Hannah Kate Soriano
ABSTRACT
Engagement in learning is essential for students to continuously demonstrate for its wide range of benefits in the educative process. This study examined the mediating influence of classroom engagement on socio-cognitive factors (classroom climate, motivational strategies, and language learning self-efficacy) on predicting writing performance of students. This predictive research investigation explored the influence of Classroom Climate, Motivational Strategies, and Language Learning Self-efficacy on predicting students’ performance when mediated by students’ Classroom Engagement among 213 purposively sampled college students enrolled in GED course in a certain university in Intramuros, Manila. In order to examine it, four types of survey questionnaires and indicator of performance were used by the researcher to gather data, namely, Online Classroom Engagement Scale, What Is Happening in This Class? questionnaire, Motivated Strategies for Learning Questionnaire, and Language Learners’ Self-Efficacy Questionnaire. The researcher analyzed the data using a series of Multiple Regression analysis as statistical treatment to determine the correlation of classroom climate, motivational strategies, and language learning self-efficacy and classroom engagement and Mediation Analysis using Sobel Test to find out if classroom engagement is a significant mediator. The results concluded that all socio-cognitive variables (classroom climate, motivational strategies, and language learning self-efficacy) are predictors of classroom engagement, which is also a significant mediator. Implications include implementation of various teaching strategies to foster motivation on the part of the students and fostering healthy classroom climate by the institution.
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Index Terms
- Socio-cognitive Factors, Classroom Engagement, and Language Task Performance in an Online Learning Set-Up: A mediation analysis
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