Academic Motivation and Engagement: A Correlational Study of Students’ Perspective at Secondary School Level
DOI:
https://doi.org/10.54183/jssr.v3i2.315Keywords:
Academic Motivation, Correlational Study, Students’ Perspective, Secondary School Level, EducationAbstract
The purpose of the quantitative correlational study was to investigate the association between students' academic motivation and academic engagement. This study included 600 10th-grade students who were selected at random from 20 secondary schools in the district Lahore. The data from selected students were gathered using two research instruments. The independent sample t-test, Pearson r, and linear regression were used to analyze the data. As r =.781 (p > 0.01), the findings demonstrated a strong and significant correlation between academic motivation and students' academic engagement. As a result, students' academic engagement was positively impacted by academic motivation. Academic motivation and academic engagement of students differed significantly by gender. Policy makers, teachers, and scholars are advised to pay particular consideration to each learner's level of academic engagement since it affects students' engagement with schoolwork.
References
Abbott-Chapman, J., Martin, K., Ollington, N., Venn, A., Dwyer, T., & Gall, S. (2014). The longitudinal association of childhood school engagement with adult educational and occupational achievement: Findings from an Australian national study. British Educational Research Journal 40(1), 102-120. https://doi.org/10.1002/berj.3031.
Aelterman, N., Vansteenkiste, M., Van Keer, H., Van den Berghe, L., De Meyer, J., & Haerens, L. (2012). Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education. Journal of Sport and Exercise Psychology, 34(4), 457-480. https://doi:10.1123/jsep.34.4.457
Alvarez, D. (2002). Engaging students in their own learning. Leadership, 32(2), 12-15.
Anderman, L. H., & Kaplan, A. (2008). The role of interpersonal relationships in student motivation: Introduction to the special issue. The Journal of Experimental Education, 76(2), 115-119.
Archambault, I., Janosz, M., Fallu, J., & Pagani, L. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651-670. https://doi:10.1016/j.adolescence.2008.06.007
Bakker, A. B., Demerouti, E., & Verbeke, W. (2004). Using the job demands‐resources model to predict burnout and performance. Human Resource Management: Published in Cooperation with the School of Business Administration, The University of Michigan and in alliance with the Society of Human Resources Management, 43(1), 83-104.
Barkoukis, V., Taylor, I., Chanal, J., & Ntoumanis, N. (2014). The relation between student motivation and student grades in physical education: A 3-year investigation. Scandinavian Journal of Medicine & Science in Sports, 24(5), 414. https://doi:10.1111/sms.12174
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. Modern Language Journal, 92, 387-401. https://doi.org/10.1111/j.1540-4781.2008.00753.x
Biggs, J. (2012). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 31(1), 39-55.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychology, 18, 200-215. https://doi.org/10.1080/00461528309529274
Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549-568.
Cerasoli, C. P. (2012). Incentives, intrinsic motivation, and performance: A meta-analysis and theoretical reconciliation. Academy of Management Meeting, 1, 1-1.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014a). Intrinsic motivation, performance, and the mediating role of mastery goal orientation: A test of self-determination theory. The Journal of Psychology, 148(3), 267-286.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014b). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980-1008.
Cheng, H. F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174.
Cho, S., Lee, M., & Lee, S. M. (2022). Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model. Psychological Reports, 00332941211054776.
Csizér, K., & Dornyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55, 613-659. https://doi.org/10.1111/j.0023-8333.2005.00319.x
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford University Press, Inc.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499.
Dincer, A., Yes¸ilyurt, S., Noels, K.A., & Vargas Lascano, D. I. 2019. Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development. Sage Open, 9(2), 2158244019853913.
Dincer, A., Yesilyurt, S., & Demir€oz, H. (2017. Multi-dimensional classroom engagement in EFL contexts. Online Submission.
Dismore, H., Turner, R., & Huang, R. (2019). Let me edutain you! Practices of student engagement employed by new lecturers. Higher Education Research & Development, 38(2), 235-249.
Dörnyei, Z. (2000). Motivation in action: Towards a process‐oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70(4), 519-538.
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (eds.), Motivation, Language Identity and the L2 Self (pp. 1-8). Multilingual Matters.
Frey, A., Ruchkin, V., Martin, A., & Schwab-Stone, M. (2009). Adolescents in transition: School and family characteristics in the development of violent behaviors entering high school. Child Psychiatry and Human Development, 40, 1-13.
Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119-132.
Groccia, J. E. (2018). What Is Student Engagement? New Directions for Teaching and Learning, 2018(154), 11-20. https://doi.org/10.1002/tl.20287
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: a classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77. https://doi.org/10.1002/j.1545-7249.2008. tb00207.x
Hiver, P., & Al‐Hoorie, A. H. (2020). Reexamining the role of vision in second language motivation: A preregistered conceptual replication of You, Dörnyei, and Csizér (2016). Language Learning, 70(1), 48-102.
Howard, J. L., Bureau, J., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323.
Hsieh, T. L., & Yu, P. (2022). Exploring achievement motivation, student engagement, and learning outcomes for STEM college students in Taiwan through the lenses of gender differences and multiple pathways. Research in Science & Technological Education, 1-16.
Jagodics, B., & Szabó, É. (2022). Student burnout in higher education: a demand-resource model approach. Trends in Psychology, 1, 1-20.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588.
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways. The Journal of Experimental Education, 84(4), 686-701.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71.
Krause, K. L., Bochner, S., & Duchesne, S. (2006). Educational psychology for learning and teaching. Cengage Learning Australia.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5-20.
Law, W., Elliot, A.J., & Murayama, K. (2012). Perceived competence moderates the relation between performance-approach and performance-avoidance goals. Journal of Educational Psychology, 104(3), 806.
Li, Q., Jiang, Q., Liang, J.-C., Pan, X., & Zhao, W. (2022). The influence of teaching motivations on student engagement in an online learning environment in China. Australasian Journal of Educational Technology, 38(6), 1-20. https://doi.org/10.14742/ajet.7280
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Rrview of Organizational Psychology and Organizational Behavior, 4, 339-366.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572.
Martin, A. J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Journal of Psychologists and Counsellors in Schools, 11, 1-20.
Martin, A. J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Journal of Psychologists and Counsellors in Schools, 11, 1-20.
Martin, A. J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students' motivation. Australian journal of Education, 47(1), 88-106.
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413-440.
Martin, A. J. (2013). Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches. Journal of Psychologists and Counsellors in Schools, 23(1), 143-155.
Martin, A. J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?. Learning and Individual Differences, 55, 150-162.
Montenegro, A., 2017. Understanding the concept of student agentic engagement for learning. Colomb. Applied Linguistics Journal, 19(1), 117-128.
Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163-174.
Nguyen, T., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research 111(2), 163-174. https://doi:10.1080/00220671.2016.1220359
Noels, K. A., Lascano, D. I. V., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41(4), 821-851.
Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The journal of positive psychology, 6(2), 142-153.
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: an examination in the Iranian EFL context. Language Learning, 62, 571-594. https://doi.org/10.1111/j.1467-9922.2011.00632.x
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667.
Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement. Review of Educational Research, 87(2), 345-387. https://doi.org/10.3102/0034654316669434.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149-172). Springer US.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Richard, M. R., & Edward, L. D. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267.
Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70.
Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J., & Lavonen, J. (2016). Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learning and Instruction, 43, 61-70.
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(3), 293-315.
Schaufeli, W. B., & Bakker, A. B. (2010). Defining and measuring work engagement: Bringing clarity to the concept. Work Engagement: A Handbook of Essential Theory and Research, 12, 10-24.
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-cultural Psychology, 33(5), 464-481.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies 3, 71-92. https://doi.org/10.1023/A: 1015630930326
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross Cultural Psychology, 33(5), 464-481.
Schuetz, P. (2008). A theory-driven model of community college student engagement. Community College Journal of Research and Practice, 32(4-6), 305-324.
Shah, M., & Cheng, M. (2019). Exploring factors impacting student engagement in open access courses. Open Learning: The Journal of Open, Distance and e-Learning, 34(2), 187-202.
Siddique, M., Ali, M. S., Nasir, N., Awan, T. H., & Siddique, A. (2021). Resilience and self-efficacy: A correlational study of 10th grade chemistry students in Pakistan. Multicultural Education, 7(9), 210-222. https://doi.org/10.5281/zenodo.5498287
Siddique, M., Siddique, A., & Khan, E. A. (2023). Academic Optimism and Teachers’ Commitment: An Associational Study of Pakistani Teachers. Journal of Educational Research and Social Sciences Review (JERSSR), 3(1), 178-188.
Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15, 979-994.
Skinner, E. (2016). Engagement and disaffection as central to processes of motivational resilience and development.” In K. R. Wentzel & D. B. Miele (eds.), Handbook of motivation at school. Routledge Handbooks Online.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?. Developmental Psychology, 52(12), 2099.
Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2-3), 1-220. https://doi.org/10.2307/1166220
Tight, M. (2020). Student retention and engagement in higher education. Journal of Further and Higher Education, 44(5), 689-704.
Trad, L., Katt, J., & Neville Miller, A. (2014). The effect of face threat mitigation on instructor credibility and student motivation in the absence of instructor nonverbal immediacy. Community Education, 63, 136-148. https://doi.org/10.1080/03634523. 2014.889319
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy, 11(1), 1-15.
Van den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of need-supportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21(6), 653-670.
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32. https://doi.org/10.1016/j.tate.2013.08.005.
Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child development, 85(2), 722-737.
Wang, M. T., & Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental psychology, 49(7), 1266.
Wentzel, K. R. (2003). Motivating students to behave in socially competent ways. Theory into Practice, 42(4), 319-326.
Wigfield, A., & Wagner, A. L. (2005). Competence, motivation, and identity development during adolescence. Handbook of competence and motivation, 222-239.
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Handbook of child psychology and developmental science. In R. M. Lerner (ed.), Development of achievement motivation and engagement. https://doi:10.1002/9781118963418.childpsy316
Woolfolk, A., & Margetts, K. (2012). Educational psychology Australian edition. Pearson Higher Education AU.
Zepke, N., Leach, L., & Butler, P. (2010). Student Engagement: What is it and what Influences It?. Teaching & Learning Research Initiatives.
Zyngier, D. (2008). (Re) conceptualising student engagement: Doing education not doing time. Teaching and Teacher Education, 24(7), 1765-1776.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
