Work

The moderating role of teachers’ socio-emotional competence on the relationship between academic engagement and autonomous motivation: Evidence from secondary schools

Year: 2025

Type: article

Abstract: The study investigated the socio-emotional competence (SEC) of teachers as moderators in the relationship between academic engagement and autonomous motivation, due to contradictions observed in previous literature. A cross-sectional quantitative study was conducted in seven schools. Participants were selected using a stratified sampling method, targeting both teachers and students (434 teachers with more than 4 years of experience as inclusion criteria and 391 students). With the help of Process Models 1, Pearson correlation valuation of the relationship, and moderation analysis. The result showed that teachers’ socio-emotional competence significantly and moderately correlated with student autonomous motivation (r = 0.585, p < 0.01). Teachers’ SEC moderates students’ academic engagement and their autonomous motivation (p < 0.05). Moreover, agentic and emotional academic engagements are predictors of controlled motivation (β = -0.062, p < 0.01, β = 0.017, p < 0.01), respectively. However, students' academic engagement and autonomous motivation have a weak and negative correlation (r = -0.351, p < 0.01). This study supports integration, self-determination, and socio-emotional learning theory. Teachers’ SEC enhances students’ autonomous motivation and manages the negative effects of academic engagement. This study finding indicates that teachers' professional development programmes focusing on teachers' SEC could improve students' academic engagement and autonomous motivation. Further studies should be conducted using mediating factors such as school climate, self-efficacy, psychological needs, and academic self-concept.

Source: Social Sciences & Humanities Open

DOI: 10.1016/j.ssaho.2025.102027

Authors: Zerihun Ayalew Gebre, Yirgalem Alemu Keery, Tarekegn Tadesse Gemeda

Institutions: Dilla University, Haramaya University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,180