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Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education

Author

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  • Elizabeth Acosta-Gonzaga

    (Sección de Estudios de Posgrado e Investigación (SEPI), Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas (UPIICSA), Instituto Politécnico Nacional, Mexico City 08400, Mexico)

  • Aldo Ramirez-Arellano

    (Sección de Estudios de Posgrado e Investigación (SEPI), Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas (UPIICSA), Instituto Politécnico Nacional, Mexico City 08400, Mexico)

Abstract

In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new definitions (metacognitive and learning engagement) was proposed and validated in 220 university students using structural equation modelling. The findings support the conjecture that cognitive engagement is directly influenced by metacognitive engagement. Learning engagement is influenced by cognitive engagement, and all of them are triggered by motivation. Furthermore, scaffolding enhances emotional engagement. Teachers’ support fosters students’ emotions of being enthusiastic, interested in class, joyful in learning activities, and proud of their learning achievements.

Suggested Citation

  • Elizabeth Acosta-Gonzaga & Aldo Ramirez-Arellano, 2022. "Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education," Sustainability, MDPI, vol. 14(20), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:20:p:13419-:d:945917
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    References listed on IDEAS

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    1. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    2. Elizabeth Acosta-Gonzaga & Aldo Ramirez-Arellano, 2021. "The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts," SAGE Open, , vol. 11(2), pages 21582440211, June.
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    Cited by:

    1. Bowen Liu & Wentao Zou & Fangqi Guo & Yuping Zhao & Jixin Wang, 2025. "Metacognitive Ability and Learning Burnout in College Students: Chain Mediation Through Learning Engagement," SAGE Open, , vol. 15(4), pages 21582440251, October.
    2. Yun Jiang & Zheng Wang, 2025. "Scaffolding Students’ Problem-Solving Process in Case-Based Teaching: A Multimodal Analysis," SAGE Open, , vol. 15(4), pages 21582440251, December.
    3. Aldo Ramirez-Arellano, 2024. "Effects of Personality and Motivation on Students’ Academic Engagement and Metacognitive-Cognitive Strategies," SAGE Open, , vol. 14(4), pages 21582440241, November.

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