What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research.

Autor/in	Yin, Hongbiao
Titel	What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research.
Quelle	In: Higher education, 76 (2018) 5, S. 827-847Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-018-0239-0
Schlagwörter	Lehre; Auslandsbeziehungen; Studium; Student; Ausland; China
Abstract	Student engagement research has been dominated by a behavioral approach. Based on the Motivation and Engagement Wheel, a psychological interpretation of student engagement, this study examined the relationships among student motivation, engagement, and mastery of generic skills as a desired learning outcome. A sample of 2013 Chinese undergraduates from 11 universities in China participated in a survey. Although the results largely confirmed the relationships hypothesized between motivation, engagement, and students' mastery of generic skills, this study revealed one path that was inconsistent with the hypothesis: maladaptive motivation had a positive or non-significant, rather than negative, effect on adaptive engagement. These findings reinforce the need for a psychological perspective on student engagement in the current international trend of student engagement research and indicate some characteristics of student engagement in the cultural context of China. Some implications for the enhancement of student engagement are discussed. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2019/2