To Stigmatize or not to Stigmatize: An Academic Engagement Study Can positively reframed stigmas increase behavioural intention of students towards academic engagement?
| dc.contributor.advisor | Faure, Ruddy | |
| dc.contributor.author | Szeitz, Léna | |
| dc.date.issued | 2022-07-08 | |
| dc.description.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 | |
| dc.identifier.uri | https://theses.ubn.ru.nl/handle/123456789/18594 | |
| dc.language.iso | en | |
| dc.thesis.faculty | Faculteit der Sociale Wetenschappen | |
| dc.thesis.specialisation | specialisations::Faculteit der Sociale Wetenschappen::Psychologie::Master - Gedragsverandering | |
| dc.thesis.studyprogramme | studyprogrammes::Faculteit der Sociale Wetenschappen::Psychologie | |
| dc.thesis.type | Master | |
| dc.title | 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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