The association of self-determination with student engagement moderated by teacher scaffolding in a Project-Based Learning (PBL) case

Few studies provide conceptual frameworks that help teachers make decisions about the scaffolding they will offer their students in project-based learning (PBL) processes. To address this deficiency, an adaptation of the motivational development self-system model was used and a PBL experience involv...

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Bibliographic Details
Published in:Educational studies 2024-09, Vol.50 (5), p.806-827
Main Authors: Tirado-Morueta, Ramón, Ceada-Garrido, Yolanda, Barragán, Antonio J., Enrique, Juan M., Andujar, José M.
Format: Article
Language:English
Subjects:
Autonomy
Cognition & reasoning
Engineering education
Frame analysis
group autonomy
Motivation
pre-university education
Problem based learning
Project-based learning
scaffolding
Secondary schools
Self determination
Self-efficacy
Student participation
Students
Teachers
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Summary:Few studies provide conceptual frameworks that help teachers make decisions about the scaffolding they will offer their students in project-based learning (PBL) processes. To address this deficiency, an adaptation of the motivational development self-system model was used and a PBL experience involving high school students who had to create an electric vehicle that used solar energy was analysed. Applying a multi-group analysis with structural equations, in general, it was observed that the continued support of the teacher in the project activities strengthened the association of students' self-determination with their affective and cognitive engagement. The data suggest that scaffolding can compensate for deficits in self-efficacy, relationship and autonomy of the group of students. This study provides a model that can be validated in experimental investigations in which the level of self-determination of students is controlled.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2021.2003185