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Information Journal Paper

Title

The Investigation of Relationship between Perception from Classroom and Academic Engagement with Mediator Role of Academic Motivation

Pages

  115-134

Abstract

 Introduction Over the the last few decades, researchers in general, and psychologists in particular have become interested in the concept of academic engagement as a way to reduce student boredom and enhance their motivation and academic achievement. Fredricks (2004) described academic engagement as a malleable, developing, and multidimensional construct that consists of three broad dimensions: behavioral, cognitive, and emotional. The dimensions, according to the author, are not isolated but interrelate with each other. Behavioral engagement is a directly observable dimension of engagement, and the salient indicators of this dimension include truancy, preparation for school, attendance, participation in curricular and extracurricular tasks, and discipline referrals. The cognitive engagement dimension refers to the students’ investment in learning and encompasses aspects such as willingness and thoughtfulness to expend the effort required to understand and master difficult tasks. Finally, emotional engagement refers to the same features of emotional engagement, which describe the students’ positive and negative emotional index towards their teachers, classmates, academic tasks, and school in general (Fredricks et al., 2004). Presence of interest and happiness and the lack of boredom, anxiety, and sadness are indices of emotional engagement. It is known that contextual factors, including perception of the classroom, is the strongest variable to influence academic engagement. In this regard, research suggests that such dimensions of the students’ perception of the classroom as their belonging to the classroom, support from the teacher, cooperation, investigation, equality, and task orientation are important factors that can positively predict the students’ academic engagement and success. In addition, research findings suggest that self-determination, especially intrinsic motivation, is an important variable affecting academic engagement. Regarding motivation, studies of self-determination suggest that people have different motivations for being involved in the workplace, school, and other places. Review of the literature about motivation indicates that humans have four different kinds of motivation that can be considered along a continuum. External motivation is about involvement in activities associated with rewards and punishment when the situation dictates it. A type of motivation has also been characterized as the motivation in which people are involved in an activity due to its significance or even the value they attach to their own goals. Intrinsic motivation, which is more autonomous, refers to involvement in behavior for the sake of pleasure. In the end, amotivation, or absence of motivation, applies to a condition under which one fails to act because they do not find it significant. Many researchers have suggested that classroom context can affect the learners’ motivation, leading to positive outcomes such as persistence, academic engagement and academic success. Although the previous studies have confirmed the positive relationships between perception of classroom, academic motivation, and academic engagement, they did not clearly mention the mechanism of these relationships. Therefore, the main objective of the present study was to explore the effect of classroom perception on academic engagement, while considering the mediating role of academic motivation in this regard. Therefore, based on our research purpose, three research hypotheses were generated: 1-There is a relationship between perception of classroom and academic engagement. 2-There is a relationship between perception of classroom and academic motivation. 3-academic motivation plays a mediation role in the relationship between perception of classroom and academic engagement. Method The research was a correlation study, using structural equation modeling (SEQ) as the data analysis technique. The population included all high school students in Ghaemieh. Of this population, a sample was selected of 300 high school students (100 males, 200 females) through random multistage cluster sampling. Having been informed of the purpose of the study, investigating their classroom perception, academic motivation, and academic engagement, the participants signed an informed consent form. Subsequently, they completed three questionnaires including classroom perception from, academic engagement inventory, and the situational motivational scale. SEQ was run as the statistical technique for analyzing the data. Results The results of SEQ showed that in the measurement model the indicator variables could measure the latent variables appropriately. In addition, the results suggested that the components of classroom perception (i. e. belonging to classroom, receiving support from the teacher, cooperation, equality, and task orientation) could affect academic engagement and academic motivation. It was further found that academic motivation could have a mediating role in the relationship between classroom perception and academic engagement. To evaluate the model, multiple indexes of fitness were used which corroborated the fitness of the models for the data. Discussion The purpose of this study was to investigate the mediating role of academic motivation in the relationship between classroom perception and academic engagement. The results of SEQ suggested that the proposed model fits the research data quite well. The findings also showed that academic motivation depends on the classroom environment and affects academic engagement. The components of classroom perception, namely belonging to the classroom, receiving support from the teacher, cooperation, equality, and task orientation, affected academic motivation. In sum, the findings corroborated the appropriateness of the presumed model in accounting for the impact of the classroom environment on academic engagement. The results of the research could be insightful for teachers and educators, trying to enhance the learners’ academic engagement. The teachers should orient the learners to the tasks and teach them discovery methods to strengthen their intrinsic motivation and thereby improve the learners’ academic engagement. It is recommended that the teachers encourage cooperation, investigation, equality, and task orientation in the classroom and support the learners’ autonomy so as to enhance their intrinsic motivation and active engagement in their academic studies.

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    APA: Copy

    MOLTAFET, GHAVAM, Taghvainia, Ali, & Ayool, Aboozar. (2020). The Investigation of Relationship between Perception from Classroom and Academic Engagement with Mediator Role of Academic Motivation. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 11(2 (77-2) ), 115-134. SID. https://sid.ir/paper/373437/en

    Vancouver: Copy

    MOLTAFET GHAVAM, Taghvainia Ali, Ayool Aboozar. The Investigation of Relationship between Perception from Classroom and Academic Engagement with Mediator Role of Academic Motivation. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2020;11(2 (77-2) ):115-134. Available from: https://sid.ir/paper/373437/en

    IEEE: Copy

    GHAVAM MOLTAFET, Ali Taghvainia, and Aboozar Ayool, “The Investigation of Relationship between Perception from Classroom and Academic Engagement with Mediator Role of Academic Motivation,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 11, no. 2 (77-2) , pp. 115–134, 2020, [Online]. Available: https://sid.ir/paper/373437/en

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