Abstract
Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy–value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students’ involvement in their learning process.
Highlights
IntroductionPublisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
The main objective of this research work is to examine the relations among external support, relevant motivational variables, and the degree of involvement adopted by students
Two hypothesized models (M1 and M2) derived from Figure 2 were addressed in the specific Higher Education setting and subject matter contexts: Stuwere proposed and tested by the Structural Equation Modeling (SEM) procedure with the dents’ perceptions of family and teacher support were expected to be good predictors of Structural Equations Program (EQS) program [72]
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. When a student engages more than others in learning a given subject, what does this depend on? What can a teacher and family do to help students engage in and enjoy learning a given subject? This study attempts to shed light on the answers to both these questions. The main objective of this research work is to examine the relations among external support (teacher and family), relevant motivational variables (expectancy–value beliefs and achievement goals), and the degree of involvement (engagement) adopted by students. Understanding why a student decides to participate/implicate or not in the teaching–learning (T–L) process is crucial to take educational actions that help to improve their learning outcomes
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