Building a Structural Model of Motivational Regulation and Learning Engagement for Undergraduate and Graduate Students in Higher Education

Autor/inn/en	Yun, Heoncheol; Park, Sanghoon
Titel	Building a Structural Model of Motivational Regulation and Learning Engagement for Undergraduate and Graduate Students in Higher Education
Quelle	In: Studies in Higher Education, 45 (2020) 2, S.271-285 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Sanghoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1510910
Schlagwörter	Undergraduate Students; Learner Engagement; Learning Motivation; Learning Strategies; Electronic Learning; Online Courses; Conventional Instruction; Academic Persistence + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs
Abstract	Student motivation is widely recognized as a positive influence on engagement and learning in higher education. This study tested the structural relationships between motivational regulation strategies (MRSs) and engagement moderated by academic level (undergraduate and graduate) and learning environment (classroom and online). A total of 252 undergraduate and graduate students participated in the study. Confirmatory factor analysis confirmed the construct validity of the measurement and the measurement model validity. The two-step structural equation modeling was employed to examine the structural model validity and relationships between MRSs and engagement moderated by academic level and learning environment. The results indicated that (1) interest enhancement and environmental control are significantly linked to behavioral engagement, and (2) interest enhancement, goal orientation, and behavioral reinforcement are significantly associated with both emotional engagement and cognitive engagement. In addition, student academic level was found to be a significant factor that moderates the relationship between MRSs and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01