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Neal Nikko Espejo, Ateneo de Manila University, PhilippinesAbstract
The study explores the moderating role of affective engagement on the relationship between learning autonomy and cognitive engagement among university students. Grounded in Self-Determination Theory, the research examines how affective engagement, characterized by emotional connection and enjoyment in learning, influences the effect of learning autonomy on cognitive engagement. The sample consisted of 178 business and information management students from a university in the Philippines, selected through purposive sampling. Using validated scales for learning autonomy, affective engagement, and cognitive engagement, data was analyzed through moderation techniques and simple slope analysis. The findings reveal that while both learning autonomy and affective engagement positively predict cognitive engagement, higher levels of emotional engagement diminish the benefits of learning autonomy. Specifically, learning autonomy's impact on cognitive engagement is strongest at low and average levels of affective engagement but weakens at high levels. The results highlight the complex interplay between students' emotional and cognitive responses in learning environments. The findings suggest that while fostering both autonomy and affective engagement is beneficial, educators must strike a balance to optimize cognitive engagement. This research provides valuable insights for designing learning activities and environments that address students’ emotional and intellectual needs in higher education.
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