Motivation and engagement: theoretical model and applications in education
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Abstract
The objective of this work is to present a theoretical review of the conceptual and empirical relationships between motivation and academic engagement. Motivation has always been a central axis within educational psychology due to its relevance to student performance and satisfaction. On the other hand, academic commitment, also known as engagement, is a concept closely linked to the field of academic motivation. Everything seems to indicate that engagement has a close positive relationship with aspects linked to the positive aspect of life. Within the educational field, among the contributions on the theoretical framework we can highlight that of Reeve (2012) and Reeve and Tseng (2011). This model considers four dimensions in the model: (1) behavioral, (2) emotional, (3) cognitive, and (4) agency. The latter dimension is related to a constructive contribution by the student to the teaching and learning process. It is not that the other dimensions do not have this character, but this dimension explicitly underlines it. A recent study on academic motivation has verified the link between the types of engagement and the different educational situations to which students are exposed. On the other hand, positive
correlations have also been found between commitment and emotional self-regulation, self-efficacy, satisfaction with studies, subjective academic competence, and self-rated academic performance. Regarding learning goals, positive correlations were found with learning orientation and negative correlations with result orientation and avoidance orientation (Alonso-Tapia et al., 2022). We can establish that there is a positive triangle between commitment, learning orientation and intrinsic motivation.
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