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The directional links between students’ academic motivation and social integration during the first year of higher education

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Abstract

Previous theoretical research proposed a link between students’ academic motivation and students’ experiences of social integration, but less is known empirically about this association in higher education contexts. In order to explore the directional links between students’ academic motivation and social integration, this survey study aims to investigate the following: (1) how students’ motivation at the start affects their experiences of social integration at the end of the first year of higher education and (2) how students’ social integration at the start influences their motivation at the end of the first year. A total of 930 freshmen participated in this study by completing a questionnaire. Three autoregressive cross-lagged models were tested by using a longitudinal dataset with two measurement waves, at the start and at the end of the first year of higher education. The results showed that students with a high level of amotivation at the start of the first year of higher education were less socially integrated at the end of the first year. Furthermore, social integration could play a crucial role in positively changing students’ identified regulation during the first year of higher education. Students who experienced a greater degree of social integration at the start of the first year had a higher score on identified regulation at the end of the first year. These results highlight the importance of creating a learning environment which fosters students’ social integration, as well as supporting less-motivated students at the start of the first year.

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Authors and Affiliations

  1. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium

    Dorien Noyens, Vincent Donche, Tine van Daal & Peter Van Petegem

  2. Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium

    Liesje Coertjens

Authors
  1. Dorien Noyens
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  2. Vincent Donche
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  3. Liesje Coertjens
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  4. Tine van Daal
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  5. Peter Van Petegem
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Correspondence to Dorien Noyens.

Additional information

Dorien Noyens. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Gratiekapelstraat 10, 2000 Antwerp, Belgium. E-mail: dorien.noyens@uantwerpen.be

Current themes of research:

Academic motivation. Academic and social integration. The first year of higher education. Students’ transition to higher education.

Most relevant publications in the field of Psychology of Education:

Noyens, D., Donche, V., Coertjens, L., & Van Petegem, P. (2017). Transitions to higher education: moving beyond quantity. In E. Kyndt, V. Donche, K. Trigwell, & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. London and New York: Routledge.

Noyens, D., van Daal, T., Coertjens, L., Van Petegem, P., & Donche, V. (submitted). Assessing students’ perceptions between secondary and higher education: A validation study. International Journal of Educational Research.

Vanthournout, G., Noyens, D., Gijbels, D., & Bossche, P. (2014). The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers. Vocations and Learning, 7(2), 191–214. https://doi.org/10.1007/s12186-014-9112-1

Prof. dr. Vincent Donche. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Sint-Jacobstraat 2–4, 2000 Antwerp, Belgium. E-mail: vincent.donche@uantwerpen.be

Current themes of research:

Academic motivation. Academic self-concept. Self-regulation. Learning strategies. Educational measurement.

Most relevant publications in the field of Psychology of Education:

Donche, V., De Maeyer, S., Coertjens, Van Daal, T., Van Petegem, P. (2013). Differential use of learning strategies in higher education: the impact of personality, academic motivation and teaching strategy. British Journal of Educational Psychology, 83(2), 238–251.

Van Soom, C, Donche, V. (2014). Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement. PLoS One, 9 (11), e112489.

Kyndt, E., Coertjens, L., Van Daal, T., Donche, V., Gijbels, D., Van Petegem, P. (2015). The development of students’ motivation in the transition from secondary to higher education: a longitudinal study. Learning and Individual differences, 39, 114–123. https://doi.org/10.1016/j.lindif.2015.03.001

Prof. dr. Liesje Coertjens. Psychological Sciences Research Institute, Université Catholique de Louvain, Place de l’Université 1, B-1348 Louvain-la-Neuve, Belgium. E-mail: liesje.coertjens@uclouvain.be

Current themes of research:

Performance assessment. Peer assessment. Student learning. Transition to higher education.

Most relevant publications in the field of Psychology of Education:

Coertjens, L., Donche, V., De Maeyer, S., Vanthournout, G., & Van Petegem, P. (2012). Longitudinal measurement invariance of learning strategy scales: Are we using the same ruler at each wave? Journal of Psychoeducational Assessment, 30(6), 577–587. https://doi.org/10.1177/0734282912438844

Coertjens, L., Brahm, T., Trautwein, C., & Lindblom-Ylänne, S. (2017). Students’ transition into higher education from an international perspective. Higher Education, 73(3), 357–369. https://doi.org/10.1007/s10734-016-0092-y

Coertjens, L., Donche, V., De Maeyer, S., van Daal, T., & Van Petegem, P. (2017). The growth trend in learning strategies during the transition from secondary to higher education in Flanders. Higher Education, 73(3), 499–518. https://doi.org/10.1007/s10734-016-0093-x

Tine van Daal. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Sint-Jacobstraat 2–4, 2000 Antwerp, Belgium. E-mail: tine.vandaal@uantwerpen.be

Current themes of research:

Comparative judgement. Educational assessment. Teacher learning. Educational measurement.

Most relevant publications in the field of Psychology of Education:

Donche, V., De Maeyer, S., Coertjens, Van Daal, T., Van Petegem, P. (2013). Differential use of learning strategies in higher education: the impact of personality, academic motivation and teaching strategy. British Journal of Educational Psychology, 83(2), 238–251.

Kyndt, E., Coertjens, L., Van Daal, T., Donche, V., Gijbels, D., Van Petegem, P. (2015). The development of students’ motivation in the transition from secondary to higher education: a longitudinal study. Learning and Individual differences, 39, 114–123. https://doi.org/10.1016/j.lindif.2015.03.001

van Daal, T., Donche, V., De Maeyer, S. (2014). The impact of personality, goal orientation and self-efficacy on participation of high school teachers in learning activities in the workplace. Vocations and Learning, 7(1), 21–40.

Prof. dr. Peter Van Petegem. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Sint-Jacobstraat 2–4, 2000 Antwerp, Belgium. E-mail: peter.vanpetegem@uantwerpen.be

Current themes of research:

Learning strategies. Motivation. Transition. Data use. STEM. ESD.

Most relevant publications in the field of Psychology of Education:

Vanlommel, K., Vanhoof, J., Van Petegem, P. (2016). Data use by teachers: the impact of motivation, decision-making style, supportive relationships and reflective capacity. Educational Studies, 42(1), 36–53.

Kyndt, E., Coertjens, L., Van Daal, T., Donche, V., Gijbels, D., Van Petegem, P. (2015). The development of students’ motivation in the transition from secondary to higher education: a longitudinal study. Learning and Individual differences, 39, 114–123. https://doi.org/10.1016/j.lindif.2015.03.001

Donche, V., Coertjens, L., Van Daal, T., De Maeyer, S., Van Petegem, P. (2014). Understanding differences in student learning and academic achievement in first year higher education: an integrated research perspective. In: Gijbels, D. (ed.). Learning patterns in higher education: dimensions and research perspectives (pp. 214–231). London: Routledge.

Appendix Measurement invariance over time

Appendix Measurement invariance over time

 

Model description

χ2

df

CFI

RMSEA

BIC

∆χ2

∆df

p value

∆CFI

Intrinsic motivation

Baseline

3.12

3

1.000

0.01

8504.19

    

Invariant loadings

6.59

5

0.999

0.02

8493.00

3.48

2

0.18

0.001

Invariant intercepts

18.00

8

0.997

0.04

8484.90

11.41

3

0.01

0.002

Identified regulation

Baseline

1.33

3

1.000

< 0.001

8688.56

    

Invariant loadings

5.32

5

1.000

0.01

8678.89

4.00

2

0.14

0.000

Invariant intercepts

11.72

8

0.996

0.02

8664.78

6.39

3

0.09

0.004

Introjected regulation

Baseline

9.73

5

0.997

0.03

11,284.38

    

Invariant loadings

11.04

7

0.997

0.03

11,272.03

1.32

2

0.52

0.000

Invariant intercepts

15.77

10

0.996

0.03

11,256.26

4.73

3

0.19

0.001

External regulation

Baseline

9.42

5

0.998

0.03

10,122.68

    

Invariant loadings

9.94

7

0.998

0.02

10,109.54

0.52

2

0.77

0.000

Invariant intercepts

16.29

10

0.997

0.03

10,095.38

6.35

3

0.10

0.001

Amotivation

Baseline

7.76

5

0.998

0.02

8510.40

    

Invariant loadings

8.74

7

0.999

0.02

8497.72

0.98

2

0.61

0.001

Invariant intercepts

16.80

10

0.995

0.03

8485.28

8.06

3

0.04

0.004

Social integration

Baseline

313.78

47

0.937

0.08

24,351.83

    

Invariant loadings

323.89

52

0.936

0.08

24,327.78

10.12

5

0.07

0.001

Invariant intercepts

326.78

58

0.937

0.07

24,289.66

2.88

6

0.82

0.001

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Noyens, D., Donche, V., Coertjens, L. et al. The directional links between students’ academic motivation and social integration during the first year of higher education. Eur J Psychol Educ 34, 67–86 (2019). https://doi.org/10.1007/s10212-017-0365-6

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