THE ROLE OF STUDENT PERCEIVED OF LECTURER’S MEANING SUPPORT IN LEARNING ON STUDENT ENGAGEMENT

Previous researches have long been ascertained that intrinsic motivation and self-efficacy play an important role on student engagement. The purpose of present research is to identify whether student perceived of lecturer’s meaning support in learning along with intrinsic motivation, and self-efficacy are meaningful predictors of student engagement. Variable of meaning support in learning is developed based on Self Determination Theory. 251 freshmen of social studies from Universitas Indonesia have participated in the research. In order to collect data, “School Engagement Measurement”, “Meaning Support in Learning”, “Learning Motivation”, and “Self-efficacy, Stress, and Academic Success in College” scales have been employed. A Multiple Regression analysis has been used to predict the student’s engagement based on student perceived of lecturer’s meaning support in learning, the level of students’ motivation and level of student’s self-efficacy. It is found that student perceived of lecturer’s meaning support in learning have predicted 14% of student engagement. This research indicates that lecturer’s meaning support in learning also plays an important role on student engagement. The implications of the result are discussed.