Pemenuhan Kebutuhan Dasar Psikologis dan Engagement Siswa Pada Pelajaran Matematika

  • Putri Sukma Deri Universitas Padjadjaran
  • Surya Cahyadi
  • Erna Susiati


Abstract. Engagement in learning activities is important to get the knowledge and skills provided at school. Previous studies on engagement prove that engagement is a predictor of student learning, learning outcomes, student retention and graduation. Therefore, to be able to make students more engaged with learning activities, it is necessary to know the factors that can influence the engagement. In this study, we will examine the effect of fulfilling need for autonomy, competence and relatedness on behavioral and emotional engagement. Measurements were made by distributing questionnaires in the form of self-reports to respondents. Respondents from this study were 291 students of class VII and VIII MTs Jatinangor. The data analysis technique used is PLS-SEM, path analysis. The results showed that behavioral and emotional engagement were positively and significantly influenced by meeting the needs of competence and relatedness. Then it was also found that this engagement was influenced negatively and significantly by autonomy needs.


Download data is not yet available.


Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427–445.
Dilah, A. (2019). Pengaruh basic psychological needs terhadap engagement mahasiswa fakultas psikologi universitas padjadjaran. (Skripsi tidak dipublikasikan). Fakultas Psikologi Universitas Padjdjaran, Bandung.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural model with unobserved variables and measurement errors. Journal of Marketing Research.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
Ghozali, Imam. (2008). Structural Equation Modeling Metode Alternatif dengan Partial Least Square, Edisi 2, Semarang: Badan Penerbit Universitas Diponegoro
Guthrie, J. T., Wigfield, A., & You, W. (2012). Handbook of Research on Student Engagement. In Handbook of Research on Student Engagement.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. In Pearson custom library.
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188.
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27–38.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging Students in Learning Activities: It is Not Autonomy Support or Structure but Autonomy Support and Structure. Journal of Educational Psychology, 102(3), 588–600.
Jatnika, R. (2018). Belajar statistik dengan UNPAD SAS. UNPAD Press: Bandung.
Ketchen, D. J. (2013). A Primer on Partial Least Squares Structural Equation Modeling. Long Range Planning.
Liu, X., & Flick, R. (2018). The relationship among psychological need satisfaction, class engagement, and academic performance: Evidence from China. Journal of Education for Business, 0(0), 1–10.
Miserandino, M. (2005). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203–214.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom:Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144.
Núñez, J. L., & León, J. (2019). Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching: Theory and Practice, 25(2), 147–159.
Pilotti, M., Anderson, S., Hardy, P., Murphy, P., & Vincent, P. (2017). Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom. International Journal of Teaching and Learning in Higher Education, 29(1), 145–153. Retrieved from
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595.
Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527–540.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267.
Ryan, R. M., & Deci L, E. (2017). Self-determination theory: basic psychological needs in motivation. In Self-determination theory: Basic psychological needs in motivation, development, and wellness.
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2014). PLS-SEM: Looking Back and Moving Forward. Long Range Planning.
Siregar, A. J. (2016). Student Engagement Dan Parent Involvement Sebagai Prediktor Prestasi Belajar Matematika Siswa SMA Yogyakarta. Jurnal Indigenous, 1(1), 61–73.
Skinner, Ellen A.; Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student. Journal of Educational Psychology, 85(4), 571–581.
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009a). Engagement and disaffection as organizational constructs in the dynamics of motivational development. Handbook of Motivation at School., 223–245.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2008). A Motivational Perspective on Engagement and Disaffection. Educational and Psychological Measurement, 69(3), 493–525.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology, 100(4), 765–781.
Thien, L. M., & Razak, N. A. (2013). Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis. Social Indicators Research.
Wang, J., Liu, R. D., Ding, Y., Xu, L., Liu, Y., & Zhen, R. (2017). Teacher's Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom. Frontiers in psychology, 8, 1006. doi:10.3389/fpsyg.2017.01006
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of Achievement Motivation and Engagement. Handbook of Child Psychology and Developmental Science, 1–44.
Yu, J. H., Chae, S. J., & Chung, Y.-S. (2018). Do basic psychological needs affect student engagement in medical school? Korean Journal of Medical Education, 30(3), 237–241.
How to Cite
DERI, Putri Sukma; CAHYADI, Surya; SUSIATI, Erna. Pemenuhan Kebutuhan Dasar Psikologis dan Engagement Siswa Pada Pelajaran Matematika. Jurnal Ilmu Perilaku, [S.l.], v. 3, n. 1, p. 32-47, aug. 2019. ISSN 2581-0421. Available at: <>. Date accessed: 14 oct. 2019. doi: