A Dual-Process Motivation Mediation Model to Explain Female High School Students' Cognitive Engagement and Disengagement in Emergency Remote Teaching and Online Learning in South Korea

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  • Author(s): Ji Yae Bong (ORCID Ji Yae Bong (ORCID 0000-0002-7800-5827); Kyunghwa Cho (ORCID Kyunghwa Cho (ORCID 0000-0002-5042-5096); Zhichun Liu (ORCID Zhichun Liu (ORCID 0000-0002-6402-9174); Dan He (ORCID Dan He (ORCID 0000-0002-6553-9571)
  • Language:
    English
  • Source:
    British Journal of Educational Technology. 2024 55(3):1020-1040.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      High School Students; Females; Cognitive Processes; Learner Engagement; Emergency Programs; Foreign Countries; Motivation; COVID-19; Pandemics; Student Behavior; Technology Uses in Education; Competence; Self Efficacy; Technological Literacy
    • Subject Terms:
      South Korea
    • Accession Number:
      10.1111/bjet.13415
    • ISSN:
      0007-1013
      1467-8535
    • Abstract:
      High attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID-19 pandemic through the lens of self-determination theory's basic psychological needs. We investigated an extended dual-process motivation mediation model that emphasizes the mediating role of the need for competence, including an additional factor, technology self-efficacy, in a South Korean high school context (n = 235). Results from structural equation modelling provided evidence for the proposed model. Our findings indicated that the exogenous variables (ie, perceived autonomy support, perceived teacher control and technology self-efficacy) predicted cognitive engagement and disengagement with the mediating role of competence need satisfaction and competence need frustration. We found distinct processes including (a) "autonomy support-competence need satisfaction-cognitive engagement", (b) "teacher control-competence need frustration-cognitive disengagement", (c) "technology self-efficacy-competence need satisfaction-cognitive engagement" and (d) "technology self-efficacy-competence need frustration (negative effect)-cognitive disengagement". This study suggests using autonomy support strategies to fulfil students' competence needs in online learning contexts. We also found a possible role of technology self-efficacy in influencing psychological competence needs, cognitive engagement and cognitive disengagement in online learning contexts. Implications of the findings are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1419156