What drives student engagement?

ǂthe ǂrole of learning goal orientation, feeling envied, and ethical climate

Darija Aleksić (Author), Katarina Katja Mihelič (Author)

Abstract

Students' engagement in their studies during their time at university is a fundamental building block of a high-quality learning experience. In this paper, we investigate learning goal orientation as a predictor of student engagement in the context of higher education. Moreover, we examine whether the perception of feeling envied mediates this effect and investigate the moderating effect of ethical climate in this regard. The proposed moderated mediation model was tested on a sample of 230 business students. Results reveal that learning goal orientation is positively related with study engagement and that feeling envied mediates this relationship. We also affirm the moderating role of ethical climate in the relationship between learning goal orientation and study engagement. Specifically, in schools where the climate is perceived to be more ethical, student engagement is higher, regardless of how envied students feel. The paper concludes with a list of practical implications that may serve educators in their attempts to create conditions that foster students' engagement in class.

Keywords

business schools;students;motivation;

Data

Language:	English
Year of publishing:	2022
Typology:	1.01 - Original Scientific Article
Organization:	UL EF - Faculty of Economics
UDC:	378.4
COBISS:	117030147
ISSN:	1330-0288
Views:	47
Downloads:	23
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Što pokreće studentsku uključenost?
Secondary abstract:	Uključenost studenata na studiju predstavlja temeljni element visokokvalitetnog iskustva učenja. U ovom radu istražujemo ciljnu orijentaciju na učenje kao prediktor studentske uključenosti u kontekstu visokog obrazovanja. Nadalje, u radu istražujemo i medijacijski utjecaj percepcije osjećaja zavisti te moderatorski utjecaj etičke klime na odnos ciljne orijentacije na učenje i studentske uključenosti. Predloženi moderatorsko-medijacijski model testiran je na uzorku od 230 studenata. Rezultati otkrivaju da je ciljna orijentacija na učenje pozitivno povezana s uključenosti i da je osjećaj zavisti medijator u ovom odnosu. Potvrđujemo i moderatorski učinak etičke klime u odnosu između ciljne orijentacije na učenje i uključenosti na studiju. Preciznije, u visokoobrazovnim ustanovama, u kojima se klima percipira kao etičnija, uključenost studenta je veća, neovisno o osjećaju zavisti. Rad zaključujemo popisom praktičnih implikacija koje bi mogle poslužiti nastavnicima u njihovim pokušajima da stvore uvjete koji potiču uključenost studenata u nastavi.
Secondary keywords:	poslovne šole;študenti;motiviranje;
Type (COBISS):	Article
Pages:	str. 281-300
Volume:	ǂVol. ǂ31
Issue:	ǂiss. ǂ2
Chronology:	2022
DOI:	10.5559/di.31.2.05
ID:	16207863