Motivational Dynamics and Cognitive Engagement Among Undergraduate Students at the University of Douala
DOI:
https://doi.org/10.58425/jetm.v4i1.376Keywords:
Motivational dynamics, cognitive engagement, undergraduate students, higher educationAbstract
Aim: Completing a course of study at university is what entitles students to a degree. However, the phenomenon of cognitive drop-out has been on the rise in our campuses. Students are preferring to avoid class time and not taking notes when they are in the lecture hall, let alone doing a TPE or TD, or even the CC. This research aims to examine the extent to which motivational dynamics of learning influence the cognitive engagement of undergraduate students at the University of Douala.
Methods: This study was guided by the self-determination theory developed by (Deci and Ryan 2000). The study employed a structured quantitative questionnaire administered to 135 undergraduate students across two campuses of the University of Douala who are not regularly active in teaching. They voluntarily agreed to take part in the study. The data collected was analysed using SPSS software and verified using Chi-square.
Results: Findings revealed statistically significant relationships between different forms of motivational dynamics and students’ levels of cognitive engagement, suggesting that internal and external motivational factors play a key role in learning behavior.
Conclusion: These results indicate the importance of promoting motivational strategies to enhance students’ cognitive engagement, with implications for teaching practices and academic policy at the University of Douala.
Recommendations: It is recommended that university instructors and administrators integrate motivation-enhancing interventions to reduce cognitive disengagement among undergraduates.
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