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Predicting student engagement from self-efficacy and autonomous motivation: A cross-sectional study
Cogent Education Pub Date : 2021-07-08 , DOI: 10.1080/2331186x.2021.1942638
Edem M. Azila-Gbettor 1 , Christopher Mensah 2 , Martin K. Abiemo 1 , Marian Bokor 1
Affiliation  

Abstract

This prospective study was designed to investigate the relationship between self-efficacy, autonomous motivation and engagement within a higher education setup. A convenient sample of 512 students participated in the study through the completion of self-reported questionnaires. Data were analysed using descriptive statistics and PLS-SEM. Results from the analysis showed self-efficacy and autonomous motivation enhances peer and intellectual engagement. Additionally, autonomous motivation positively mediates the effect of self-efficacy on both peer and intellectual engagement. The findings of the study provide important implication for management of higher education students. Management of higher education institutions must develop effective and efficient policies that assist students to develop and manage their self-efficacy.



中文翻译:

从自我效能和自主动机预测学生参与度:一项横断面研究

摘要

这项前瞻性研究旨在调查高等教育机构中自我效能、自主动机和参与之间的关系。通过完成自我报告的问卷调查,方便的 512 名学生样本参与了研究。使用描述性统计和 PLS-SEM 分析数据。分析结果表明,自我效能感和自主动机增强了同伴和智力参与。此外,自主动机积极调节自我效能对同伴和智力参与的影响。研究结果为高等教育学生管理提供了重要启示。高等教育机构的管理人员必须制定有效和高效的政策,帮助学生发展和管理他们的自我效能。

更新日期:2021-07-08
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