Students’ Classroom Engagement Predicts Longitudinal Changes in Their Classroom Motivation

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students’ classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students’ course-specific motivation (psychological need satisfaction, self-efficacy, and mastery goals) and engagement (behavioral, emotional, cognitive, and agentic aspects) were collected from 313 (213 females, 100 males) Korean high-school students using a three-wave longitudinal research design. A multi-level structural equation modeling analysis showed that students’ initial classroom engagement predicted corresponding longitudinal changes in all three mid-semester motivations, and that changes in students’ early-semester engagement predicted corresponding longitudinal changes in end-of-semester psychological need satisfaction and self-efficacy, but not mastery goals.

Authors

• Johnmarshall Reeve, Korea University

• Woogul Lee, Korea University