Cognitive engagement is essential in student learning. In the Philippines, the abrupt changes in teaching and learning brought about by the shift from in-person to online education during the COVID-19 pandemic were deemed to impact students academically and psychologically. In this study, we looked into the satisfaction of college students’ basic psychological needs of autonomy, relatedness, and competence, and their cognitive engagement in online classes. Using self-report measures and analysing obtained data using multiple regression, we tested the proposition that the satisfaction of these psychological needs would predict students’ cognitive engagement. Supporting this hypothesis, our findings show that cognitive engagement among Filipino college students is positively influenced by the satisfaction of autonomy and relatedness needs in an online learning environment. The fulfillment of competence needs, however, did not predict cognitive engagement. For Filipino students, their efforts and commitment to learn during the pandemic are impacted by the perception that they are afforded opportunities to make independent choices about their learning, and to interact meaningfully with peers and instructors. Implications for educational practices and for future research are discussed.

Authors:
Katrina Resurreccion, De La Salle University Manila, Philippines
Melissa Antoinette Garcia, De La Salle University, Philippines
Diana Genevive Layag, De La Salle University, Philippines

About the Presenter(s)
Mel is a preschool teacher and college instructor at the University of Asia. and the Pacific and a graduate student under the Educational Psychology at De La Salle University. Her research interest revolve around psychology in early childhood.

Connect on Linkedin
https://www.linkedin.com/in/teachermel

Connect on ResearchGate
https://www.researchgate.net/profile/Melissa-Antoinette-Garcia

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