نمونه متن انگلیسی مقاله
This study explores the relationship between student motivation and student engagement. The study, which is rooted in the self-determination (SDT) and engagement (JD-R) theories, responds to the contemporary call for studying this relationship. A bipartite construct of motivation measures both positive and negative components of motivation and structural equation modeling (SEM) by using data from 693 undergraduate and graduate students. In doing so, the study finds that student motivation is an antecedent of engagement. Adaptive cognition and behavior are positively related to engagement (β = 0.30, β = 0.60); maladaptive cognitions and behavior are negatively related to engagement (β = -0.54). The study advances SDT and JD-R. Implications for educationists and possible interventions to enhance motivation and, consequently, engagement are discussed. The study brings clarity to the student motivation-engagement relationship.
Students’ motivation is a subject of importance; therefore, many studies have tried to address this topic as it leads to desirable outcomes. Of late, scholars working on student motivation suggest that motivation leads to student engagement (Coates, 2005; Furlong and Christenson, 2008; Horstmanshof and Zimitat, 2007). Due to a paucity of literature on the subject (Dincer et al., 2017, 2019; Montenegro, 2017; Noels et al., 2019), this relationship requires more research (Hsieh and Yu, 2022).
This study explores the relationship between student motivation and engagement, which is a growing area of interest among scholars. The context of the study includes university students due to concerns that motivation deteriorates as a person progresses in one's academic career (Wijsman et al., 2016). Dropout rates in college education are substantial. For example, 40% of enrolled students in the United States drop out of higher education (Flynn, 2014). In Europe, the rate is 15%–35% based on the stream of study (Vossensteyn et al., 2015). The rate is 20% in Australia for first-year university students (Shipley and Walker, 2019). Finally, 12.6% out of 38.5 million enrolled students drop out in India (Gulankar, 2020). University education is the gateway to a successful career and life in the modern context; therefore, the motivation and engagement of the university student cohort must be addressed.
This study explains the value of understanding both adaptive and maladaptive cognition and behavior. It also explores ways to address these issues to enhance engagement. However, this study has its limitations. First, it does not explain important individual differences between the students. For example, how do personality traits affect the boosters and guzzlers? Big five personality factors like conscientiousness or neuroticism influence student engagement (Qureshi et al., 2016); therefore, understanding the moderating effect of such factors should be included in future studies. Second, the study does not consider the emotional quotient of the students, which is likely to moderate the effect of guzzlers (Bautista et al., 2018). Third, it would be insightful if future studies embarked on longitudinal studies on the impact of interventional strategies using random control treatment (RCT) experiments related to student engagement.