Basic Psychological Needs and Student Engagement in Work Placement Learning Tasks: A Moderated Mediation Model

Francisca N. Ogba, Ugochukwu Chinonso Okolie, Ntasiobi C. Igu, Beth Nnena Oluka, Michael O. Binuomote and Bolupe Abayomi Awe

SAGE Open, 2025, vol. 15, issue 2, 21582440251339099

Abstract: This study investigates how autonomy, competence, and relatedness needs impact student engagement during work placement learning tasks (student engagement henceforth), mediated by intrinsic motivation-to-know, and moderated by perceived instructor autonomy support. Conducted with 311 undergraduate students across 116 Nigerian firms/organizations, our analysis utilized a cross-lagged panel approach. We found positive associations between autonomy, competence, relatedness, and student engagement. Additionally, intrinsic motivation-to-know mediated the relationships between these needs and student engagement. Perceived autonomy support moderated both direct and indirect effects of competence and relatedness on engagement via intrinsic motivation-to-know, across varying levels. These findings have significant implications for both theory and practice.

Keywords: student engagement; work placement learning; basic psychological needs; motivation (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:2:p:21582440251339099

DOI: 10.1177/21582440251339099

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