Skip to main content

Advertisement

SpringerLink
Log in

Drivers of student engagement in higher education: a behavioral reasoning theory perspective

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

Student engagement is a crucial factor in the success of students enrolled in higher education. Despite the existence of numerous studies on the factors that influence student engagement, investigating the factors that affect the level of student engagement in higher education is important. In applying the behavioral reasoning theory (BRT), this research investigates factors that influence freshman students’ decisions to engage in academic activities. Data have been collected from a sample of students enrolled in management studies at the University of Federico II in Naples, Italy. The results highlight that reasons serve as important links between students’ values, global motives, and engagement behavior, confirming one of the main premises of BRT. In particular, the findings suggest that BRT is a good model to predict student engagement as global motives, intentions, and reasons for engagement have a significant direct effect on engagement. These findings support the importance of examining and reinforcing the reasons for engagement (facilitators) while minimizing the reasons against engagement (obstacles) in order to enhance students’ engagement in academic activities.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.

    Article  Google Scholar 

  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology, 40(4), 471–499.

    Article  Google Scholar 

  • Astrachan, C. B., Patel, V. K., & Wanzenried, G. (2014). A comparative study of CB-SEM and PLS-SEM for theory development in family firm research. Journal of Family Business Strategy, 5(1), 116–128.

    Article  Google Scholar 

  • Belloc, F., Maruotti, A., & Petrella, L. (2010). University drop-out: An Italian experience. Higher education, 60(2), 127–138.

    Article  Google Scholar 

  • Bolkan, S. (2015). Intellectually stimulating students’ intrinsic motivation: The mediating influence of affective learning and student engagement. Communication Reports, 28(2), 80–91.

    Article  Google Scholar 

  • Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549–568.

    Article  Google Scholar 

  • Bussu, A., Detotto, C., & Serra, L. (2019). Indicators to prevent university drop-out and delayed graduation: An Italian case. Journal of Applied Research in Higher Education, 12(2), 230–249.

    Article  Google Scholar 

  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726–742.

    Article  Google Scholar 

  • Chen, C. H., & Zimitat, C. (2006). Understanding Taiwanese students’ decision-making factors regarding Australian international higher education. International Journal of Educational Management, 20(2), 91–100.

    Google Scholar 

  • Chickering, A. W., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.

    Google Scholar 

  • Claudy, M. C., Garcia, R., & O’Driscoll, A. (2015). Consumer resistance to innovation—A behavioral reasoning perspective. Journal of the Academy of Marketing Science, 43(4), 528–544.

    Article  Google Scholar 

  • Claudy, M. C., & Peterson, M. (2014). Understanding the underutilization of urban bicycle commuting: A behavioral reasoning perspective. Journal of Public Policy & Marketing, 33(2), 173–187.

    Article  Google Scholar 

  • Claudy, M. C., Peterson, M., & O’Driscoll, A. (2013). Understanding the attitude-behavior gap for renewable energy systems using behavioral reasoning theory. Journal of Macromarketing, 33(4), 273–287.

    Article  Google Scholar 

  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar, & L. A. Sroufe (Eds.), Self-processes and development (pp. 43–77). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.

    Article  Google Scholar 

  • Davis, L. E., Ajzen, I., Saunders, J., & Williams, T. (2002). The decision of African American students to complete high school: An application of the theory of planned behavior. Journal of Educational Psychology, 94(4), 810.

    Article  Google Scholar 

  • De Paola, M. (2009). Does teacher quality affect student performance? Evidence from an Italian university. Bulletin of Economic Research, 61(4), 353–377.

    Article  Google Scholar 

  • Denovan, A., Dagnall, N., Macaskill, A., & Papageorgiou, K. (2020). Future time perspective, positive emotions and student engagement: a longitudinal study. Studies in Higher Education, 45(7), 1533-1546.

    Article  Google Scholar 

  • Di Battista, S., Pivetti, M. and Berti, C. (2014). Engagement in the university context: Exploring the role of a sense of justice and social identification. Social Psychology of Education, 17(3), 471-490.

    Article  Google Scholar 

  • Duque, L. C. (2014). A framework for analysing higher education performance: Students’ satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management & Business Excellence, 25(1–2), 1–21.

    Article  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

    Article  Google Scholar 

  • Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., et al. (2010). Student engagement in very large classes: The teachers’ perspective. Studies in Higher Education, 35(7), 761–775.

    Article  Google Scholar 

  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Addison-Wesley: Reading, MA.

    Google Scholar 

  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.

    Article  Google Scholar 

  • Garson, G. D. (2016). Partial least squares regression and structural equation models. Asheboro: Statistical Associates.

    Google Scholar 

  • Gilardi, S., & Guglielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. The journal of higher education, 82(1), 33–53.

    Article  Google Scholar 

  • Gupta, A., & Arora, N. (2017a). Consumer adoption of m-banking: A behavioral reasoning theory perspective. International Journal of Bank Marketing, 35(4), 733–747.

    Article  Google Scholar 

  • Gupta, A., & Arora, N. (2017b). Understanding determinants and barriers of mobile shopping adoption using behavioral reasoning theory. Journal of Retailing and Consumer Services, 36, 1–7.

    Article  Google Scholar 

  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152.

    Article  Google Scholar 

  • Hair, J. F. Jr., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks: Sage Publications.

    Google Scholar 

  • Hair, J. F. Jr., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101–110.

    Article  Google Scholar 

  • Harackiewicz, J. M., & Hidi, S. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151–179.

    Article  Google Scholar 

  • Harackiewicz, J. M., & Sansone, C. (2000). Rewarding competence: The importance of goals in the study of intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation (pp. 79–103). San Diego: Academic Press.

    Chapter  Google Scholar 

  • Harman, H. H. (1976). Modern factor analysis. Chicago: University of Chicago press.

    Google Scholar 

  • Hu, S., & Kuh, G. D. (2002). Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics. Research in Higher Education, 43(5), 555-575.

  • Jackling, B., & Natoli, R. (2011). Student engagement and departure intention: An Australian university perspective. Journal of Further and Higher Education, 35(4), 561–579.

    Article  Google Scholar 

  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773.

    Article  Google Scholar 

  • Kember, D. (2004). Interpreting student workload and the factors which shape students’ perceptions of their workload. Studies in Higher Education, 29(2), 165–184.

    Article  Google Scholar 

  • Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration, 11(4), 1–10.

    Article  Google Scholar 

  • Kock, N., & Lynn, G. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for Information Systems, 13(7), 546–580.

    Article  Google Scholar 

  • Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin Harcourt.

    Google Scholar 

  • Kotzé, T. G., & du Plessis, P. J. (2003). Students as “co-producers” of education: A proposed model of student socialisation and participation at tertiary institutions. Quality Assurance in Education, 11(4), 186–201.

    Article  Google Scholar 

  • Krause, K. L., & Coates, H. (2008). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493–505.

    Article  Google Scholar 

  • Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706.

    Article  Google Scholar 

  • Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540–563.

    Article  Google Scholar 

  • Leach, L. (2016). Enhancing student engagement in one institution. Journal of Further and Higher Education, 40(1), 23–47.

    Article  Google Scholar 

  • Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation (pp. 257–307). San Diego: Academic Press.

    Chapter  Google Scholar 

  • Malmström, M., & Öqvist, A. (2018). Students’ attitudes and intentions toward higher education as determinants for grade performance. International Journal of School & Educational Psychology, 6(1), 23–34.

    Article  Google Scholar 

  • Maxwell-Stuart, R., & Huisman, J. (2018). An exploratory study of student engagement at transnational education initiatives: Proactive or apathetic? International Journal of Educational Management, 32(2), 298–309.

    Google Scholar 

  • McLaughlin, P., & Faulkner, J. (2012). Flexible spaces … what students expect from university facilities. Journal of Facilities Management, 10(2), 140–149.

    Article  Google Scholar 

  • Moretti, G., Burgalassi, M., & Giuliani, A. (2017). Enhance students’ engagement to counter dropping-out: a research at Roma Tre University. In Gómez Chova, L., López Martínez, A., & Candel Torres, I. (eds), INTED2017 Proceedings, 11th International Technology, Education and Development Conference, Valencia, Spain (305-313).

  • Mottet, T. P., Parker-Raley, J., Cunningham, C., & Beebe, S. A. (2005). The relationships between teacher nonverbal immediacy and student course workload and teacher availability expectations. Communication Research Reports, 22(4), 275–282.

    Article  Google Scholar 

  • MIUR, Ufficio Statistica e Studi (eds). Portale dei Dati dell'Istruzione Superiore. http://ustat.miur.it/dati. Accessed 25 August 2020.

  • Nonaka, I. (1994). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5 (1), 14-37.

    Article  Google Scholar 

  • Norman, P., Conner, M. T., & Stride, C. B. (2012). Reasons for binge drinking among undergraduate students: An application of behavioural reasoning theory. British Journal of Health Psychology, 17(4), 682–698.

    Article  Google Scholar 

  • Pennington, N., & Hastie, R. J. J. (1992). Explaining the evidence: Tests of the Story Model for juror decision making. Journal of Personality and Social Psychology, 62(2), 189.

    Article  Google Scholar 

  • Perry, R. P., Hladkyj, S., Pekrun, R. H., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93(4), 776.

    Article  Google Scholar 

  • Phinney, J. S., Dennis, J., & Osorio, S. (2006). Reasons to attend college among ethnically diverse college students. Cultural Diversity and Ethnic Minority Psychology, 12(2), 347.

    Article  Google Scholar 

  • Pike, G. R., & Kuh, G. D. (2005). First-and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76(3), 276–300.

    Article  Google Scholar 

  • Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53(5), 550–575.

    Article  Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River: Merrill Prentice Hall.

    Google Scholar 

  • Pittaway, S. M., & Moss, T. (2006). Contextualising student engagement: Orientation and beyond in teacher education. Proceedings of the FYHE Conference 2006, 12-14 July 2006, Queensland, Australia. http://fyhe.com.au/past_papers/2006/Papers/Pittaway.pdf

  • Podsakoff, P. M., & Organ, D. W. (1986). Self-reports in organizational research: Problems and prospects. Journal of Management, 12(4), 531–544.

    Article  Google Scholar 

  • Porter, S. R. (2006). Institutional structures and student engagement. Research in Higher Education, 47(5), 521–558.

    Article  Google Scholar 

  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.

    Article  Google Scholar 

  • Reeve, J. (2012). A self-determination Theory Perspective on Student Engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 149–172). Boston, MA: Springer, US.

    Chapter  Google Scholar 

  • Ringle, C. M., Wende, S. and Becker, J. M. (2015). SmartPLS 3. SmartPLS GmbH, Boenningstedt. Available at: http://www.smartpls.com.

  • Roldán, J. L., and Sánchez-Franco, M. J. (2012). Variance-Based Structural Equation Modelling: Guidelines for Using Partial Least Squares in Information Systems Research. In Mora, M. (ed). Research Methodologies, Innovations and Philosophies in Software Systems Engineering and Information Systems, (pp. 163–221). Hersey, PA: IGI Global

    Google Scholar 

  • Romito, M., Pilutti, S. and Contini, D. (2020). Why do students leave university? Qualitative research at an Italian higher education institution. European Journal of Education, 55(3), pp.456-470.

    Article  Google Scholar 

  • Rossi, F. (2009). Increased competition and diversity in higher education: An empirical analysis of the Italian university system. Higher Education Policy, 22(4), 389–413.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

    Article  Google Scholar 

  • Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252–267.

    Article  Google Scholar 

  • Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress, & Coping, 23(1), 53–70.

    Article  Google Scholar 

  • Saunders, M. N. K., Lewis, P., & Thornhill, A. (2009). Research methods for business students. London: Pearson Education.

    Google Scholar 

  • Schoffstall, D. G., Arendt, S. W., & Brown, E. A. (2013). Academic engagement of hospitality students. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 141–153.

    Article  Google Scholar 

  • Schwartz, S. H. (1977). Normative influences on altruism. Advances in Experimental Social Psychology, 10(1), 221–279.

    Article  Google Scholar 

  • Schwatz, S. H. (2006). Basic Human Values: Theory, Methods, and applications. Applied Psychology, 48(1), 49-71.

    Google Scholar 

  • Sheppard, B. H., Hartwick, J., & Warshaw, P. R. (1988). The theory of reasoned action: A meta-analysis of past research with recommendations for modifications and future research. Journal of Consumer Research, 15(3), 325–343.

    Article  Google Scholar 

  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571.

    Article  Google Scholar 

  • Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513–528.

    Article  Google Scholar 

  • Sung, M., & Yang, S.-U. (2009). Student–university relationships and reputation: A study of the links between key factors fostering students’ supportive behavioral intentions towards their university. Higher Education, 57(6), 787–811.

    Article  Google Scholar 

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017.

    Article  Google Scholar 

  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.

    Article  Google Scholar 

  • Westaby, J. D. (2005). Behavioral reasoning theory: Identifying new linkages underlying intentions and behavior. Organizational Behavior and Human Decision Processes, 98(2), 97–120.

    Article  Google Scholar 

  • Westaby, J. D., Probst, T. M., & Lee, B. C. (2010). Leadership decision-making: A behavioral reasoning theory analysis. The Leadership Quarterly, 21(3), 481–495.

    Article  Google Scholar 

  • Wilson, C., Broughan, C., & Marselle, M. (2019). A new framework for the design and evaluation of a learning institution’s student engagement activities. Studies in Higher Education, 44(11), 1931–1944.

    Article  Google Scholar 

  • Xerri, M. J., Radford, K., & Shacklock, K. (2018). Student engagement in academic activities: A social support perspective. Higher Education, 75(4), 589–605.

    Article  Google Scholar 

  • Zell, M. C. (2010). Achieving a college education: The psychological experiences of Latina/o community college students. Journal of Hispanic Higher Education, 9(2), 167–186.

    Article  Google Scholar 

  • Zepke, N. (2014). Student engagement research in higher education: questioning an academic orthodoxy. Teaching in Higher Education, 19(6), 697–708.

    Article  Google Scholar 

  • Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–177.

    Article  Google Scholar 

  • Zhao, C.-M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Economics, Management, and Institutions, University of Naples Federico II, Naples, Italy

    Mario Tani, Mohamed Hani Gheith & Ornella Papaluca

  2. Department of Business Administration, Faculty of Commerce, Mansoura University, Mansoura, Egypt

    Mohamed Hani Gheith

  3. Stazione Zoologica Anton Dohrn , Villa Comunale 1, 80121, Naples, Italy

    Ornella Papaluca

Authors
  1. Mario Tani
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mohamed Hani Gheith
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ornella Papaluca
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mohamed Hani Gheith.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix 1. Questionnaire items

Table 4
Full size table

*Items deleted due to low factor loadings

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary file (DOC 25 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Tani, M., Gheith, M.H. & Papaluca, O. Drivers of student engagement in higher education: a behavioral reasoning theory perspective. High Educ 82, 499–518 (2021). https://doi.org/10.1007/s10734-020-00647-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-020-00647-7

Keywords

Search

Navigation