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

Year 2024, Volume: 11 Issue: 3, 43 - 58, 02.05.2024

Thaer Ghbari , Ghaleb Albadareen , Rana Al-smadi , Jalal Damra , Nizar Shammout

https://doi.org/10.17275/per.24.33.11.3

Abstract

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.

Keywords

mediating role, self-efficacy, self-determination, academic engagement, higher education

Ethical Statement

We have adhered to all the standards of scientific research and its ethical framework

Supporting Institution

Not applicale

Project Number

Not applicable

Thanks

We appreciate the opportunity to publish in your esteemed journal. We would also like to thank all those who contributed to this manuscript, including researchers, participants, and universities administrations

References

• Abdelrahamn, A. & Zghoul, R. (2018). A Causal Model of the Relationship among Psychological Needs, Goal Orientations and Engagement in Learning. Journal of Al-Quds Open University for Educational and Psychological Research and Studies, 8(24), 181-196.
• Alemayehu, L. & Chen, H. (2021). The influence of motivation on learning engagement: the mediating role of learning self-efficacy and self-monitoring in online learning environments. Interactive Learning Environments, 1-14. https://doi: 10.1080/10494820.2021.1977962
• Almeida, L. S., & Cruz, J. F. A. (2010). Transição e adaptação académica: reflexões em torno dos alunos do 1o ano da Universidade do Minho. In J. L. Silva, F. Vieira, A. A. Carvalho, A. Flores, I. Viana, J. C. Morgado, N. Van Hanttum-Janssen (Eds.), Ensino superior em mudança: tensões e possibilidades. Actas do Congresso Ibérico (pp. 429-439). Braga: CIEd. ISBN 978-972-8746-80-3.
• Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: relationship to dropout. Journal of School Health, 79(9), 408–415. https://doi.org/10.1111/j.1746-1561.2009.00428.x.
• Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., Pagani, L., (2020). The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools. Teachers & Teaching, 26(5/6), p428-445. https://doi.org/10.1080/13540602.2020.1863208
• Bailey, J., Lombardi, D., Cordova, J., & Sinatra, G. (2017). Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy. Physical Review Physics Education Research, 13(2). https://doi.org/10.1103/PhysRevPhysEducRes.13.020140
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037//0033-295X.84.2.191
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4., pp. 71-81). New York: Academic Press.
• Bandura, A. (2010). Self-Efficacy. In The Corsini Encyclopedia of Psychology. John Wiley & Sons, Inc. http://onlinelibrary.wiley.com/doi/10.1002/9780470479216.corpsy0836/abstract
• Benlahcene, A., Kaur, A. and Awang-Hashim, R. (2021). Basic psychological needs satisfaction and student engagement: the importance of novelty satisfaction. Journal of Applied Research in Higher Education, 13(5), 1290-1304. https://doi.org/10.1108/JARHE-06-2020-0157
• Bozack, A. R., Vega, R., Mccaslin, M., & Good, T. L. (2008). Teacher Support of Student Autonomy in Comprehensive School Reform Classrooms. Teachers College Record, 110(11), 2389-2407. https://doi.org/10.1177/016146810811001110
• Cardella, G.M., Hernández-Sánchez, B.R., Sánchez-García, J.C. (2020). Basic Psychological Needs as a Motivational Competence: Examining Validity and Measurement Invariance of Spanish BPNSF Scale. Sustainability, 12(13), 5422. https://doi.org/10.3390/su12135422
• Chiu, T. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54, 14-30. https://doi. 10.1080/15391523.2021.1891998
• Cho, C. H., Lee, Y., Kim, H., Kim, Y., & Song, H. D.. (2023). The Effect of Self-determination and Self-efficacy for Group Work on Problem-Solving Skills Mediated by Learning Engagement in Corporate Flipped Learning Environment. Global Creative Leader: Education & Learning, 13(2), 133-165.
• Curran, T. & Standage, M. (2017). Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. Journal of Teaching in Physical Education, 36(3), 262-275. https://doi.org/10.1123/jtpe.2017-0065
• Damra, J. K., Akour, M. M., & Al Omari, O. (2023). Stress and loneliness: exploring adolescents' use of social media as a coping strategy during COVID-19. Nursing children and young people, 10.7748/ncyp.2023.e1456. Advance online publication. https://doi.org/10.7748/ncyp.2023.e1456
• Deci, E. L., & Ryan, R. M. (2000). The “What” and“Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/https://doi.org/10.1207/S15327965PLI1104_01
• Deci, E. L., & Ryan, R. M. (2015). Self-Determination Theory. In J. Wright (Eds), International Encyclopedia of the Social & Behavioral Sciences (Second Edition), (pp. 486-491)
• Develos-Sacdalan, K., & Bozkus, K. (2018). The Mediator Role of Resilience between Self-Determination and Self-Efficacy. Education Science and Psychology, 4(50), 49-60
• Dincer, A., Yesilyurt, S., Noels, K., 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), 1-15. https://doi.org/10.1177/2158244019853913
• Drezner, N. D., & Pizmony-Levy, O. (2021). I Belong, Therefore, I Give? The Impact of Sense of Belonging on Graduate Student Alumni Engagement. Nonprofit and Voluntary Sector Quarterly, 50(4), 753–777. https://doi.org/10.1177/0899764020977687
• Duchatelet, D & Donche, V. (2019). Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?. Higher Education Research & Development, 38(4). 733-747, DOI: 10.1080/07294360.2019.1581143
• Fredricks, J. A. & McClosky, W.(2012). The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (Chpt. 37, pp. 763-782). New York: Springer.
• Herrmann, K. J. (2013). The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), 175–187. https://doi.org/10.1177/1469787413498035
• Garrin, J.M. (2014). Self-Efficacy, Self-Determination, and Self-Regulation: The Role of the Fitness Professional in Social Change Agency. Journal of Social Change, 6(1), 41–54. https://doi.org/10.5590/JOSC.2014.06.1.05
• Gonzalez, A. & Paoloni, P. (2014). Self-Determination, Behavioral Engagement, Disaffection, and Academic Performance: A Mediational Analysis. Spanish Journal of Psychology, 17, e82, 1–10. https://doi.org/10.1017/sjp.2014.82
• Hassan, N. & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Children and Youth Services Review, 118, 1-9. https://doi.org/10.1016/j.childyouth.2020.105355
• Hong, J. C.; Liu, X.; Cao, W.; Tai, K. H.; Zhao, L. (2022). Effects of Self-Efficacy and Online Learning Mind States on Learning Ineffectiveness during the COVID-19 Lockdown. Educational Technology and Society, 25(1),142-154. https://www.jstor.org/stable/48647036
• Hsu, H. C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159–2174. https://doi.org/10.1007/s10639-019-09863-w
• Jagacinski, C. M., Kumar, S., & Keith, M. G. (2019). Expanding the nomological network of work avoidance: antecedents and consequences across contexts. The Journal of Experimental Education, 88(2), 221–244. https://doi.org/10.1080/00220973.2019.1635564.
• Jarvis, S., & Seifert, T. L. (2002). Work avoidance as a manifestation of hostility, helplessness, and boredom. Alberta Journal of Educational Research, 48(2), 174–187. https://doi.org/10.11575/ajer.v48i2.54921
• Jiang, J., & Tanaka, A. (2022). Autonomy support from support staff in higher education and students' academic engagement and psychological well-being. Educational Psychology, 42(1), 42–63. https://doi.org/10.1080/01443410.2021.1982866
• Kerby, M. B. (2007). Measuring Student Engagement Activity Levels and Persistence: A Study of a Four-Year Comprehensive University. [Unpublished doctoral dissertation], University of Louisville. The United States.
• King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: examining its structure, antecedents, and consequences. Contemporary Educational Psychology, 39(1), 42–58. https://doi.org/10.1016/j.cedpsych.2013.12.002.
• Kuchinski-Donnelly, D. (2018). Emotional engagement: The relationships among autonomy, competence, relatedness, and emotional engagement in graduate nursing students in the online learning environment (Publication No. 10817447). [Unpublished Doctoral Dissertation]. ProQuest Dissertations and Theses Global.
• Lan, M., Hew, K.F. (2020). Examining learning engagement in MOOCs: a self-determination theoretical perspective using mixed method. International Journal of Educational Technology in Higher Education 17(7). https://doi.org/10.1186/s41239-020-0179-5
• Meng, Q. (2020). Chinese university teachers’ job and life satisfaction: examining the roles of basic psychological needs satisfaction and self-efficacy. The Journal of General Psychology, 3, 1-22. https://doi.org/10.1080/00221309.2020.1853503
• Mendoza, N. B. & King, R. B. (2021). The social contagion of work avoidance goals in school and its influence on student (dis)engagement. European Journal of Psychology of Education, https://doi.org/10.1007/s10212-020-00521-1
• Meyer, J., Gagne (2008). Employee Engagement From a Self-Determination Theory Perspective. Industrial and Organizational Psychology, 1, 60–62. https://doi.org/10.1111/j.1754-9434.2007.00010.x
• Muhammad, A., & Ardini, A. (2022). A survey on students’ academic self-efficacy on international program bridging course. ELTICS (English Language Teaching and English Linguistics) Journal, 7(2), 129-144.
• Nartgün, S.S.; Kahraman, Z.Y.; & Coskun, A. (2019). The Relationship between Self-Efficacy and Self-Determination Based on English as a Foreign Language Learners' Perceptions. Journal on Educational Psychology, 12(4), 1-10. https://doi.org/10.26634/jpsy.12.4.15548
• Nayir, F. (2017). The Relationship between Student Motivation and Class Engagement Levels. Eurasian Journal of Educational Research, 71, 59-77 2017
• Newmann, F., Wehlage, G., & Lamborn, S. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11- 39). New York, NY: Teachers College, Columbia University. https://doi. 10.4236/ojapps.2014.45022.
• Noels, K.A.; Chaffee, K.; Lou, N. M.; & Dincer, A.(2016). Self-Determination, Engagement, and Identity in Learning German: Some Directions in the Psychology of Language Learning Motivation. Fremdsprachen Lehren und Lernen, 45(2), 12-29
• Nogueira, J., & Veiga, F. (2014). Relationships as a basis of engagement? Self-efficacy and school engagement of pupils in school. In F. Veiga (Coord.), Envolvimento dos Alunos na Escola: Perspetivas Internacionais da Psicologia e Educação / Students’ Engagement in School: International Perspectives of Psychology and Education (pp. 373-385). Lisboa: Instituto de Educação da Universidade de Lisboa.
• Olson, A. L., & Peterson, R. L. (2015, April). Student Engagement. Strategy Brief. Lincoln, NE: Student Engagement Project, University of Nebraska-Lincoln and the Nebraska Department of Education. http://k12engagement.unl.edu/student-engagement.
• Otundo, J. O., & Garn, A, C. (2019). Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching. International Journal of Educational Psychology, 8(2), 137-161. doi: 10.17583/ijep.2019.3356
• Owen, S.V. & Fromen, R.D. (1988). Development of a college academic self-efficacy scale. [Paper presented]. Annual of the national council on measurement in education, New Orleans, LA.
• Poort, I, Jansen, E & Hofman, A. (2022) Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, 41(2), 511-526. doi:10.1080/07294360.2020.1839024
• Seifert, T. L., & O'Keefe, B. A. (2001). The relationship of work avoidance and learning goals to perceived competence, externality and meaning. British Journal of Educational Psychology, 71(1), 81–92. https://doi.org/10.1348/000709901158406.
• Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Science. 14(2), 190–200
• Ringeisen, T & and Bürgermeister, A. (2015). Fostering students’ self-efficacy in presentation skills: The effect of autonomy, relatedness and competence support. (Eds) In K. Moore, S. Howard, P. Buchwald, Stress and Anxiety: Application to Schools, Well-Being, Coping and Internet Use. ‎ Berlin: Logos Verlag.
• Rotgans, J.I., Schmidt, H.G. (2011) Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education volume 16, 465–479. https://doi.org/10.1007/s10459-011-9272-9
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY, US: Guilford Press.
• Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection. Educational and psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233.
• Sökmen, Y. (2019). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19-37. https://doi.org/10.1080/03055698.2019.1665986
• Tannoubi A, Quansah F, Hagan JE, Jr, Srem-Sai M, Bonsaksen T, Chalghaf N, et al. (2023). Adaptation and validation of the Arabic Version of the University Student Engagement Inventory (A-USEI) among sport and physical education students. Psych, 5(2):320–35. doi: 10.3390/psych5020022
• Tomás, J., Gutiérrez, M., & Georgieva, S. (2018). The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. Psychology in the Schools, 57(2), 191-203. https://doi. 10.1002/pits.22321
• Van Assche, J.; van der Kaap-Deeder, J.; Audenaert, E.; De Schryver, M.; Vansteenkiste, M. (2018). Are the benefits of autonomy satisfaction and the costs of autonomy frustration dependent on individuals' autonomy strength?. Journal of Personality, 86 (6), 1017–1036. https://doi.10.1111/jopy.12372.
• Van Hasselt, V. & Hersen, M. (1992). Handbook of Social Development A Lifespan Perspective. New York: Springer.
• Van Ryzin M.J (2011). Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope. Journal of youth and adolescence, 40 (12), pp. 1568-80. https://doi. 10.1007/s10964-011-9637-7
• Veiga, F., Galvao, D., Almeida, A., Carvalho, C., Janeiro, I., Nogueira, J., Conboy, J., Melo, M., Taveira, M., Festas, M., Bahia, S., Caldeira, S., & Pereira, T. (2012, November). Student's Engagement in School: Literature Review. [paper presented]. ICERI2012 Conference, Madrid, Spain.
• Wang, M.-T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2017). Conceptualization and assessment of adolescents’ engagement and disengagement in school: a multidimensional school engagement scale. European Journal of Psychological Assessment, 35(4), 592–606. https://doi.org/10.1027/1015-5759/a000431.
• Wood, R. (2019). Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. EURASIA Journal of Mathematics, Science and Technology Education, 15(7),1-22. https://doi.org/10.29333/ejmste/106110
• Wood, R. (2020). Investigating the enhancement of students’ engagement with learning activities through the lens of self-determination theory. European Journal of Teaching and Education, 2(2), 152–182. https://doi.org/10.33422/ejte.v2i2.263
• Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1-7. https://doi. 10.1080/10872981.2020.1742964
• Yaşartürk, F. (2019). Analysis of the relationship between the academic self-efficacy and leisure satisfaction levels of university students. Journal of Education and Training Studies, 7(3), 106-115. doi:10.11114/jets.v7i3.3988
• Yoo, J. (2015). Perceived Autonomy Support and Behavioral Engagement in Physical Education: A Conditional Process Model of Positive Emotion and Autonomous Motivation. Perceptual and Motor Skills, 120(3), 731–746. https://doi.org/10.2466/06.PMS.120v20x8
• York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment. Research & Evaluation, 20(5), 1-20. Retrieved from http://pareonline.net/getvn.asp?v=20&n=5