A Causal Model of Student Academic Engagement Based on Perceived Teaching Style with Mediating Role of Autonomous Motivation

Document Type : Scientific Articles

Authors

1 Ph.D student, Department of Assessment and measurement, Allameh Tabataba'i University, Tehran. Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

This study aimed to determine the mediating effect of autonomous motivation in the relationship between students' perceptions of teachers' motivational teaching style and academic engagement. The research method was correlational and path analysis. The statistical population included all undergraduate students of Farhangian University of Sistan and Baluchestan in the academic year 2023-2024 , totaling 5013 individuals. Based on Cochran's formula, 357 students (171 males and 186 females) were selected as a sample using stratified-random sampling. Data were collected using the Academic Motivation Scale by Vallerand (1992), Teacher as Social Context Scale by Belmont et al. (1988), and Academic Engagement Scale by Reeve (2013). The results showed a direct and significant relationship between teaching style with autonomous motivation and academic engagement (p<0.01). The path analysis results indicated that the autonomous support dimension had a direct and significant effect on academic engagement (p<0.05). Furthermore, the indirect effect of teaching style dimensions on academic engagement through autonomous motivation was also confirmed (p<0.05). Therefore, to enhance students' academic engagement, professors should prioritize autonomy-supportive teaching style as an educational strategy.

Keywords

References

حکیم زاده، رضوان؛ روحی، مریم و مقدم زاده، علی(1402). بررسی رابطه سبک تدریس اساتید با انگیزه و درگیری تحصیلی دانشجویان در محیط یادگیری آنلاین با نقش میانجی سبک های مشارکت در یادگیری. دوفصلنامه مطالعات برنامه درسی آموزش عالی،(27)14، 110-69. https://www.icsajournal.ir/article_177044.html
شهرکی، فرزانه (1399). رابطه ادراک دانش آموزان از ابعاد سبک تدریس معلم با پایستگی تحصیلی از طریق نقش واسطه ای انگیزش خودمختار. پایان نامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی دانشگاه سیستان و بلوچستان. https://ganj.irandoc.ac.ir/#/articles/97215d3f45968cad260249ecc5ba5f26
کیخا، اسما؛ مرزیه، افسانه و جناآبادی، حسین(1397). رابطه سبک تدریس معلم با انگیزش و درگیری تحصیلی دانش آموزان، نشریه علمی پژوهشی پژوهش های آموزش و یادگیری(15)2، 48-37. https://tlr.shahed.ac.ir/article_2527.html
مرزیه, افسانه؛ اژه ای، جواد؛ حجازی، الهه و قاضی طباطبایی، سید محمود (1391). پیش‌بینی خلاقیت دانش‌آموزان با توجه به متغیرهای حمایت خودمختاری ادراک شده، ساختار ادراک شده و جنسیت. مطالعات روانشناسی تربیتی، 9(16)، 148-132. https://jeps.usb.ac.ir/article_1042.html 
نجفی میرشکارلو، سجاد(1397). بررسی نقش تبیینی سبک های تدریس و کیفیت تدریس در درگیری و خودکارآمدی دانشجویان دانشگاه ارومیه. پایان نامه کارشناسی ارشد، دانشگاه ارومیه. https://ganj.irandoc.ac.ir/#/articles/cbfcae36fdda4142b4f28aee88096482
نخستین گلدوست، اصغر؛ فاتحی سینه سر، سید محمد و تکلوی, سمیه . (1403). اثربخشی آموزش روش تدریس بارش مغزی بر درگیری تحصیلی، سرزندگی تحصیلی و ادراک از محیط یادگیری دانش آموزان.مطالعات روانشناسی تربیتی، 21(55)، 29-1. https://jeps.usb.ac.ir/article_8590.html
یوسفی، نوریه؛ شریفی، حسن پاشا و شریفی، نسترن (1397). الگوی ساختاری فرسودگی تحصیلی براساس متغیرهای حمایت اجتماعی ادراک شده، عدالت آموزشی و انگیزش تحصیلی دانشجویان. فصلنامه روانشناسی کاربردی، 12(3پیاپی 47)، 438-418. https://apsy.sbu.ac.ir/article_96701.html
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors in predicting student’s engagement in school work. The British Journal of Educational Psychology. 72(2), 261–278. https://psycnet.apa.org/record/2002-13453-006
Chia Wei,T.  Meng,J. Allan B,d(2022) Lecturer Teaching Styles and Student Learning Involvement in Large Classes: A Taiwan Case Study. Asia Pacific Journal of Education, 42 (3) 447-463. http://dx.doi.org/10.1080/02188791.2020.1852913.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York: Springer. https://www.researchgate.net/profile/Azkananda-Widiasani/publication/310773130_Handbook_of_Student_Engagement/links/5836a0dd08aed45931c772b7/Handbook-of-Student-Engagement.pdf
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. https://link.springer.com/book/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. https://www.tandfonline.com/doi/abs/10.1207/S15327965PLI1104_01
Diseth, Å. & Samdal, O. (2014). “Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school”. Social Psychology of Education, 17(2), 269-291. https://link.springer.com/article/10.1007/s11218-013-9244-4
Elliott, J. G., and Tudge, J. (2012). Multiple contexts, motivation and student engagement in the USA and Russia. Eur. J. Psychol. Educ. 27, 161–175. https://www.researchgate.net/publication/257488387_Multiple_contexts_motivation_and_student_engagement_in_the_USA_and_Russia
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 17-142. https://ed.buffalo.edu/content/dam/ed/main/docs/newsletter/Fall09-Jeremy-Finn-Withdrawing.pdf
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Rev. Educ. Res. 74, 59–109. https://journals.sagepub.com/doi/10.3102/00346543074001059
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162. https://selfdeterminationtheory.org/SDT/documents/2003_FurrerSkinner_JEP.pdf
Grolnick, W. S., & Ryan, R.M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898. https://pubmed.ncbi.nlm.nih.gov/3585701/
Guay, F., & Vallerand, R.J. (1996). Social context, student’s motivation and academic achievement: Toward a process model. Social Psychology of Education, 1(3), 211-233. https://psycnet.apa.org/record/2003-09705-011
Hornstr, L., Stroet, K., & Weijers, D. (2021). Profiles of teachers’ need support: How do autonom support, structure, and involvement cohere and predict motivation and learning outcomes?. Teaching and Teacher Education, 99, 1-12. https://www.sciencedirect.com/science/article/pii/S0742051X20314487
Howard, J. L., Slemp, G. R., & Wang, X. (2024). Need support and need thwarting: A meta-analysis of autonomy, competence, and relatedness supportive and thwarting behaviors in student populations. Personality and Social Psychology Bulletin, Online first. https://journals.sagepub.com/doi/10.1177/01461672231225364
Liu, X. (2024). Effect of teacher–student relationship on academic engagement: the mediating roles of perceived social support and academic pressure. Frontiers in Psychology, 15, 1331667. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1331667/full
Lombardero Posada, X., Murcia Álvarez, E., Fernández, A., Méndez Fernández, F. X., A. B., & González Fernández, A. (2023). Academic Engagement and Disaffection in Social Work undergraduates from Spain: The role of teaching styles and Student Motivation. Journal of Social Work Education, 1–18. https://www.researchgate.net/publication/374424003_Academic_Engagement_and_Disaffection_in_Social_Work_Undergraduates_From_Spain_The_Role_of_Teaching_Styles_and_Student_Motivation
McClelland, D. C. (1961). The achieving society. New York: Free Press. https://gwern.net/doc/economics/1971-mcclelland-theachievingsociety.
Pelletier, Luc G. & Vallerand, Robert J. (1996). Supervisors' beliefs and subordinates' intrinsic motivation: A behavioral confirmation analysis. Journal of Personality and Social Psychology,71, 331-340. https://psycnet.apa.org/record/1996-06400-010
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267. https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000191
Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self- determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375–­­392. https://psycnet.apa.org/record/2003-00780-015
Ryan, E. M., &Deci, E. L. (2000). Self-determination theory and the facilitation of motivation, social development, and well-being. The American Psychologist. 55(1), 68-78. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85, 571–581. https://www.researchgate.net/publication/232483889_Motivation_in_the_classroom_Reciprocal_effect_of_teacher_behavior_and_student_engagement_across_the_school_year
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and every day resilience. In S. L. https://link.springer.com/chapter/10.1007/978-1-4614-2018-7_2
Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). Springer Science + Business Media. https://link.springer.com/book/10.1007/978-1-4614-2018-7
Sokhom,C. Sorakrich,M. Ravinder,K.(2023) Teacher Educators' Teaching Styles: Relation with Learning Motivation and Academic Engagement in Pre-Service Teachers. Teaching in Higher Education, 28 (8) 2044-2065 . http://dx.doi.org/10.1080/13562517.2021.1947226.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). San Diego, CA: Academic Press. https://www.sciencedirect.com/science/article/abs/pii/S0065260108600192
Wang, Q. (2025). Re-discover student engagement from the perspective of definition and influencing factors. Frontiers in Psychology, 15, 1428668. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1428668/full
Wang, J., Meng, W., Xing, Q., & Moè, A. (2024). Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived. Social Psychology of Education, 27, 2993-3017. https://link.springer.com/article/10.1007/s11218-024-09943-x
Xiaowei Tu (2021). The Role of Classroom Culture and Psychological Safety in EFL Students' Engagement. Classroom Culture and Psychological Safty. Volume 12,1-5. https://doi.org/10.3389/fpsyg.2021.760903 .
Journal of Educational Psychology Studies
Volume 22, Issue 60
December 2025
Pages 240-221

Files

Share

How to cite

Statistics