Examining the Relationship Between Autonomous Motivation, Self-Evaluations and Academic Engagement Among University Students
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Examining the Relationship Between Autonomous Motivation, Self-Evaluations and Academic Engagement Among University StudentsAbstract
This study aimed to examine the relationship between autonomous motivation, self-evaluations, and academic engagement among university students. Guided by Self-Determination Theory, the research explored how internal psychological constructs influenced academic involvement through the mechanism of autonomous motivation. A total sample of 300 students was selected using a stratified sampling technique. The quantitative data were analyzed using descriptive statistics and t-tests to determine the relationships among the variables. Data were collected through a 37-item questionnaire comprising standardized subscales for self-evaluations (self-esteem, self-efficacy, and locus of control), autonomous motivation (identified and intrinsic), and academic engagement (vigor, dedication, and absorption). Students who reported high levels of self-esteem, self-efficacy, and an internal locus of control also reported higher autonomous motivation, which in turn enhanced their academic vigor, dedication, and absorption. The study concluded that fostering autonomous motivation and enhancing students’ self-evaluations could significantly improve academic engagement. It was recommended that educators, academic counselors, and policymakers design interventions and educational frameworks that supported the development of self-evaluations and autonomous motivation. These strategies could have led to improved academic outcomes, reduced disengagement, and better psychological health among university students. Future research could have explored the cultural and longitudinal dimensions of these relationships.
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