Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

Astri Setiamurti, Rose Mini Agoes Salim, Maridha Normawati, Atikah Ainun Mufidah, Frieda Maryam Mangunsong, Shahnaz Safitri

Research output: Contribution to journalArticlepeer-review

Abstract

This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.

Original languageEnglish
Pages (from-to)359-373
Number of pages15
JournalInternational Journal of Cognitive Research in Science, Engineering and Education
Volume11
Issue number3
DOIs
Publication statusPublished - 12 Dec 2023

Keywords

  • academic intrinsic motivation
  • academic self-efficacy
  • online learning
  • perception of creativity fostering teacher behavior
  • self-regulated learning
  • student engagement

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