To Stigmatize or not to Stigmatize: An Academic Engagement Study Can positively reframed stigmas increase behavioural intention of students towards academic engagement?
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2022-07-08
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en
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Abstract
Academic student engagement has shown a decline during the COVID-19 online education phase,
which has not reset to the pre-COVID default yet. The aim of this study was to determine what
factors play a role behind student engagement, and whether students’ intention towards
engagement can be increased by targeting the most influential factors. The study adhered to using
Self-Determination Theory, Cognitive Evaluation Theory, and Classic Attribution Theory to gain
insight into the processes behind engagement. Then, in order to test whether the manipulation of
reframed stigmas lead to a difference in engagement intentions by targeting self-efficacy, intrinsic
motivation, autonomy, and relatedness (towards peers and teachers), a one-time online
intervention was designed. The intervention consisted of 128 university students participating in a
between-subject study with an experimental and control condition. Hypothesis 1 predicted a
significantly greater level of self-efficacy in the experimental group, compared to the control group.
Hypothesis 2 expected a greater level of intrinsic motivation from the experimental condition.
Hypothesis 3 expected to see an increased intention towards engagement in the experimental
group, compared to the control condition. The conditions did not differ on their final outcomes for
self-efficacy, intrinsic motivation and intention however, the predictive values of self-efficacy,
intrinsic motivation, autonomy, and relatedness towards teachers are confirmed. Further
associations between predictive factors and engagement are discussed, and the paper provides
practical recommendations for future research approaches as well as recommendations for
teachers, dealing with disengagement.
Keywords: Self-Determination Theory, positive attribution, student engagement, stigmas
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Faculteit der Sociale Wetenschappen