Investigating student engagement in Malaysian higher education: a self-determination theory approach

Badiozaman, Ida Fatimawati binti Adi; Leong, Hugh; Jikus, Olivia

doi:10.1080/0309877x.2019.1688266

Cited by 12 publications

(8 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Strategies of educational autonomy support that stimulate the development of selfdetermined motivation can lead students to become more engaged in their academic activities [38]. Satisfying the psychological needs of competence, autonomy and relationships with others through the implementation of strategies that promote the use of a style of autonomy support in the classroom, which for the present study were 25 (Table 5) and were implemented according to the quasi-experimental study protocol of Moreno-Murcia et al [66], self-determined motivation was improved in the students, in the same sense explained by Núñez and León [43].…”

Section: Discussionmentioning

confidence: 99%

“…Aware of the importance of the role of the teacher in the academic success of students in higher education [37] and its impact on the academic involvement assumed by students [38], the present study set out to examine the influence of an intervention based on the teacher's motivating interpersonal style of autonomy support on the involvement of the student through the motivational process suggested by the SDT regarding the analysis of the role of psychological needs and the student's academic motivation. The study tested three hypotheses.…”

Section: The Present Studymentioning

confidence: 99%

“…When starting the task, explain and relates it to Class objectives. The need to establish the importance of the basic psychological needs of autonomy, competence and relationship with others is evidenced in order to create learning environments focused on a style of autonomy support that is conducive to improving and maintaining the involvement of students [38,68] and, depending on this, its permanence, persistence and academic success [32,33]. Therefore, on top of a good relationship with their peers, the possibility of students to choose and propose impacts on involvement, adherence to learning processes and satisfaction with life.…”

Section: Assigns Responsibility By Stating Its Positive Expectations and Confidence Thatmentioning

confidence: 99%

See 2 more Smart Citations

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

View full text Add to dashboard Cite

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Section: Assigns Responsibility By Stating Its Positive Expectations and Confidence Thatmentioning

confidence: 99%

See 1 more Smart Citation

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

View full text Add to dashboard Cite

show abstract

“…According to Fredricks et al ( 2016 ), there are different types of theoretical frameworks about engagement (Fredricks et al, 2016 ). For example, self-determination theory asserts that three psychological needs—autonomy, competence, and relatedness—enhance student engagement and intrinsic motivation (Badiozaman et al, 2019 ). On the other hand, control-value theory of achievement emotions explains the relationship between achievement emotions (enjoyment, boredom, anger, pride, and shame) and student engagement (Garn, Simonton, Dasingert, & Simonton, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

A Psychometric Lens for E-Learning: Examining the Validity and Reliability of the Persian Version of University Students’ Engagement Inventory (P-USEI)

Nia

Moghddam

Marôco

et al. 2022

Asia-Pacific Edu Res

View full text Add to dashboard Cite

Student engagement is a critical component of e-learning, which became an important focus for most academic institutions during the COVID-19 pandemic. University students’ engagement is measured using various scales with different subscales. This study aimed to evaluate the psychometric properties of the Persian version of the University Student Engagement Inventory (P-USEI). A cross-sectional methodology study was conducted among Iranian university students ( n = 667) from April to May 2020. After forward–backward translation, the content, and construct validity, and reliability of the scale were assessed. The results obtained from the confirmatory factor analysis confirmed that the P-USEI has three factors: cognitive, emotional, and behaviour. The findings of the study supported the adequate reliability, factorial, convergent, and discriminant validities of P-USEI in a sample of Iranian students. The P-USEI dimensions have predictive value for important academic variables that can be generalized by developing the research through a psychometric evaluation on student engagement.

show abstract

“…In South Africa availability of student support to all students is a requirement by CHE (Badat & Sayed, 2014;CHE, 2014) and CHE (2020) program accreditation. Moreover, with the transition of NEIs into HE, student support demands strengthening (CHE, 2014(CHE, & 2020Adi Badiozaman et al, 2020;Zulu & Mutereko, 2020). Literature show scarcity of studies on student support services at large in the NEI, however recent studies mostly focused on mentorship and tutorials (Mlaba & Emmamally, 2019;Mhlongo & Masango, 2020;Buthelezi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Utilization of student support services by undergraduate students in Nursing Education Institutions in South Africa

Skakane-Masango

Mtshali

Ngcobo

2022

IJRBS

View full text Add to dashboard Cite

This article aimed to investigate the availability and utilization of support services by undergraduate (UG) students in a nursing education institution in South Africa. The article employed a quantitative non-experimental descriptive design, using a self-administered questionnaire, to collect data from 118 participants selected through a non-probability random sampling method. The IBM SPSS software was utilized for data analysis, frequencies to illustrate the availability and utilization of student support services and Spearman’s correlation test to determine the relationship between variables. The results showed high awareness of 82.1% to 91.3% for the remedial programs, availability of lecturers for appointments, medical services, and compulsory orientation. Positive correlations were observed between service utilization, school type, place of origin, and parent employment status. The results reflected areas where student support can be improved to address this problem, from pre-enrolment to graduation. There is a need to improve awareness and utilization of the available student support programs through policy formulation and quality enhancement programs for impact and improvement.

show abstract

Investigating student engagement in Malaysian higher education: a self-determination theory approach

Cited by 12 publications

References 45 publications

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

A Psychometric Lens for E-Learning: Examining the Validity and Reliability of the Persian Version of University Students’ Engagement Inventory (P-USEI)

Utilization of student support services by undergraduate students in Nursing Education Institutions in South Africa

Contact Info

Product

Resources

About