The Influence of Professional Identity, Learning Motivation on Learning Engagement among Vocational Architecture Students
DOI:
https://doi.org/10.61987/ijpp.v2i2.1389Keywords:
Professional Identity, Learning Motivation, Learning Engagement, Vocational Architecture EducationAbstract
Learning engagement has emerged as a central indicator of quality in higher education amid the growing emphasis on student-centered evaluation. This study aims to examine the influence of professional identity and learning motivation on learning engagement among vocational architecture students. A quantitative approach was employed involving 312 students selected through stratified random sampling. Data were collected using validated questionnaires that measured professional identity, intrinsic and extrinsic learning motivation, and learning engagement, and were then analyzed using structural equation modeling. The results indicate that professional identity significantly predicts learning engagement (β = 0.41, p < 0.001), while intrinsic motivation shows a stronger effect (β = 0.46, p < 0.001) than extrinsic motivation (β = 0.18, p < 0.05). Together, the variables explain 62% of the variance in learning engagement. This study contributes to understanding the internal psychological determinants of engagement in vocational education. The findings suggest strengthening professional identity formation and fostering intrinsic motivation to enhance student engagement.
References
Abbas, N., Whitfield, J., Atwell, E., Bowman, H., Pickard, T., & Walker, A. (2022). Online Chat and Chatbots to Enhance Mature Student Engagement in Higher Education. International Journal of Lifelong Education, 41(3), 308–326. https://doi.org/10.1080/02601370.2022.2066213
Abdelhamid, S., Quigg, K., & Aly, M. (2023). A Data-Driven Gamification Approach to Monitor and Predict the Students’ Academic Performance. In New Perspectives in Science Education - International Conference (Vol. 2023, Issue 12).
Abdelwahed, N. A. A., & Doghan, M. A. A. (2023). Developing Employee Productivity and Performance through Work Engagement and Organizational Factors in an Educational Society. Societies, 13(3). https://doi.org/10.3390/soc13030065
Abdullah, A. (2024). Innovative Approach In Curriculum Development; Improving Education And Training Programs Through Multidimensional Strategies. PEDAGOGIK: Jurnal Pendidikan, 11(2), 160–179. https://doi.org/10.33650/pjp.v11i2.9290
Al-Haddad, S., Chick, N., & Safi, F. (2024). Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond. Journal of Statistics and Data Science Education, 32(2), 129–142. https://doi.org/10.1080/26939169.2024.2315939
Alsharari, N. M., & Alshurideh, M. T. (2021). Student Retention in Higher Education: The Role of Creativity, Emotional Intelligence, and Learner Autonomy. International Journal of Educational Management, 35(1), 233–247. https://doi.org/10.1108/IJEM-12-2019-0421
Bakar, N. A. A., Mahmood & Yaa’cob, S. (2024). The Digital Transformation for UTMSPACE Educational Sustainability and Technology Innovation: An Enterprise Architecture Approach. In Technical and Vocational Education and Training (Vol. 38, pp. 3–17). https://doi.org/10.1007/978-981-99-6909-8_1
Barba-Sánchez, V., Mitre-Aranda, M., & Brío-González, J. del. (2022). The Entrepreneurial Intention of University Students: An Environmental Perspective. European Research on Management and Business Economics, 28(2), 100184. https://doi.org/10.1016/j.iedeen.2021.100184
Chaika, O. (2025). Educational Policy and Reforms: The Impact of Globalization. In Educational Policy and Reforms: The Impact of Globalization. https://doi.org/10.15587/978-617-8360-20-7
Cohen, A., Steinert, Y., & Ruano Cea, E. (2022). Teaching Medical Students to Teach: A Narrative Review and Literature-Informed Recommendations for Student-as-Teacher Curricula. In Academic Medicine (Vol. 97, Issue 6, pp. 909–922). https://doi.org/10.1097/ACM.0000000000004608
Cohen, E. (2022). Utilization Trends of the Israeli Higher Education System by Generation Z from 2015-2020. International Journal of Higher Education, 11(4), 18. https://doi.org/10.5430/ijhe.v11n4p18
Dorfman, L. Y., & Kalugin, A. Y. (2020). Resources, Potentials, and Academic Achievements of Students, Part 2. From Differentiation to Integration of Resources, Potentials, and Students' Academic Achievements. Obrazovanie i Nauka, 22(5), 90–110. https://doi.org/10.17853/1994-5639-2020-5-90-110
Dwi Lestari, E., Rizkalla, N., & Purnamaningsih, P. (2022). The Effect of Perceived University Support, Entrepreneurial Self-Efficacy, and Proactive Personality in Promoting Student Entrepreneurial Intention in Indonesia. Journal of Management and Business Education, 5(2), 169–197. https://doi.org/10.35564/jmbe.2022.0011
Dyusheeva, N. K., Choguldurov, M. D., Kutanova, R. A., Kadyrkulov, K. K., & Asanbaev, M. Z. (2025). The Evolution of Modern Trends in Education Quality Management. Journal of Ecohumanism, 4(1), 4308–4315. https://doi.org/10.62754/joe.v4i1.6314
Fajri, Z., Baharun, H., Muali, C., Shofiatun, Farida, L., & Wahyuningtiyas, Y. (2021). Students’ Learning Motivation and Interest: The Effectiveness of Online Learning during the COVID-19 Pandemic. Journal of Physics: Conference Series, 1899(1), 12178. https://doi.org/10.1088/1742-6596/1899/1/012178
Fawaid, A., Baharun, H., Hamzah, M., Rohimah, Munawwaroh, I., & Putri, D. F. (2025). AI-based Career Management to Improve the Quality of Decision Making in Higher Education. 2025 15th IEEE Integrated STEM Education Conference, ISEC 2025, 1–8. https://doi.org/10.1109/ISEC64801.2025.11147274
Fuller, K., & Lashari, A. (2025). Looking for Feminist Leadership Praxis in Higher Education: a Systematic Review of the Literature. Journal of Educational Administration and History. https://doi.org/10.1080/00220620.2025.2564077
Herman, K. C., Sebastian, J., Eddy, C. L., & Reinke, W. M. (2023). School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles. Journal of Emotional and Behavioral Disorders, 31(2), 120–131. https://doi.org/10.1177/10634266221148974
Hoy, R. R. (2021). Quantitative Skills in Undergraduate Neuroscience Education in the Age of Big Data. Neuroscience Letters, 759. https://doi.org/10.1016/j.neulet.2021.136074
Hsiung, S. Y., & Yu, M. N. (2022). Conceptualization of Grit and Grit Scale Development for Military Cadets. Journal of Research in Education Sciences, 67(3), 77–112. https://doi.org/10.6209/JORIES.202209_67(3).0003
Ibáñez-Carrasco, F., Worthington, C., Rourke, S., & Hastings, C. (2020). Universities Without Walls: A Blended-Delivery Approach to Training the Next Generation of HIV Researchers in Canada. International Journal of Environmental Research and Public Health, 17(12), 1–12. https://doi.org/10.3390/ijerph17124265
Ishak, T., Kurniawan, R., Zainuddin, Z., & Keumala, C. M. (2020). The Role of Pre-Class Asynchronous Online Video Lectures in Flipped-Class Instruction: Identifying Students’ Perceived Need Satisfaction. Journal of Pedagogical Research, 4(1), 1–11. https://doi.org/10.33902/jpr.v4i1.145
Karpyn, A., Kennedy, N., Seibold, M., Tracy, T., Kim, J., Larock, J., Silberg, T., Lennon, J., Oluwadero, J., & Ratnayake, M. (2024). Understanding Benefits of a College Student-Homebound Adult Partnership Program to Support Aging in Place: An Exploratory Study. Evaluation and Program Planning, 106, 102464. https://doi.org/10.1016/j.evalprogplan.2024.102464
Khan, T., & Thomas, S. (2022). Promoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome. Journal of Learning for Development, 9(2), 305–316. https://doi.org/10.56059/jl4d.v9i2.646
Khrapov, S. A., & Baeva, L. V. (2022). Digitalization of Educational Space: Emotional Risks and Effects. Voprosy Filosofii, 2022(4), 16–24. https://doi.org/10.21146/0042-8744-2022-4-16-24
Kusuma Zamahsari, G., Purnomo Ap, A., Badruddin Amin, M., Nur Efendi, A., Hafid Effendy, M., & Cahya Adiebia, I. (2023). Pedatren: Educational Administration Applications for Simplifying Paiton Probolinggo’s Nurul Jadid Islamic Boarding School’s Management. In Proceedings of the 2023 17th International Conference on Ubiquitous Information Management and Communication, IMCOM 2023. https://doi.org/10.1109/IMCOM56909.2023.10035651
Lujan, H. L., Raizada, A., & DiCarlo, S. E. (2021). Critical Skill in Teaching: Learning about our Students’ Cognitive and Emotional States during Class. Advances in Physiology Education, 45(1), 59–60. https://doi.org/10.1152/ADVAN.00219.2020
Luoma, J., & Hietanen, J. (2024). Reflexive Quantitative Research. Academy of Management Review, 50(4), 811–837. https://doi.org/10.5465/amr.2021.0234
Ma, S., Li & Luo, M. (2023). The Effective Learning of Discrete Trial Teaching: Evidence from Pre-Service Teachers of Children with Autism. Acta Psychologica Sinica, 55(2), 237–256. https://doi.org/10.3724/SP.J.1041.2023.00237
MA, W., MA, W., HU, Y., & BI, X. (2024). The Who, Why, and How of AI-Based Chatbots for Learning and Teaching in Higher Education: A Systematic Review. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13128-6
Macleod, G., Lent, N., Tian, X., Liang, Y., Moore, M., & Sen, S. (2020). Balancing Supportive Relationships and Developing Independence: An Activity Theory Approach to Understanding Feedback in Context for Master’s Students. Assessment and Evaluation in Higher Education, 45(7), 958–972. https://doi.org/10.1080/02602938.2020.1719976
Merrick, H., Driver & Pennington, L. (2024). Professional Perspectives on Facilitators and Barriers for High-Quality Provision of Health, Education, and Social Care Services to Disabled Children in England during the COVID-19 Pandemic: A Qualitative Study. BMJ Open, 14(8), e085143. https://doi.org/10.1136/bmjopen-2024-085143
Nasruddin, M. F. (2025). Realize Islamic Education Values Through a Behavioral Approach to Students of an Islamic Boarding School. Applied Social Psychology Studies (ASPS), 1(1), 54–64. https://doi.org/10.35723/asps.v1i1.56
Nisa’, K., & R, A. H. A. (2024). Empowering Educators: A Comprehensive Human Resources: Framework for Improving Islamic-based Schools. Journal of Islamic Education Research, 5(1), 31–44. https://doi.org/10.35719/jier.v5i1.385
Purwanti, H., Rochim, A. F., & Warsito, B. (2022). SEM for Predicting the Determining Factor of Social Customer Relationship Management Adoption in SMEs. In Proceedings - 2022 IEEE International Conference on Cybernetics and Computational Intelligence, CyberneticsCom 2022 (pp. 179–184). https://doi.org/10.1109/CyberneticsCom55287.2022.9865618
Rodríguez, V. J., Izquierdo, J. M. A., & Salazar, L. D. R. M. (2021). A Structural Model for the Early Detection of University Dropout: Metacomprehension, ICT, and Motivation in the Social Work Degree. Alternativas, 28(2), 167–187. https://doi.org/10.14198/ALTERN2021.28.2.02
Ryan, R. M., & Deci, E. L. (2021). Self-Determination Theory.
Saat, R. M., Piaw, C. Y., & Fadzil, H. M. (2023). Creating a Grounded Model of Performance Quality of Scientist-Teacher-Student Partnership (STSP) for STEM Education. International Journal of Science and Mathematics Education, 21(1), 325–345. https://doi.org/10.1007/s10763-021-10236-4
Sarwar, S., Tara, A. N., Abid, M. N., & Dukhaykh, S. (2025). Teachers’ Academic Motivation and Students' Procrastination Behaviour: Mediating Effects of Emotion Regulation and Study Habits. BMC Psychology, 13(1), 52. https://doi.org/10.1186/s40359-025-02352-5
Syafika, W., & Marwa, N. (2024). The Evolution of Values-Based Education : Bringing Global Insights and Local Practices to a Sustainable Future. Sinergi International Journal of Education, 2(4), 238–252. https://doi.org/https://journal.sinergi.or.id/index.php/education
Vallerand, R. J., Pelletier, L. G., & Koestner, R. (2022). Reflections on Self-Determination Theory. In Canadian Psychology / Psychologie canadienne (Vol. 49, Issue 3, pp. 257–262). Educational Publishing Foundation. https://doi.org/10.1037/a0012804
Ximena Patricia, L. Q., Marlene Margarita, M. Y., & Gilar Corbi, R. (2021). Classroom Climate and Academic Performance: Notes Around the University Context. Revista Venezolana de Gerencia, 26(Special Issue 5), 140–156. https://doi.org/10.52080/rvgluz.26.e5.10
Zamroni, Fatmasari, R., Rasyidi, & Windiyani, T. (2025). Artificial Intelligence as a Tool to Improve the Quality of Job-Ready Graduate Skills in Higher Education. 2025 IEEE International Conference on Industry 4.0, Artificial Intelligence, and Communications Technology (IAICT), 129–136. https://doi.org/10.1109/IAICT65714.2025.11101572
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Krittavit Bhumithavara, Kaijun Du
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
