Abstract
The objective of this study is to determine the relationship between learning engagement, academic motivation, and academic performance in undergraduate students and the importance of religion in determining the academic motivation and academic performance. A sample of 840 university students from different regions (provinces) of Pakistan is pooled through a convenient sampling technique. Engagement Versus Disaffection (EVD) and the Academic Motivation Scale (AMS) are administered for learning engagement and academic motivation, respectively. After applying analysis of variance (ANOVA), Pearson product-moment correlation analysis, and hierarchical regression, the findings of this research reveal that learning engagement and academic motivation have significant relationships with academic performance. Furthermore, it is also found that, in religiosity, academic motivation for both Muslims and non-Muslims do not induce learning engagement, but Muslim students have shown better academic performance than non-Muslims. This study can be beneficial for policymakers and practitioners to analyze the determinants of learning engagements and improve the academic performance of university students.
Highlights
In this modern age, millions of students get their undergraduate degrees
After applying analysis of variance (ANOVA), Pearson product-moment correlation analysis, and hierarchical regression on the sample of 840 university students from five full-scaled universities in different regions, the findings reveal that learning engagement and academic motivation have a significant relationship with academic performance, whereas learning disaffection has a negative relationship with academic performance
Behavioral and emotional disaffection are negatively significantly related to academic performance, which means that having the learning disaffection will be the result of poor academic performance, and this supports the hypothesis of this research
Summary
Millions of students get their undergraduate degrees. Researchers have shown that the predictors of higher grades of students are their IQ level and intelligence. Duckworth and Seligman (2005) examine that the IQ is the predictor of success and failure, as well as higher and lower academic performance. Researchers have shown that the predictors of higher grades of students are their IQ level and intelligence. Researchers have provided evidence which shows that, except for the IQ level and intelligence, there are certainly other variables that can predict the academic performance, that is, learning engagement and academic motivation (Lee, 2014; Skinner et al, 2008). It has been tried to explore various dimensions and subdimensions ranging from culture, society, academic motivation, religiosity, institutional belongingness and socialization, and academic performance. These topics vary from old traditional methods to technologically advanced methods by considering intercultural aspects
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