TY - JOUR
T1 - Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education
AU - Acosta-Gonzaga, Elizabeth
AU - Ramirez-Arellano, Aldo
N1 - Publisher Copyright:
© 2022 by the authors.
PY - 2022/10
Y1 - 2022/10
N2 - In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new definitions (metacognitive and learning engagement) was proposed and validated in 220 university students using structural equation modelling. The findings support the conjecture that cognitive engagement is directly influenced by metacognitive engagement. Learning engagement is influenced by cognitive engagement, and all of them are triggered by motivation. Furthermore, scaffolding enhances emotional engagement. Teachers’ support fosters students’ emotions of being enthusiastic, interested in class, joyful in learning activities, and proud of their learning achievements.
AB - In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new definitions (metacognitive and learning engagement) was proposed and validated in 220 university students using structural equation modelling. The findings support the conjecture that cognitive engagement is directly influenced by metacognitive engagement. Learning engagement is influenced by cognitive engagement, and all of them are triggered by motivation. Furthermore, scaffolding enhances emotional engagement. Teachers’ support fosters students’ emotions of being enthusiastic, interested in class, joyful in learning activities, and proud of their learning achievements.
KW - higher education
KW - learning achievements
KW - learning engagement
KW - metacognitive engagement
KW - motivation
KW - scaffolding
UR - http://www.scopus.com/inward/record.url?scp=85140980289&partnerID=8YFLogxK
U2 - 10.3390/su142013419
DO - 10.3390/su142013419
M3 - Artículo
AN - SCOPUS:85140980289
SN - 2071-1050
VL - 14
JO - Sustainability (Switzerland)
JF - Sustainability (Switzerland)
IS - 20
M1 - 13419
ER -