Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education

Abstract

Student motivation is widely recognized as a positive influence on engagement and learning in higher education. This study tested the structural relationships between motivational regulation strategies (MRSs) and engagement moderated by academic level (undergraduate and graduate) and learning environment (classroom and online). A total of 252 undergraduate and graduate students participated in the study. Confirmatory factor analysis confirmed the construct validity of the measurement and the measurement model validity. The two-step structural equation modeling was employed to examine the structural model validity and relationships between MRSs and engagement moderated by academic level and learning environment. The results indicated that (1) interest enhancement and environmental control are significantly linked to behavioral engagement, and (2) interest enhancement, goal orientation, and behavioral reinforcement are significantly associated with both emotional engagement and cognitive engagement. In addition, student academic level was found to be a significant factor that moderates the relationship between MRSs and engagement.

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