The Effects of Motivation and Engagement on Academic Achievement Among College Students
The Effects of Motivation and Engagement on Academic Achievement Among College Students
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Date
2016-07-13
Authors
McFerren, Jennie Genesis
Journal Title
Journal ISSN
Volume Title
Publisher
Middle Tennessee State University
Abstract
ABSTRACT
A hierarchical multiple regression was used to explore the relation between student
engagement and overall college GPA. Specifically, the following three forms of student
engagement were examined: (a) academic behavioral; (b) cognitive; and (c) emotional.
Partial support was found for the current study’s hypotheses. Composite ACT scores
were found to be a significant predictor of overall college GPA at each step in the model.
None of the academic behavioral engagement variables were found to be significant
predictors of college GPA. Regarding cognitive engagement predictor variables, task
value was a significant predictor of college GPA and extrinsic motivation had a
significant, negative relation with college GPA. Regarding emotional engagement
predictor variable, family support was found to have a significant negative relation with
college GPA. The full model that contained previous achievement (ACT composite
scores) and all of the student engagement predictor variables (academic behavioral,
cognitive, and emotional) explained 81% of the variance in self-reported college GPA.
A hierarchical multiple regression was used to explore the relation between student
engagement and overall college GPA. Specifically, the following three forms of student
engagement were examined: (a) academic behavioral; (b) cognitive; and (c) emotional.
Partial support was found for the current study’s hypotheses. Composite ACT scores
were found to be a significant predictor of overall college GPA at each step in the model.
None of the academic behavioral engagement variables were found to be significant
predictors of college GPA. Regarding cognitive engagement predictor variables, task
value was a significant predictor of college GPA and extrinsic motivation had a
significant, negative relation with college GPA. Regarding emotional engagement
predictor variable, family support was found to have a significant negative relation with
college GPA. The full model that contained previous achievement (ACT composite
scores) and all of the student engagement predictor variables (academic behavioral,
cognitive, and emotional) explained 81% of the variance in self-reported college GPA.
Description
Keywords
Academic Achievement,
ACT scores,
College Students,
Engagement,
Intrinsic/Extrinsic,
Motivation