Self-Determination, Behavioral Engagement, Disaffection, and Academic Performance: a Mediational Analysis

González, Antonio; Paoloni, Paola Verónica

doi:10.1017/sjp.2014.82

Cited by 7 publications

(2 citation statements)

References 37 publications

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“…These findings underscore the significant positive predictive influence of SDT on AE. The outcomes also confirm the pivotal mediating role of SE in the intricate relationship between SDT and AE, corroborating the insights offered by various researchers (Archambault et al, 2020;Chiu, 2022;Dincer et al, 2019;Gonzalez & Paoloni, 2014;Wood, 2019;Yoo, 2015). This phenomenon can be elucidated by the individual's sense of competence, encompassing a feeling of efficacy in navigating environmental demands.…”

Section: Discussionsupporting

confidence: 84%

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Ghbari,

Albadareen,

Al-smadi

et al. 2024

Participatory Educational Research

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Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

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Section: Discussionsupporting

confidence: 84%

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Ghbari,

Albadareen,

Al-smadi

et al. 2024

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…The application of Bandura's theory of self-efficacy in the educational field shows how students with high self-efficacy expectations enjoy greater academic motivation [5][6][7]. Also, they obtain better results, they are more able to effectively self-regulate their learning and show greater intrinsic motivation when learning [8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Factorial Composition of the Self-efficacy in the Sociocultural Sphere Scale in College Freshmen

Rangel¹,

Peinado²,

Lugo³

et al. 2016

PBS

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Abstract:The present study aims to investigate whether the psychometric results proposed by [1] for the Self-efficacy in the Sociocultural Sphere Scale replicate. The total sample was of 1545 subjects; 616 women and 929 men, first year students in the degrees offered at the Autonomous University of Chihuahua, with an mean age of 18.21 years (SD = 0.73). The factorial structure of the questionnaire was analyzed by confirmatory factor analysis. The analysis shows that a two-factor structure is feasible and appropriate. The two-factor structure (Promotion of Culture and Cultural Identity), based on statistical and substantive criteria, has shown adequate fit indicators of reliability and validity. Furthermore, the results of the factor analysis conducted with subsamples, indicate the existence of strong evidence of the stability of the factor structure. Future research should replicate these findings in larger samples.

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Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions

2021

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Self-Determination, Behavioral Engagement, Disaffection, and Academic Performance: a Mediational Analysis

Cited by 7 publications

References 37 publications

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Factorial Composition of the Self-efficacy in the Sociocultural Sphere Scale in College Freshmen

Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions

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