THE ROLE OF STUDENTS' ENGAGEMENT, KNOWLEDGE CONSTRUCTION APPROACHES AND ACHIEVEMENT MOTIVATION ON INCREASING OF ACTIVE LEARNING

The purpose of the study is to investigate the relationships between students’ engagement, knowledge construction approaches, and achievement motivation on increasing of active learning of university students. The quantitative correlational approach, the structured questionnaire, and the cluster random sample of students (N= 264) were selected to be used in the study. It is found that there is a medium positive correlation between knowledge construction approaches and active learning variables (r = .483), where increases of knowledge construction approaches values were associated with increases of active learning values. The results showed that there is a small positive correlation between students’ engagement and active learning (r = .145), as well as between achievement motivation and active learning (r = .035). It is found that the total variance of active learning levels explained by students’ engagement, knowledge construction approaches, and achievement motivation is 26.0%, the other variance may be explained by other variables. The study showed that knowledge construction and student engagement influence strongly active learning