Academic Achievement, Intrinsic Motivation, and Gender as Predictors of Academic Engagement: A Sample of Private University Students in Cairo

Nasr, Reham Ateya

doi:10.21608/jwadi.2025.444972

Academic Achievement, Intrinsic Motivation, and Gender as Predictors of Academic Engagement: A Sample of Private University Students in Cairo

نوع المستند : المقالة الأصلية

المؤلف

Reham Ateya Nasr

Lecturer of educational psychology Faculty of Education- Ain shams university

10.21608/jwadi.2025.444972

المستخلص

This study examines the factors influencing academic engagement among undergraduate students in private universities in Cairo, Egypt, with a specific focus on gender, academic achievement, and types of intrinsic motivation (to know, to accomplish, and to experience stimulation).
The sample consisted of 105 students from various private universities. Data was collected using three subscales from the Academic Motivation Scale (AMS), the Person-Situation Academic Engagement Questionnaire for Adults (PSAE-Q), and self-reported GPA.
Descriptive statistics were used to summarize demographic data. Pearson correlation coefficients assessed relationships among variables, and multiple linear regression analyses examined how intrinsic motivation subscales predicted both academic engagement and achievement. A Generalized Linear Mixed Model (GLM) was conducted to test interaction effects, and an independent samples t-test assessed gender differences in engagement.
Results indicated that intrinsic motivation particularly the motivation to know was significantly associated with academic engagement. Academic achievement was positively related to certain types of intrinsic motivation, but not to engagement. Gender had a significant effect, with females reporting higher academic engagement than males.
These findings highlight the importance of fostering intrinsic motivation and addressing gender disparities to enhance academic engagement in higher education contexts.

الكلمات الرئيسية