Trajectories in cognitive engagement, fatigue, and school achievement: The role of young adolescents' psychological need satisfaction

Earl, Stephen R.; Taylor, Ian; Meijen, Carla; Passfield, Louis

doi:10.1016/j.lindif.2022.102248

Cited by 8 publications

(7 citation statements)

References 128 publications

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“…. and DiBenedetto, 2021; Zysberg and Schwabsky, 2021;Kontaş and Özcan, 2022;Muhtadi et al, 2022;Zorlu and Ünver, 2022;Luo et al, 2023;Salvo-Garrido et al, 2023;Al-khresheh and Alkursheh, 2024;Bozzato, 2024) and that BPN satisfaction predicts achievement (Taylor et al, 2014;Nalipay et al, 2020;Theis et al, 2020;Ahn et al, 2021;Buzzai et al, 2021;Afzal and Jami, 2023;Earl et al, 2023;Vijayakumaran et al, 2023;Wangchuk, 2023;Zhang and Jiang, 2023;Zupančič et al, 2024). The linkage between selfefficacy, BPN and achievement; however, has not yet been well established.…”

Section: Discussionmentioning

confidence: 99%

“…Students' perceived autonomy support is positively associated with perceived competence, relatedness to teachers, vitality in school, contentment with school, and with school performance, while school-related pressure is negatively related (Howard et al, 2021;Bureau et al, 2022;Martinek et al, 2022). Earl et al (2023) found that BPN satisfaction is unrelated to school grades at the beginning of the school year, but as the school year progresses, students with more satisfaction of BPN show increasing and higher levels of academic achievement compared to students with less satisfaction of BPN. Fulfillment of BPN is also significantly related to grades and mastery goals (Theis et al, 2020).…”

Section: Prior Researchmentioning

confidence: 91%

“…In education, the fulfillment of the students' BPN is essential to developing their agency and resilience as learners (Reeve et al, 2020). Studies have shown that adolescent engagement in school typically decreases over time, but satisfaction of BPN can play an important role in maintaining student engagement in learning (Earl et al, 2023). Alternatively, frustration of BPN has a negative association with student satisfaction and engagement in learning (Hughes et al, 2023).…”

Section: Theoretical Background Self-determination Theorymentioning

confidence: 99%

“…While prior studies have made the association between satisfaction of BPN and student motivation (Ryan andDeci, 2017, 2020;Ahn et al, 2021;Reeve and Cheon, 2021;Bureau et al, 2022;Conesa et al, 2022) or BPN and achievement (Taylor et al, 2014;Nalipay et al, 2020;Theis et al, 2020;Ahn et al, 2021;Buzzai et al, 2021;Earl et al, 2023), few have specifically made the association between student motivation, and achievement (e.g., Aydin and Michou, 2020;Ahn et al, 2021). Furthermore, studies of selfefficacy have found a strong relationship with both achievement and motivation.…”

Section: Introductionmentioning

confidence: 99%

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The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Basileo,

Otto,

Lyons

et al. 2024

Front. Educ.

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Former research has highlighted the relevance of basic psychological need (BPN) satisfaction for students' academic motivation and achievement. However, the specific role of self-efficacy in this relationship has been neglected. Using survey response data from a sample of 2,359 German middle school students in 35 schools, we employed Hierarchical Linear Modeling to investigate the role of teacher support for students' perceived BPN, academic self-efficacy, and autonomous and controlled motivation on student achievement in two subjects (mathematics, German). We found that self-efficacy had the largest relationship with achievement and it mediated the effect of autonomous motivation on grades while controlled motivation had a small and statistically significant, negative relationship regardless of self-efficacy. Support of students' perceived BPN had a postive statistically signficant association with autonomous motivation. Motivation and self-efficacy also mediated perceived BPN support and achievement. Self-efficacy had a statistically signficant association and had a reciprocal relationship with both autonomous and controlled motivation. The findings indicate that self-efficacy plays a major role in the relationships among perceived BPN support, motivation, and academic achievement, and highlight the importance of supporting student self-efficacy in academic settings.

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Section: Discussionmentioning

confidence: 99%

Section: Prior Researchmentioning

confidence: 91%

Section: Theoretical Background Self-determination Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Basileo,

Otto,

Lyons

et al. 2024

Front. Educ.

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show abstract

“…The term cognitive engagement or cognitive dimension itself is concerned with self-regulation in learning that use sharper and cognitive strategies needed to understand complex ideas in terms of solving learning problems (Earl et al, 2023;Lawson et al, 2023). The dimensions of student engagement in cognitive strategies are measured using items about the use of appropriate and in-depth learning strategies aimed at students about how they should learn and understand the material content of the lessons given by the teacher then self-regulation strategies and perseverance in learning (Z.…”

Section: Introductionmentioning

confidence: 99%

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

Bagaskorowati

Tresnani

Alita

et al. 2023

International j.of Elementary Education

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The Merdeka Curriculum is a new paradigm curriculum launched in 2020 by the Minister of Education of the Republic of Indonesia. The study aimed to measure post-covid 19 high school students in mathematics in Jakarta Province, Indonesia. This study examined the four dimensions of the student engagement instrument (SEI) and was validated using confirmatory factor analysis/CFA through a structural equation model (SEM). This type of research is quantitative. The quantitative method used is proportional sampling, with 503 samples spread over 5 (five) regions. The data collection method uses a survey. The instrument used in collecting data is a questionnaire. Data analysis techniques using qualitative and quantitative descriptive analysis. The study's results, namely the predictive validity of the results on the four dimensions of student engagement, were assigned a score of 0.709 for CE (cognitive engagement). 0.837 for BE (behavioral engagement). 640 for EE (emotional involvement). 0.412 for SE (social engagement). We estimated Cronbach's alpha as the overall reliability of student engagement (SEI) on the four SE dimensions with moderate height at 0.74 for CE (cognitive engagement). 0.82 for BE (behavioral engagement). .89 for EE (emotional involvement). 0.73 for SE (social engagement). The benefits of student engagement are helpful for school teachers to measure the effectiveness of student learning activities, and the teacher-student relationship will be warmer and more profound.

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Exploring the Integration of Phenomenon-Based Learning Approach in Programming and Critical Thinking Intent

Tsai,

Lin

2024

Lecture Notes in Computer Science

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Trajectories in cognitive engagement, fatigue, and school achievement: The role of young adolescents' psychological need satisfaction

Cited by 8 publications

References 128 publications

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

Exploring the Integration of Phenomenon-Based Learning Approach in Programming and Critical Thinking Intent

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