Motivational engagement in the marketing classroom: individual goal orientations and class climate

Both cognitive engagement and motivational engagement play important roles in academic performance. Grounded in goal theory, this study examines whether educators can tailor their pedagogical approaches to engage students from a motivational perspective. Using a two-wave questionnaire, we provide evidence of the educator-facilitated classroom climate affecting student engagement at both cognitive and motivational levels. In addition, the study highlights that motivational processes, stemming from individual students' achievement goal orientations, are an important determinant of academic performance. This provides insight regarding how achievement orientations can be leveraged during the design and innovation of marketing courses. Motivational engagement in particular, can present opportunities for meaningful engagement and improved grade outcomes through targeted pedagogies that align with students' educational goals