric, B. (2013). CE in a virtual brand community-An exploratory analysis. J. of business research, 66(1), 105-114. DOI: https://doi.org/10.1016/j.jbusres.2011.07.029
Carter, M., Williams, S., McGee, R., &Taylor, B. (2007). Health outcome in adolescence- Association with family, friend and StE. J. of adolescence, 30(1), 51-62. DOI: https://doi.org/10.1016/j.adolescence.2005.04.002
Chapman, E. (2003). Alternative approache to assessing SE rate. Practical assessment, research & evaluation, 8(13), 1-10.
Churchill Jr, G. A. (1979). A paradigm for developing better measures of marketing constructs. J. of mark. research, 16(1), 64-73. DOI: https://doi.org/10.1177/002224377901600110
Connell, J. P., Aber, J., & Spencer, M. B. (1994). Educational risk & resilience in African‐American youth. Child development, 65(2), 493-506. DOI: https://doi.org/10.1111/j.1467-8624.1994.tb00765.x
Ekstrom, R. B. (1986). Who drop out of high school & why? Finding from a national study. TCR, 87(3), 356-73. DOI: https://doi.org/10.1177/016146818608700308
Fredricks, J., Paris, A., & Blumenfeld, P. (2004). School E - Potential of concept, state of evidence. RER, 74(1), 59-109. DOI: https://doi.org/10.3102/00346543074001059
Gersten, R., Flojo, J. & Jordan, N. (2005). Early identification & interventions for student with mathematics difficulties. J of learning disabilities, 38(4), 293-304. DOI: https://doi.org/10.1177/00222194050380040301
Hair, J., Tatham, R., Black, W., Anderson, R., & Babin, B. (1998). Multivariate data analysis, 5(3), 207-219. Upper Saddle River, NJ: Prentice hall.
Han, K., Carroll, J., Rosson, M., & Shih, P., (2016). Understanding local community attachment, E & social support network mediated by mobile technology. IWC, 28(3), 220-237. DOI: https://doi.org/10.1093/iwc/iwu040
Harbour, K., Hughes, L. E., Sweigart, C., & Evanovich, L. (2015). A brief review of the effective teaching practice that maximize SE. Alternative Education for Children & Youth, 59(1), 5-13. DOI: https://doi.org/10.1080/1045988X.2014.919136
Hermans, H. (1970). A questionnaire measure of the achievement motivation. J of Applied Psychology, 54(4), 353. DOI: https://doi.org/10.1037/h0029675
Jennings, M., & Stoker, L. (2004). Social trust & CE across time & generations. AP, 39(4), 342-379. DOI: https://doi.org/10.1057/palgrave.ap.5500077
Kahu, E. R. (2013). Framing SE in higher education. Studies in higher education, 38(5), 758-773. DOI: https://doi.org/10.1080/03075079.2011.598505
Klem, A. & Connell, J. (2004). Relationships matter - Linking teacher support to SE & achievement. J of school health, 74, 262-273. DOI: https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
Kusi-Sarpong, S., Agyemang, J., Avila, P., Putnik, G., & Varela, M. (2018). Supplier evaluation & selection - a fuzzy novel multi-criteria group decision-making approach. I J for Quality Research, 12(2), 459-486.
Lepper, M., Iyengar, S., & Corpus, J. (2005). Intrinsic & extrinsic motivational orientation in the classroom - Age difference & academic correlates. J of educational psychology, 97(2), 184. DOI: https://doi.org/10.1037/0022-0663.97.2.184
Liem, G., & Martin, A. (2012). The motivation & E scale - Theoretical framework, psychometric properties, & applied yield. AP, 47(1), 3-13. DOI: https://doi.org/10.1111/j.1742-9544.2011.00049.x
Malthouse, E., & Calder, B. (2018). From advertising to E. The Handbook of Communication E, 411-420. DOI: https://doi.org/10.1002/9781119167600.ch28
Marks, H. (2000). SE in instructional activity - Pattern in elementary, middle, & high school years. EARJ, 37(1), 153-184. DOI: https://doi.org/10.3102/00028312037001153
Martin, A. (2010). Should student have a gap year? Motivation & performance factor relevant to time out after completing school. J of Educational Psychology, 102(3), 561. DOI: https://doi.org/10.1037/a0019321
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotion & SE. In Handbook of research on SE, 259-282. Springer, Boston, MA. DOI: https://doi.org/10.1007/978-1-4614-2018-7_12
Pekrun, R., Perry, R., Barchfeld, P., Frenzel, A., & Goetz, T. (2011). Measuring emotion in students’ learning & performance: AEQ. Contemporary educational psychology, 36(1), 36-48. DOI: https://doi.org/10.1016/j.cedpsych.2010.10.002
Piedmont, R. (1989). The Life Activities Achievement Scale - act-frequency approach to the measurement of the motivation. EPM, 49(4), 863-874. DOI: https://doi.org/10.1177/001316448904900409
Pintrich, P., & Schunk, D. (2002). Motivation in education: Theory, research, & applications. Prentice Hall.
Putra, E., Liu, J., & Cho, S. (2017). Extrinsic & intrinsic motivation on WE in hospitality industry. Tourism & Hospitality Research, 17(2), 228-241. DOI: https://doi.org/10.1177/1467358415613393
Quynh, N. (2019). The Moderating Influence of the Brand Image on the Relationship Between CE and Customer Loyalty. Indian J of Marketing, 49(9), 42-56. DOI: https://doi.org/10.17010/ijom/2019/v49/i9/146939
Quynh, N., Hoai, N., & VanLoi, N. (2020b), Investigating the role of user experience in online shopping system. J of Theoretical & Applied Information Technology, 98(20), 3165-3179.
Quynh, N.H., Hoai, N.T., & Adang T., Thu NTN., (2021). What Motivates Students Engaging with Public Universities: A Case in Vietnam. Psychology and Education Journal, 58(2), 1111-1130. DOI: https://doi.org/10.17762/pae.v58i2.2251
Quynh, N., Hoai, N., Nha, N., Gi-Du, K. (2020a). The role of CE in the interrelationship process - moderating effect of customer experience. International J of Business Innovation & Research, 23(1), 64-86. DOI: https://doi.org/10.1504/IJBIR.2020.109331
Reeve, J., Ryan, R., & Deci, E. (2004). The Self-determination theory- A dialectical framework for understanding socio-cultural influence on student motivation. BHR, 4, 31-60.
Reschly, A., & Christenson, S. (2006). Prediction of the dropout among student with mild disabilities - A case for inclusion of SE variables. RSE, 27(5), 276-292. DOI: https://doi.org/10.1177/07419325060270050301
Rodríguez, L., & Conchas, G. (2009). Preventing truancy & dropout among urban middle school youth. Education & urban society, 41(2), 216-247. DOI: https://doi.org/10.1177/0013124508325681
Ryan, R., & Deci, E. (2000). The darker & brighter side of the human existence - Basic psychological need as a unifying concept. PI, 11(4), 319-338. DOI: https://doi.org/10.1207/S15327965PLI1104_03
Ryan, R., & Deci, E. (2001). On happiness & human potentials - A review of the research on hedonic & eudaimonic well-being. ARP, 52(1), 141-166. DOI: https://doi.org/10.1146/annurev.psych.52.1.141
Ryan, R., & Deci, E. (2009). Promoting self-determined SE: Motivation, learning, & well-being.
Saeed, S., & Zyngier, D. (2012). How motivation influences SE - a qualitative case study. J of Education and Learning, 1(2), 252-267. DOI: https://doi.org/10.5539/jel.v1n2p252
Schaufeli, W., Bakker, A., González-Romá, V., & Salanova, M. (2002). The measurement of E E burnout - A two sample CFA approach. J of Happiness studies, 3(1), 71-92. DOI: https://doi.org/10.1023/A:1015630930326
Schlechty, P. (2001). Shaking up the schoolhouse (Vol. 2). San Francisco: Jossey-Bass.
Schunk, D., Pintrich, P., & Meece, J. (2012). Theory, research, & application: Motivation in education. Pearson Higher Ed.
Skinner, C., Henington, C., & Fletcher, P. (1996). Increasing learning rate by increasing student response rate. SPQ, 11(4), 313. DOI: https://doi.org/10.1037/h0088937
Skinner, E., Furrer, C., & Kindermann, T. (2009). A motivational perspective on E & disaffection - Conceptualization & assessment of children’ behavioral & emotional participation in academic activitie. EPM, 69(3), 493-525. DOI: https://doi.org/10.1177/0013164408323233
Solem, B., & Pedersen, P. (2016). The role of CBE in social media - conceptualisation, measurement, antecedent & outcome. International J of Internet Mark. & Advertising, 10(4), 223-254. DOI: https://doi.org/10.1504/IJIMA.2016.081344
Sun, J., & Hsieh, P. (2018). Application of the gamified IRS to enhance the intrinsic & extrinsic motivation, SE, & attention of English learners. JETS, 21(3), 104-116.
Tilley, J. J. (2007). Cultural relativism. TBES, 1-2. DOI: https://doi.org/10.1002/9781405165518.wbeosc176.pub2
Tremblay, M., Villeneuve, M., Taylor, S., Blanchard, C., & Pelletier, L. (2009). Work Extrinsic & Intrinsic Motivation Scale. Canadian J of Behavioural Science, 41(4), 213. DOI: https://doi.org/10.1037/a0015167
Turner, J., & Patrick, H. (2004). Motivational influence on student participation. TCR, 106(9), 1759-1785. DOI: https://doi.org/10.1177/016146810410600905
Tyler, K., & Boelter, C. (2008). Linking black middle school students' perception of the teachers' expectation to academic E & efficacy. NER, 59(1/2), 27.
Wigfield, A., & Eccles, J. (2002). Development of competence belief, expectancies for success, & achievement value from childhood. In DAM, 91-120. Academic Press. DOI: https://doi.org/10.1016/B978-012750053-9/50006-1
Wigfield, A., Wagner, A. & Lutz, S. L., (2005). Early adolescents’ development across the middle school years. Professional school counseling, 9(2). DOI: https://doi.org/10.1177/2156759X0500900206
Wolters, C., & Taylor, D. (2012). A self-regulated learning perspective on SE. In Handbook of research on SE, 635-651. Springer, Boston, MA. DOI: https://doi.org/10.1007/978-1-4614-2018-7_30
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Ngo Hai Quynh, Nguyen Thanh Hoai, Nguyenthingoc Thu
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
