Abstract
Purpose รโ The role of teacher autonomy support (TAS) is central to studentsรขโฌโข engagement. However, there is a scarcity of empirical evidence on the mediating role of personal best (PB) goals between autonomy support and student engagement. Hence, in this research we examined the extent to which TAS could impact cognitive, behavioural and emotional engagement with the mediating role of PB goals among undergraduate students. Methodology รโ A cross-sectional research design was applied. A total of 266 undergraduate students from a large government university located in northern Malaysia participated in this research. The Learning Climate Questionnaire (LCQ) and the Personal Best Scale were used to measure the studentsรขโฌโข perception of TAS and their PB goals respectively, while the Engagement Versus Disaffection with Learning measurement scale and the Metacognitive Strategies Questionnaire were used to collect data on cognitive, behavioural and emotional engagement. Structural Equation Modelling using AMOS 23 was adopted to test the hypothesized relationships. Findings รโ The results of the study support our postulated model, showing that TAS is related with student engagement aspects through the full mediating role of PB goals. Significance รโ These results augment the present understanding of the self-determination theory motivation mediation model by highlighting that creating a conducive learning environment that facilitates self-determined behaviours among students will nurture PB goals and enhance engagement, which will be beneficial for teaching and learning processes in education.
Highlights
The significance of engagement is well documented in educational contexts, with strong links observed between student engagement and achievement at both elementary and tertiary levels (Maguire, Egan, Hyland, & Maguire, 2016)
Among them are the establishment of the Centre for Community College Student Engagement (CCCSE) in 2001 at the University of Texas, USA (CCCSE, 2019), and the Centre for Higher Education Research and Information (CHERI), which has focused on effective strategies to boost academic engagement within higher educational institutions in the UK context (Little, Locke, Scesa, & Williams, 2009)
The current research is among the first to study the relationships of perceived teacher autonomy support (TAS), personal best (PB) goals and student engagement simultaneously within a sample of Malaysian undergraduate students
Summary
The significance of engagement is well documented in educational contexts, with strong links observed between student engagement and achievement at both elementary and tertiary levels (Maguire, Egan, Hyland, & Maguire, 2016). Healey et al (2014) argued that student engagement is a holistic and complex phenomenon that needs much more research to become a useful platform for improving learning in higher education. In this sense, it has become vital to identify the extent to which students are engaged and the effective educational practices that encourage engagement (Abdul Rahim & Lee 2017; Zepke, 2017). Among them are the establishment of the Centre for Community College Student Engagement (CCCSE) in 2001 at the University of Texas, USA (CCCSE, 2019), and the Centre for Higher Education Research and Information (CHERI), which has focused on effective strategies to boost academic engagement within higher educational institutions in the UK context (Little, Locke, Scesa, & Williams, 2009)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
