Understanding Motivation Loss and Behavioral Disengagement of Tertiary Students in Flexible Learning: A Self-Determination Theory Perspective

Raymon Española; Jerome A. Ouano

doi:10.32890/mjli2024.21.1.8

Authors

Raymon Pomoy Española Surigao del Norte State University, Surigao City, Philippines
Jerome A. Ouano De La Salle University, Manila, Philippines

DOI:

https://doi.org/10.32890/mjli2024.21.1.8

Keywords:

motivation loss, self-determination theory, qualitative research, behavioral disengagement, pandemicera flexible learning, Filipino tertiary students

Abstract

Purpose – Flexible learning is a delivery modality associated with positive outcomes, but its use at the height of the COVID-19 pandemic has been associated with dark student experiences, such as poor interest and dishonesty among students. To understand how and why many tertiary students lost their motivation and became disengaged in pandemic-era flexible learning, this qualitative research was designed.

Methodology – A total of 27 tertiary students in five separate groups volunteered to be interviewed. A focus group discussion protocol was developed based on the propositions of Self-Determination Theory (SDT) and this protocol produced about eight hours of narrative data in audio form. The researcher performed thematic analysis to make sense of the transcriptions of the data, and the initial codes and themes were subjected to an external audit for purposes of methodological integrity.

Findings – Eight need-thwarting behaviors of key social agents emerged, such as instructors’ rigid and negligent behaviors, peers’
indifferent and selfish behaviors, and burdensome behaviors of people at home. These behaviors were tied to participants’ cognitive
appraisals of psychological need frustration that emerged in eight themes, which comprised having problems balancing school and home obligations, believing that outputs were misevaluated, and feelings of disconnection from peers. These appraisals could be related to seven themes of motivation and engagement issues reported by participants, notably amotivation, poor concentration, low effort, and dishonesty.

Significance – The findings highlight the importance of addressing these need frustrations in order to improve tertiary students’ motivation and engagement in academic tasks delivered through flexible learning in higher education.

References

Adigun, O. B., Fiegener, A. M., & Adams, C. M. (2022). Testing the relationship between a need thwarting classroom environment and student disengagement. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00622-z

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/ edu0000293

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Alibudbud, R. (2021). On online learning and mental health during the COVID-19 pandemic: Perspectives from the Philippines. Asian Journal of Psychiatry, 66, 102867. https://doi.org/10.1016/j. ajp.2021.102867

Amoura, C., Berjot, S., Gillet, N., Caruana, S., Cohen, J., & Finez, L. (2015). Autonomy-supportive and controlling styles of teaching: Opposite or distinct teaching styles? Swiss Journal of Psychology, 74(3), 141–158. https://doi.org/10.1024/1421-0185/a000156

Argosino, F. (2021, October 29). Parents, students voice opinions on limited face-to-face classes. Manila Bulletin. https://mb.com. ph/2021/10/29/parents-students-voice-opinions-on-limited-face-to-face-classes/

Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. https://doi.org/10.1016/j.worlddev.2020.105225

Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., & Thøgersen-Ntoumani, C. (2011). Psychological need thwarting in the sport context: Assessing the darker side of athletic experience. Journal of Sport and Exercise Psychology, 33(1), 75–102. https://doi.org/10.1123/jsep.33.1.75

Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63. https://doi.org/10.1016/j. learninstruc.2017.07.006

Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31(2), 615–626. https://doi.org/10.1007/s40670-021-01231-z

Behzadnia, B., Adachi, P. J. C., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39, 10–19. https://doi.org/10.1016/j. psychsport.2018.07.003

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439. https://doi.org/10.3102/00346543074003379

Bray, A., Banks, J., Devitt, A., & Ní Chorcora, E. (2021). Connection before content: Using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland. Irish Educational Studies, 40(2), 431–441. https://doi.org/10.1080/0 3323315.2021.1917444

Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2022). Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2022.2028757

Charlot Colomès, A. A., Duchesne, S., & Boisclair Châteauvert, G. (2021). Autonomy support and school adjustment: The mediating role of basic psychological needs. International Journal of School & Educational Psychology, 9(sup1), S182– S200. https://doi.org/10.1080/21683603.2021.1877226

CHED. (2022). CMO No. 6, series of 2022: Sustaining flexible learning in higher education: An addendum to CMO No. 4, series of 2022.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1

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

Del Toro, J., Jackson, D. B., & Wang, M.-T. (2022). The policing paradox: Police stops predict youth’s school disengagement via elevated psychological distress. Developmental Psychology, 58(7), 1402–1412. https://doi.org/10.1037/dev0001361

Englund, H., Stockhult, H., Du Rietz, S., Nilsson, A., & Wennblom, G. (2022). Learning-environment uncertainty and students’ approaches to learning: A self-determination theory perspective. Scandinavian Journal of Educational Research, 1–15. https://doi.org/10.1080/00313831.2022.2042734

Fedesco, H. N., Bonem, E. M., Wang, C., & Henares, R. (2019). Connections in the classroom: Separating the effects of instructor and peer relatedness in the basic needs satisfaction scale. Motivation and Emotion, 43(5), 758–770. https://doi.org/10.1007/s11031-019-09765-x

Godoy, L. D., Falcoski, R., Incrocci, R. M., Versuti, F. M., & Padovan-Neto, F. E. (2021). The psychological impact of the COVID-19 pandemic in remote learning in higher education. Education Sciences, 11(9), 473. https://doi.org/10.3390/educsci11090473

Gurung, R. A. R., & Stone, A. M. (2020). You can’t always get what you want and it hurts: Learning during the pandemic. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000236

Hennink, M. M. (2014). Focus group discussions. Oxford University Press.

Hill, J. R. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning. Innovative Higher Education, 31(3), 187–197. https://doi.org/10.1007/ s10755-006-9016-6

Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and Information Technologies, 26(6), 7033–7055. https://doi.org/10.1007/s10639-021-10566-4

Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59–76. https://doi.org/10.1080/17408989.2020.1850667

Longo, Y., Gunz, A., Curtis, G. J., & Farsides, T. (2016). Measuring need satisfaction and frustration in educational and work contexts: The Need Satisfaction and Frustration Scale (NSFS). Journal of Happiness Studies, 17(1), 295–317. https://doi.org/10.1007/s10902-014-9595-3

Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141–176.

Magsambol, B. (2021a, May 22). CHED: There’s no going back, “flexible learning will be new norm.” Rappler. https://www. rappler.com/nation/ched-says-flexible-learning-new-norm/

Magsambol, B. (2021b, July 20). Distance learning in the Philippines: A year of hits and misses. Rappler. https://www.rappler. com/newsbreak/in-depth/distance-learning-philippines-assessment-2020-2021/

Martinek, D., Carmignola, M., Müller, F. H., Bieg, S., Thomas, A., Eckes, A., Großmann, N., Dittrich, A.-K., & Wilde, M. (2021). How can students feel more vital amidst severe restrictions? Psychological needs satisfaction, motivational regulation and vitality of students during the coronavirus pandemic restrictions. European Journal of Investigation in Health, Psychology and Education, 11(2), 405–422. https://doi.org/10.3390/ejihpe11020030

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. 371.

Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387–391. https://doi.org/10.1016/j. paid.2010.10.029

Moè, A., Katz, I., Cohen, R., & Alesi, M. (2020). Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents. Learning and Individual Differences, 82, 101921. https://doi.org/10.1016/j. lindif.2020.101921

Moreno-Casado, H., Leo, F. M., López-Gajardo, M. Á., García-Calvo, T., Cuevas, R., & Pulido, J. J. (2022). Teacher leadership and students’ psychological needs: A multilevel approach. Teaching and Teacher Education, 116, 103763. https://doi.org/10.1016/j. tate.2022.103763

Oyedotun, T. D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2, 100029. https://doi.org/10.1016/j.resglo.2020.100029

Rahiem, M. D. H. (2020). The emergency remote learning experience of university students in Indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. https://doi.org/10.26803/ijlter.19.6.1

Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2).

Ryan, A. B. (2006). Post-positivist approaches to research. In Research and Writing Your Thesis: A Guide for Post-Graduate Students (pp. 12–26). MACE: Maynooth Adult and Community Education.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Saldaña, J. (2016). The coding manual for qualitative researchers (Third edition). SAGE.

Santana-Monagas, E., & Núñez, J. L. (2022). Predicting students’ basic psychological need profiles through motivational appeals: Relations with grit and well-being. Learning and Individual Differences, 97, 102162. https://doi.org/10.1016/j. lindif.2022.102162

Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335–342. https://doi.org/10.46328/ijtes.v4i4.148

Sidman, C. L., D’Abundo, M. L., & Bullard, L. (2014). Comparison of college students’ knowledge across delivery formats in a required physical activity and wellness course. MERLOT Journal of Online Learning and Teaching, 10(4), 9.

Sidman, C. L., Fiala, K. A., & D’Abundo, M. L. (2011). Exercise motivation of college students in online, face-to-face, and blended basic studies physical activity and wellness course delivery formats. Journal of American College Health, 59(7), 662–664. https://doi.org/10.1080/07448481.2010.524683

Simon, P. D. (2021). Preserving mental well-being and engagement of students in Philippine virtual classrooms during the COVID-19 crisis: Insights from a Filipino educator. Asian Journal of Psychiatry, 67, 102915. https://doi.org/10.1016/j. ajp.2021.102915

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59(3), 623–664. https://doi.org/10.1111/j.1744-6570.2006.00049.x

Spinks, M., Metzler, M., Kluge, S., Langdon, J., Gurvitch, R., Smitherman, M., Esmat, T., Bhattacharya, S., Carruth, L., Crowther, K., Denton, R., Edwards, O. V., Shrikhande, M., & Strong-Green, A. (2021). “This wasn’t pedagogy, it was panicgogy”: Perspectives of the challenges faced by students and instructors during the emergency transition to remote learning due to COVID-19. College Teaching, 1–17. https://doi.org/10.1080/87567555.2021.2018395

Stoddard, S. A., & Veliz, P. (2019). Summer school, school disengagement, and substance used during adolescence. American Journal of Preventive Medicine, 57(1), e11–e15. https://doi.org/10.1016/j.amepre.2019.01.014

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. https://doi.org/10.3102/00346543076001093

Tilga, H., Hein, V., Koka, A., Hamilton, K., & Hagger, M. S. (2019). The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: Test of a conditional process model. Educational Psychology, 39(7), 862–880. https://doi.org/10.1080/01443410.2018.1546830

Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019). Seeking stability in stormy educational times: A need-based perspective on (De)motivating teaching grounded in self-determination theory. In E. N. Gonida & M. S. Lemos (Eds.), Advances in Motivation and Achievement (Vol. 20, pp. 53–80). Emerald Publishing Limited. https://doi.org/10.1108/S0749-742320190000020004

Wang, M.-T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2019). Conceptualization and assessment of adolescents’ engagement and disengagement in school: A multidimensional school engagement scale. European Journal of Psychological Assessment, 35(4), 592–606. https://doi.org/10.1027/1015-5759/a000431

Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 301–322). Routledge.

Wentzel, K. R. (2016). Teacher-student relationships. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of Motivation at School (pp. 211–230). Routledge.