LEARNER-CENTERED TEACHING ON STUDENTS’ ENGAGEMENT AND LEARNING MOTIVATION: THE MODERATING ROLE OF ACADEMIC SELF-EFFICACY
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Abstract
This study examined the impact of learner-centered teaching practices on students’ engagement and learning motivation, with academic self-efficacy modeled as a moderating variable. Anchored in Self-Determination Theory, Expectancy–Value Theory, and Social Cognitive Theory, the study employed a quantitative, cross-sectional, explanatory-correlational design. Survey data were collected from 300 undergraduate students enrolled in Thai, bilingual, and international university programs. Validated instruments with strong reliability and acceptable construct validity were used to measure learner-centered teaching, academic self-efficacy, engagement, and motivation. Data were analyzed using descriptive statistics, Pearson correlations, group comparisons, regression analyses, and moderation modeling. Results indicated that learner-centered teaching practices were strongly and positively associated with both engagement and motivation, accounting for a substantial proportion of the variance in these outcomes. Although statistically significant demographic differences were observed, the effect sizes were small, suggesting limited practical importance compared with instructional factors. Moderation analyses revealed that academic self-efficacy significantly strengthened the relationships between learner-centered teaching and both engagement and motivation (interaction β = .15–.17), indicating that learner-centered practices are more effective among students with higher academic confidence. Overall, the findings support a conditional instructional model in which engagement and motivation are highly responsive to pedagogical design, and their magnitude depends partly on students’ self-beliefs. While the cross-sectional, self-report design limits causal inference, the results underscore the pedagogical value of integrating learner-centered strategies with interventions that enhance academic self-efficacy in higher education.
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