Predicting student engagement from self-efficacy and autonomous motivation: A cross-sectional study

References

• Achenreiner, G., Kleckner, M. J., Knight, P., & Lilly, B. (2019). Student self-efficacy, employee engagement, and community vitality: A collaborative data collection model for regional workforce development. Journal of Education and Work, 32(6–7), 614–14. https://doi.org/https://doi.org/10.1080/13639080.2019.1673889
   Web of Science ®Google Scholar
• Ajzen, I. (2002). Perceived behavioural control, self‐efficacy, locus of control, and the theory of planned behaviour. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/https://doi.org/10.1111/j.1559-1816.2002.tb00236.x
   Web of Science ®Google Scholar
• Akpan, I. D., & Umobong, M. E. (2013). Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Journal of Interdisciplinary Studies, 2(3), 385–390.
   Google Scholar
• Allari, R. S., Atout, M., & Hasan, A. A. H. (2020). The value of caring behavior and its impact on students’ self-efficacy: perceptions of undergraduate nursing students. Nursing Forum, 55(2), 259-266. available at: https://doi.org/https://doi.org/10.1111/nuf.12424
   Google Scholar
• Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411. https://doi.org/https://doi.org/10.1037/0033-2909.103.3.411
   Web of Science ®Google Scholar
• Ansong, D., Okumu, M., Bowen, G. L., Walker, A. M., & Eisensmith, S. R. (2017). The role of parent, classmate, and teacher support in student engagement: evidence from Ghana. International Journal of Educational Development, 54, 51–58. https://doi.org/https://doi.org/10.1016/j.ijedudev.2017.03.010
   Web of Science ®Google Scholar
• Azila-Gbettor, E. M., Atatsi, E. A., Mensah, C., & Abiemo, M. K. (2020). Self-esteem, organizational citizenship behaviour and commitment among university students. Journal of Applied Research in Higher Education, (5), 12, 975-991. https://doi.org/https://doi.org/10.1108/JARHE-04-2019-0095
   Google Scholar
• Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. https://doi.org/https://doi.org/10.1007/BF02723327
   Google Scholar
• Bakker, A. B., Vergel, A. I. S., & Kuntze, J. (2015). Student engagement and performance: A weekly diary study on the role of openness. Motivation and Emotion, 39(1), 49–62. https://doi.org/https://doi.org/10.1007/s11031-014-9422-5
   Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), -191–215. https://doi.org/https://doi.org/10.1037/0033-295X.84.2.191
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
   Google Scholar
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). Academic Press.
   Google Scholar
• Bassi, M., Steca, P., Fave, A. D., & Caprara, G. V. (2007). Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth Adolescence, 36(3), -301–312. https://doi.org/https://doi.org/10.1007/s10964-006-9069-y
   Google Scholar
• Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: affective, behavioural, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87–105. https://doi.org/https://doi.org/10.1016/j.cedpsych.2018.01.002
   Web of Science ®Google Scholar
• Bryan, R. R., & Glynn, S. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065. https://doi.org/https://doi.org/10.1002/sce.20462
   Web of Science ®Google Scholar
• Carver, C. S., & Scheier, M. F. (2014). Dispositional optimism. Trends in Cognitive Science, 18(6), 293–299. https://doi.org/https://doi.org/10.1016/j.tics.2014.02.003
   PubMed Web of Science ®Google Scholar
• Çetin, B. (2015). Academic motivation and approaches to learning in predicting college students’ academic achievement: Findings from Turkish and US samples. Journal of College Teaching and Learning, 12(2), 141–150. https://doi.org/https://doi.org/10.19030/tlc.v12i2.9200
   Google Scholar
• Cloete, N., Bunting, I., & Maassen, P. (2015). Research universities in Africa: an empirical overview of eight flagship universities. Knowledge Production and Contradictory Functions in African Higher Education, 1, 18–31.
   Google Scholar
• Close, W., & Solberg, S. (2008). Predicting achievement, distress, and retention among lower-income Latino youth. Journal of Vocational Behaviour, 72(1), 31–42. https://doi.org/https://doi.org/10.1016/j.jvb.2007.08.007
   Web of Science ®Google Scholar
• Coates, H. (2006). Student engagement in campus-based and online education. Routledge.
   Google Scholar
• De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006–1021. https://doi.org/https://doi.org/10.1037/a0027800
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268. https://doi.org/https://doi.org/10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In Improving Academic Achievement (pp. 61–87). Academic Press
   Google Scholar
• Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 8, 1–12. https://doi.org/https://doi.org/10.3389/fpsyg.2017.01193
   PubMed Web of Science ®Google Scholar
• Fife, J. E., Bond, S., & Byars-Winston, A. (2011). Correlates and predictors of academic self-efficacy among African-American students. Education, 132(1), 141-148.
   Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error. Algebra and Statistics, 18(3),382–388. https://doi.org/https://doi.org/10.1177/002224378101800313
   Google Scholar
• Fraysier, K., Reschly, A., & Appleton, J. (2020). Predicting postsecondary enrolment with secondary student engagement data. Journal of Psychoeducational Assessment, 38(7), 882-899 https://doi.org/https://doi.org/10.1177/0734282920903168.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Froiland, J. K., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321–336. https://doi.org/https://doi.org/10.1002/pits.21901
   Web of Science ®Google Scholar
• Geisser, S. (1974). A predictive approach to the random effect model. Biometrika, 61(1), 101–107. https://doi.org/https://doi.org/10.1093/biomet/61.1.101
   Web of Science ®Google Scholar
• Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., & Salvatore, S. (2018). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. Frontiers in Education, 3, 1–11. https://doi.org/https://doi.org/10.3389/feduc.2018.00095
   Google Scholar
• Gold, J. R., Burridge, C. P., & Turner, T. F. (2001). A modified stepping-stone model of population structure in red drum. Genetica, 111(1/3), 305–317. https://doi.org/https://doi.org/10.1023/A:1013705230346
   PubMed Web of Science ®Google Scholar
• Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., & Thiele, K. O. (2017). Mirror, mirror on the wall: A comparative evaluation of composite-based structural equation modeling methods. Journal of the Academy of Marketing Science, 45(5), 616–632. https://doi.org/https://doi.org/10.1007/s11747-017-0517-x
   Web of Science ®Google Scholar
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 191, 139–152. https://doi.org/https://doi.org/10.2753/MTP1069-6679190202
   Google Scholar
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: rigorous applications, better results and higher acceptance. Long Range Planning, 46(1–2), 1–12. https://doi.org/https://doi.org/10.1016/j.lrp.2013.01.001
   Web of Science ®Google Scholar
• Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/https://doi.org/10.1108/EBR-11–2018-0203
   Google Scholar
• Hair, J. F., Jr, Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121. https://doi.org/https://doi.org/10.1108/EBR-11-2018-0203
   Google Scholar
• Hair, J. F., Sarstedt, M., Pieper, T. M., & Ringle, C. M. (2012). The use of partial least squares structural equation modeling in strategic management research: A review of past practices and recommendations for future applications. Long Range Planning, 45(5–6), 320–340. https://doi.org/https://doi.org/10.1016/j.lrp.2012.09.008
   Web of Science ®Google Scholar
• Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage Publications.
   Google Scholar
• Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/https://doi.org/10.1007/s11747-014-0403-8
   Web of Science ®Google Scholar
• Hobfoll, S. (2002). Social and psychological resources and adaptations. Review of General Psychology, 6(4), 302–324.
   Web of Science ®Google Scholar
• Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5, 103–128. https://doi.org/https://doi.org/10.1146/annurev-orgpsych–032117–104640
   Google Scholar
• Hobfoll, S. E., & Shirom, A. (2001). Conservation of resources theory: Application to stress and management in the workplace. In R. T. Golembiewski (Ed.), Handbook of Organizational Behavior (pp. 57−80). Marcel Dekker.
   Google Scholar
• Hobfoll, S. E., Tracy, M., & Galea, S. (2006). The impact of resource loss and traumatic growth on probable PTSD and depression following terrorist attacks. Journal of Traumatic Stress: Official Publication of The International Society for Traumatic Stress Studies, 19(6), 867–878. https://doi.org/https://doi.org/10.1002/jts.20166
   PubMed Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424. https://doi.org/https://doi.org/10.1037/1082-989X.3.4.424
   Web of Science ®Google Scholar
• Hu, S., & Kuh, G. D. (2001). “Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics.” Paper presented at the American educational research association annual conference, Seattle.
   Google Scholar
• Joo, Y. J., Lim, K. Y., & Kim, Y. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149–158. https://doi.org/https://doi.org/10.1016/j.compedu.2012.10.027
   Web of Science ®Google Scholar
• Khademi Ashkzari, M., Piryaei, S., & Kamelifar, L. (2018). Designing a causal model for fostering academic engagement and verification of its effect on educational performance. International Journal of Psychology, 12(1), 136–161. https://doi.org/https://doi.org/10.24200/ijpb.2018.58146
   Google Scholar
• Kim, C. M., Park, S. W., Cozart, J., & Lee, H. (2015). From motivation to engagement: The role of effort regulation of virtual high school students in mathematics courses. Educational Technology and Society, 18(4), 261–272. https://www.jstor.org/stable/jeductechsoci.18.4.261
   Web of Science ®Google Scholar
• King, R. B., Jennifer, M., & Gaerlan, M. (2014). High self-control predicts more positive emotions better engagement, and higher achievement in school. European Journal of Psychology of Education, 29(1), 81–100. https://doi.org/https://doi.org/10.1007/s10212-013-0188-z
   Web of Science ®Google Scholar
• Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students‘ academic motivation and achievement. Learning and Individual Differences, 19(1), 47–52. https://doi.org/https://doi.org/10.1016/j.lindif.2008.07.001
   Web of Science ®Google Scholar
• Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐ year university. Assessment and Evaluation in Higher Education, 33(5), 493–505. https://doi.org/https://doi.org/10.1080/02602930701698892
   Web of Science ®Google Scholar
• Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. https://doi.org/https://doi.org/10.1353/csd.0.0099
   Web of Science ®Google Scholar
• Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). National Postsecondary Education Cooperative.
   Google Scholar
• Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personal Psychology, 60(3), 541–572. https://doi.org/https://doi.org/10.1111/j.1744-6570.2007.00083.x
   Web of Science ®Google Scholar
• Luthans, K. W., Luthans, B. C., & Palmer, N. F. (2016). A positive approach to management education: the relationship between academic PsyCap and student engagement. Journal of Management Development, 35(9), 1098–1118. https://doi.org/https://doi.org/10.1108/JMD-06-2015-0091
   Web of Science ®Google Scholar
• Mallick, S. K., De, K. K., & Mukhopadhyay, R. (2017). Academic motivation of secondary school students: A critical study. European Journal of Education Studies, 4(3), 661–674. https://doi.org/http://dx.doi.org/10.5281/zenodo.546728
   Google Scholar
• Mensah, C., & Azila-Gbettor, E. M. (2018). Religiosity and students’ examination cheating: Evidence from Ghana. International Journal of Educational Management. 32(6), 1156-1172 https://doi.org/https://doi.org/10.1108/IJEM-07-2017-0165
   Google Scholar
• Mensah, C., Azila-Gbettor, E. M., Appietu, M. E., & Agbodza, J. S. (2020). Internship work-related stress: A comparative study between hospitality and marketing students. Journal of Hospitality and Tourism Education,33(1), 29-42. https://doi.org/https://doi.org/10.1080/10963758.2020.1726769
   Google Scholar
• Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326–340. https://doi.org/https://doi.org/10.1007/s10964-018-0952-0
   PubMed Web of Science ®Google Scholar
• Paciello, M., Ghezzi, V., Tramontano, C., Barbaranelli, C., & Fida, R. (2016). Self-efficacy configurations and wellbeing in the academic context: A person-centred approach. Personality and Individual Differences, 99, 16–21. https://doi.org/https://doi.org/10.1016/j.paid.2016.04.083
   Web of Science ®Google Scholar
• Putri, W. K. H. W., & Prabawanto, S. (2019). The analysis of students’ self-efficacy in learning mathematics. Journal of Physics. Conference Series, 1157(3), 032–113. https://doi.org/https://doi.org/10.1088/1742-6596/1157/3/032113
   Google Scholar
• Reeve, J., & Tseng, C. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/https://doi.org/10.1016/j.cedpsych.2011.05.002
   Web of Science ®Google Scholar
• Shmueli, G., & Koppius, O. R. (2011). Predictive analytics in information systems research. MIS Quarterly, 35(3), 553–572. https://doi.org/https://doi.org/10.2307/23042796
   Google Scholar
• Singh, K., & Abdullah, B. (2020). Influence of self-efficacy on student engagement of senior secondary school students. Indian Journal of Public Health Research and Development, 11(1), 119–124. https://doi.org/https://doi.org/10.37506/v11/i1/2020/ijphrd/193797
   Google Scholar
• Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection conceptualization and assessment of children’s behavioural and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/https://doi.org/10.1177/0013164408323233
   Web of Science ®Google Scholar
• Stone, M. (1974). Cross-validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society, 36(2), 111–133. https://doi.org/https://doi.org/10.1111/j.2517-6161.1974.tb00994.x
   Google Scholar
• Sweetman, D., & Luthans, F. (2010). The power of positive psychology: Psychological capital and work engagement. In A. B. Bakker & M. P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 54–68). Psychology Press.
   Google Scholar
• Teo, T. S. H., Srivastava, S. C., & Jiang, L. (2008). Trust and electronic government success: An empirical study. Journal of Management Information Systems, 25(3), 99–132. https://doi.org/https://doi.org/10.2753/MIS0742-1222250303
   Web of Science ®Google Scholar
• Towl, M., & Senior, C. (2010). Undergraduate research training and graduate recruitment. Education Plus Training, 52(4), 292–303. https://doi.org/https://doi.org/10.1108/00400911011050963
   Google Scholar
• Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among finnish high school students and young adults: profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662. https://doi.org/https://doi.org/10.1037/a0033898
   PubMed Web of Science ®Google Scholar
• Utvær, B. K. S., & Haugan, G. (2016). The academic motivation scale: Dimensionality, reliability, and construct validity among vocational students. Nordic Journal of Vocational Education and Training, 6(2), 17–45. https://doi.org/https://doi.org/10.3384/njvet.2242-458X.166217
   Google Scholar
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53(1), 159–172. https://doi.org/https://doi.org/10.1177/0013164493053001018
   Web of Science ®Google Scholar
• Vogel, F. R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research and Development, 35(6), 1298–1310. https://doi.org/https://doi.org/10.1080/07294360.2016.1144574
   Web of Science ®Google Scholar
• Wang, Y., Peng, H., Huang, R., Hou, Y., & Wang, J. (2008). Characteristics of distance learners: Research on relationships of learning motivation, learning strategy, self-efficacy, attribution, and learning results. Open Learning, 23(1), 17–28. https://doi.org/https://doi.org/10.1080/02680510701815277
   Google Scholar
• Wigfield, A., & Waguer, A. L. (2005). Competence, motivation and identity development during adolescence. In J. A. Elliot & S. C. Dweck (Eds.), Handbook of competence and motivation (pp.222-239). New York:The Guilford Press.
   Google Scholar
• Wigfield, A., & Eccles, J. S. (2002). Development of achievement motivation. Academic Press.
   Google Scholar
• Willms, J. D., Friesen, S., & Milton, P. (2009). What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement.(First National Report). Canadian Education Association
   Google Scholar
• Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210–216. https://doi.org/https://doi.org/10.1016/j.lindif.2017.01.017
   Web of Science ®Google Scholar