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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Progressive Pedagogy
Krittavit Bhumithavara
Rajamangala University of Technology Krungthep, Bangkok, Thailand
Humanities Education Other

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The Influence of Professional Identity, Learning Motivation on Learning Engagement among Vocational Architecture Students Kaijun Du; Krittavit Bhumithavara
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1389

Abstract

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.
Co-Authors Kaijun Du