Cover Image

Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?

Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ 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 c...

Full description

Saved in:
Bibliographic Details
Main Authors: Benlahcene, Abderrahim, Awang Hashim, Rosna, Kaur, Amrita
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2020
Subjects:
LB2300 Higher Education
Online Access:http://repo.uum.edu.my/27080/1/MJLI%2017%201%202020%2025-49.pdf
http://repo.uum.edu.my/27080/
http://mjli.uum.edu.my/index.php/cur-issues#b2
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.uum.repo.27080
record_format eprints
spelling my.uum.repo.270802020-06-10T02:09:43Z http://repo.uum.edu.my/27080/ Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement? Benlahcene, Abderrahim Awang Hashim, Rosna Kaur, Amrita LB2300 Higher Education Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ 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 ˗ 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 students’ 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 ˗ 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 ˗ 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. Universiti Utara Malaysia Press 2020-01 Article PeerReviewed application/pdf en http://repo.uum.edu.my/27080/1/MJLI%2017%201%202020%2025-49.pdf Benlahcene, Abderrahim and Awang Hashim, Rosna and Kaur, Amrita (2020) Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement? Malaysian Journal of Learning and Instruction (MJLI), 17 (1). pp. 25-49. ISSN 1675-8110 http://mjli.uum.edu.my/index.php/cur-issues#b2
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Benlahcene, Abderrahim
Awang Hashim, Rosna
Kaur, Amrita
Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
description Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ 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 ˗ 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 students’ 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 ˗ 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 ˗ 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.
format Article
author Benlahcene, Abderrahim
Awang Hashim, Rosna
Kaur, Amrita
author_facet Benlahcene, Abderrahim
Awang Hashim, Rosna
Kaur, Amrita
author_sort Benlahcene, Abderrahim
title Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
title_short Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
title_full Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
title_fullStr Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
title_full_unstemmed Personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
title_sort personal best goals: do they mediate the relationship between teacher autonomy support and student engagement?
publisher Universiti Utara Malaysia Press
publishDate 2020
url http://repo.uum.edu.my/27080/1/MJLI%2017%201%202020%2025-49.pdf
http://repo.uum.edu.my/27080/
http://mjli.uum.edu.my/index.php/cur-issues#b2
_version_ 1671342051318300672
score 13.211869

Similar Items