Thesis (M.Sc.) - Cairo University - Faculty of Commerce - Department of Business Administration

Student motivation has been known to have a positive influence on students{u2019} engagement and learning in higher education.This study tested the structural relationships between motivation composites (autonomous motivation composite vs controlled motivation composite) and engagement (2skills engagement, emotional engagement, participation/ interaction engagement, and performance engagement3) moderated by the learning contexts (traditional classroom and flipped classroom model).Using a simple random sample, a total of 145 undergraduate students taking an integrated marketing communication course participated in the study. All students were taught in traditional classroom context first and then they were taught in a flipped classroom context. Data, from students under each learning context, were collected. Confirmatory factor analysis confirmed the construct validity of the measurement and the measurement model validity. The structural equation modeling was employed to examine the structural model validity and relationships between motivation and engagement moderated by the different learning contexts. The results indicated that (1) there is a positive statistical relationship between students{u2019}motivation and engagement. More specifically, Autonomous motivation is strongly and positively related to 2skills engagement, emotional engagement, and participation/ interaction engagement3. Whereas, controlled motivation is strongly and positively related to performance engagement. (2) learning contexts did not moderate the relationship between students{u2019}motivation and engagement rather there were different relationships between motivation and engagement sub- constructs in each context

Issued also as CD