What drives active learning engagement in school education
A self-determination theory perspective
DOI:
https://doi.org/10.32674/0ad5ck56Keywords:
active learning engagement, critical thinking, instructional leadership, junior high school, self-determination theoryAbstract
This study examined school-based contextual factors associated with junior high school students’ active learning engagement in a critical-thinking-oriented international school. Using a cross-sectional quantitative case study design, data were collected from 83 junior high school students through purposive sampling. The 33-item questionnaire demonstrated acceptable internal consistency (α = .784). Descriptive statistics, Pearson correlations, and multiple regression analyses were conducted. The findings showed that relatedness-related conditions had the strongest associations with active learning engagement. Teacher-to-student relationships were the only statistically significant unique contributor in the regression model, while inclusive classroom climate was significantly correlated with engagement. Competence-related and autonomy-related factors showed weaker or nonsignificant associations. These findings suggest that relationally supportive, inclusive, and language-accessible classroom conditions may be important for promoting students’ participation in critical-thinking-oriented learning.
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