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

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Listed:
  • Francisca N. Ogba
  • Ugochukwu Chinonso Okolie
  • Ntasiobi C. Igu
  • Beth Nnena Oluka
  • Michael O. Binuomote
  • Bolupe Abayomi Awe

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.

Suggested Citation

  • Francisca N. Ogba & Ugochukwu Chinonso Okolie & Ntasiobi C. Igu & Beth Nnena Oluka & Michael O. Binuomote & Bolupe Abayomi Awe, 2025. "Basic Psychological Needs and Student Engagement in Work Placement Learning Tasks: A Moderated Mediation Model," SAGE Open, , vol. 15(2), pages 21582440251, May.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:2:p:21582440251339099
    DOI: 10.1177/21582440251339099
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