Involvement and motivation

Concept

Engagement denotes active participation that involves behavioural aspects, with academic engagement being defined by the level of physical and psychological energy that students devote to their academic experience.

Underpinning this concept are the following premises:

the level of student engagement is variable and depends on various factors, such as the subject of the lesson, the teaching method used and emotional state;
the various experiences offered by the educational institution emerge as one of the most significant variables for students' academic performance and their permanence in higher education.

Features

Quantitative - The quantitative approach analyses the time and frequency dedicated to academic activities, including attendance at classes, participation in classroom activities, completion of assignments and time dedicated to independent study. Involvement can be measured quantitatively (time spent studying).
Qualitative - Qualitative considers the depth and understanding achieved during academic activities, such as the level of participation in discussions, the quality of questions and comments, the ability to apply knowledge in new situations and autonomy and initiative in learning (understanding of content).

The quality and quantity of student involvement are determining factors for academic performance and personal development.

Relevance of engagement

The more time you dedicate to academic activities, the better your academic performance and personal development.
Reduces the risk of drop-out.

Concept

Motivation is understood as a condition that drives an individual's action and according to self-determination theory, it can be characterised in terms of both intensity (high or low motivation) and orientation (intrinsic or extrinsic motivation). Self-determination theory is based on two premises:

all individuals have an innate predisposition to develop their own self-determination and participate in activities that fulfil their fundamental psychological needs: competence; autonomy and social relationships;
emphasises the importance of establishing a context that fosters student autonomy, encouraging intrinsic motivation for learning.

Features

Intensity: High or low.

Low (extrinsic motivation): Individuals are influenced by external factors such as rewards, punishments or social expectations.
High (intrinsic motivation): Individuals are influenced by internal factors such as interest, curiosity, challenge or a sense of purpose.

Guidance: intrinsic or extrinsic .

Intrinsic : Intrinsic motivation refers to carrying out an activity for the simple pleasure of doing it. It is the internal impulse that drives someone to act in search of their own personal satisfaction.
Extrinsic : It involves looking for results external to the action itself, such as rewards or the avoidance of punishments.

Continuum of self-determination

Demotivation: No intention to get involved.
Extrinsically motivated regulation:
- External: Drived by rewards or punishments.
- Introjection: Rules internalised but not accepted.
- Identified: Recognising the importance of the activity.
- Integrated: Transforming extrinsic into intrinsic motivation.
Intrinsic motivation: Carrying out the activity for its own sake.

The relationship between involvement and motivation

Bidirectional: Motivation influences the student to become actively involved in the learning process.

Other factors that influence students' academic performance

Emotions
- Positives: Greater motivation and involvement.
- Negatives: Undermine motivation and involvement.
Interaction between students and teachers
- Interaction between students and teachers directly influences student engagement and motivation.

Astin, A. W. (2014). Student involvement: A developmental theory for higher education. In College student development and academic life (pp. 251-262). Routledge.
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(4), 227-268. DOI:10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford handbook of human motivation, 18(6), 85-107.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International journal of adolescence and youth, 25 (1), 104-112.

Engagement

Concept

Underpinning this concept are the following premises:

the level of student engagement is variable and depends on various factors, such as the subject of the lesson, the teaching method used and emotional state;
the various experiences offered by the educational institution emerge as one of the most significant variables for students' academic performance and their permanence in higher education.

Features

Quantitative - The quantitative approach analyses the time and frequency dedicated to academic activities, including attendance at classes, participation in classroom activities, completion of assignments and time dedicated to independent study. Involvement can be measured quantitatively (time spent studying).
Qualitative - Qualitative considers the depth and understanding achieved during academic activities, such as the level of participation in discussions, the quality of questions and comments, the ability to apply knowledge in new situations and autonomy and initiative in learning (understanding of content).

The quality and quantity of student involvement are determining factors for academic performance and personal development.

Relevance of engagement

The more time you dedicate to academic activities, the better your academic performance and personal development.
Reduces the risk of drop-out.

Motivation

Concept

all individuals have an innate predisposition to develop their own self-determination and participate in activities that fulfil their fundamental psychological needs: competence; autonomy and social relationships;
emphasises the importance of establishing a context that fosters student autonomy, encouraging intrinsic motivation for learning.

Features

Intensity: High or low.

Low (extrinsic motivation): Individuals are influenced by external factors such as rewards, punishments or social expectations.
High (intrinsic motivation): Individuals are influenced by internal factors such as interest, curiosity, challenge or a sense of purpose.

Guidance: intrinsic or extrinsic .

Intrinsic : Intrinsic motivation refers to carrying out an activity for the simple pleasure of doing it. It is the internal impulse that drives someone to act in search of their own personal satisfaction.
Extrinsic : It involves looking for results external to the action itself, such as rewards or the avoidance of punishments.

Continuum of self-determination

Demotivation: No intention to get involved.
Extrinsically motivated regulation:
- External: Drived by rewards or punishments.
- Introjection: Rules internalised but not accepted.
- Identified: Recognising the importance of the activity.
- Integrated: Transforming extrinsic into intrinsic motivation.
Intrinsic motivation: Carrying out the activity for its own sake.

The relationship between involvement and motivation

Bidirectional: Motivation influences the student to become actively involved in the learning process.

Other factors that influence students' academic performance

Emotions
- Positives: Greater motivation and involvement.
- Negatives: Undermine motivation and involvement.
Interaction between students and teachers
- Interaction between students and teachers directly influences student engagement and motivation.

References

Astin, A. W. (2014). Student involvement: A developmental theory for higher education. In College student development and academic life (pp. 251-262). Routledge.
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(4), 227-268. DOI:10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford handbook of human motivation, 18(6), 85-107.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International journal of adolescence and youth, 25 (1), 104-112.