Autonomy support as a predictor of student engagement in higher education

Cristina Cedillo - Quizhpe; José Miguel Arias Blanco; Joaquín Lorenzo Burguera Condon

doi:10.6018/reifop.649481

Authors

Cristina Cedillo - Quizhpe Universidad de Oviedo https://orcid.org/0000-0001-6948-6203
José Miguel Arias Blanco Universidad de Oviedo https://orcid.org/0000-0002-2361-3200
Joaquín Lorenzo Burguera Condon Universidad de Oviedo https://orcid.org/0000-0001-5944-2012

DOI: https://doi.org/10.6018/reifop.649481

Keywords: student engagement, autonomy support, self-determination theory, higher education

Abstract

Teacher autonomy support is defined as teacher's instructional effort to identify and strengthen students' internal motivational resources and autonomy. Furthermore, the study made use of concept of student engagement, which is a multidimensional construct that represents the interaction between the individual and the context. Students tend to show higher levels of engagement when they perceive that teachers support their autonomy. In consequence, the primary objective of this paper is to ascertain the role of perceived autonomy support as a predictor of university students' academic engagement. A probabilistic sample of 601 students from a public university in Ecuador participated in correlational-explanatory research, which entailed the completion of two questionnaires. The data analysis included hierarchical multiple linear regression analysis. The principal result shows that the greater the teachers’ support for autonomy, the higher the levels of student engagement. Therefore, is possible to conclude that autonomy support is a significant predictor of student engagement. This suggests that learning climates and strategies which foster student autonomy should be prioritised over more controlling climates and strategies.

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Author Biographies

José Miguel Arias Blanco , Universidad de Oviedo

Professor of Educational Research Methods and Diagnosis at the Faculty of Educational Sciences, University of Oviedo since 1988, his teaching has focused on educational and social science research methodology, educational evaluation methodology, quantitative and qualitative data analysis, data collection techniques, and other research issues. His research has focused on higher education, the process of European convergence, the evaluation of the quality of university studies, the evaluation of training activities for public employees, and teacher training, among other topics. He has supervised several doctoral theses. Former Vice-Rector for Academic Management of the University of Oviedo, since March 2021. He was Dean of the Faculty of Educational Sciences (2008-2010), Secretary of the same Faculty (1997-2000), Director of the Academic Organisation Area (2000-2005) and Director of the European Convergence Area (2005-2008).

Joaquín Lorenzo Burguera Condon, Universidad de Oviedo

Doctorate in Pedagogy from the University of Oviedo, Degree in Philosophy and Educational Sciences - Pedagogy from the University of the Basque Country. Associate Professor attached to the Department of Educational Sciences and the Area of Research Methods and Diagnosis in Education at the University of Oviedo. Research interests: teaching innovation in education, evaluating socio-educational programs, tutoring, and educational guidance. She participates in regional, national, and international projects and projects on teaching innovation in higher education, secondary education, evaluation of socio-educational programs, and practicum, which have resulted in publications and participation in national and international conferences as a result of his teaching and research activity.

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