| Title: |
Basic Psychological Needs and Student Engagement in Work Placement Learning Tasks: A Moderated Mediation Model |
| Language: |
English |
| Authors: |
Francisca N. Ogba; Ugochukwu Chinonso Okolie (ORCID 0000-0002-3069-1784); Ntasiobi C. Igu; Beth Nnena Oluka; Michael O. Binuomote; Bolupe Abayomi Awe |
| Source: |
SAGE Open. 2025 15(2). |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Psychological Needs; Learner Engagement; Student Placement; Job Placement; Undergraduate Students; Student Attitudes; Personal Autonomy; Foreign Countries; Student Motivation; Competence; Teacher Student Relationship; Learning Motivation |
| Geographic Terms: |
Nigeria |
| Assessment and Survey Identifiers: |
Academic Motivation Scale |
| DOI: |
10.1177/21582440251339099 |
| ISSN: |
2158-2440 |
| Abstract: |
This study investigates how autonomy, competence, and relatedness needs impact student engagement during work placement learning tasks (student engagement henceforth), mediated by intrinsic motivation-to-know, and moderated by perceived instructor autonomy support. Conducted with 311 undergraduate students across 116 Nigerian firms/organizations, our analysis utilized a cross-lagged panel approach. We found positive associations between autonomy, competence, relatedness, and student engagement. Additionally, intrinsic motivation-to-know mediated the relationships between these needs and student engagement. Perceived autonomy support moderated both direct and indirect effects of competence and relatedness on engagement via intrinsic motivation-to-know, across varying levels. These findings have significant implications for both theory and practice. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1477102 |
| Database: |
ERIC |