Understanding students' learning and engagement: Situating within a motivational perspective

Abstract

The present research investigation explored the interrelations between three major theoretical orientations: personal self-efficacy (Bandura, 1986, 1997), components of motivational engagement (i.e., absorption, dedication, and vigor) (Schaufeli, Martinez, Pinto, Salanova and Bakker, 2002; Schaufeli, Salanova, González-Romá and Bakker, 2002), and effective functioning (Phan, 2015a, 2015b). This conceptualization, correlational in nature, reflects a non-deficit approach to the study of human behavior. For example, the concept of effective functioning is positive in terms of its characteristics and explanatory power, predicting academic learning and achievement-related outcomes. Based on previous empirical evidence, a number of structural paths are hypothesized for confirmation. 288 (137 females, 151 males) second-year university students participated in this study by answering a suite of questionnaires. Structural equation modeling (SEM) was used to test the a priori model. MPlus 7.2 statistical program produced some key findings, namely: (i) the importance of enactive learning experience as a source of information, (ii) the potent influence of self-efficacy and its mediating role, (iii) the differential influences of the three components of motivational engagement, and (iv) the positive influence of effective functioning. There are both educational and methodological implications arising from the results that are of important value. One theoretical contribution, in this case, is the validation of effective functioning as a central cognitive-motivational predictor of performance outcomes.