LECTURER INCIVILITY AND ACADEMIC ENGAGEMENT: THE MODERATING ROLES OF SELF-EFFICACY AND SELF-REGULATION AMONG UNIVERSITY STUDENTS

CHAPTER ONE

INTRODUCTION

Background of the Study

In academic contexts, engagement is a crucial factor in preventing student dropout and fostering high levels of academic success (Lei et al., 2018). This significance has spurred a surge in studies on engagement over the past decade, as evidenced by recent meta-analyses (Boulianne& Theocharis, 2020; Jansen et al., 2019; Myint & Khaing, 2020; Young et al., 2018). Three key groups of studies have been particularly instrumental in examining the processes underlying this construct. Notably, Azevedo (2015) and Eccles (2016) highlight that the engagement construct remains poorly defined, making it challenging to evaluate and advance understanding of its implications. They recommend that researchers clearly define the context and criteria used to assess engagement (Wong et al., 2024).

Academic engagement occurs when students deeply immerse themselves in learning activities, mentally and emotionally absorbing the study materials, often while interacting with peers (Amerstorfer& Münster-Kistner, 2021). Unlike surface learning, which involves mere content memorization and fulfilling course requirements, true academic engagement draws students into critical thinking activities such as analyzing concepts, rationalizing procedures, and deducing meanings. It also involves social interactions with peers and teachers, fostering the exchange of experiences, knowledge, opinions, and support (Amerstorfer & Münster-Kistner, 2021). For students to succeed academically, understanding the factors that affect their engagement is crucial. This knowledge is the initial objective of this work. However, to achieve specific objectives, it is necessary to explicitly define the concept, context, and criteria for assessing engagement, in line with Azevedo (2015) and Eccles’s (2016) suggestions.

University students generally have more autonomy compared to primary or secondary school pupils; for instance, they can choose their courses and have more options for participation (Alonso-Tapia et al., 2023). This autonomy comes with increased responsibility, requiring students to manage their study progress and regulate their own learning (Svalberg, 2018). Furthermore, societal and familial expectations for young adults are more sophisticated and often linked to cultural norms. The transition from earlier education to tertiary education can be cognitively and emotionally challenging, potentially negatively impacting students' self-concept, resilience, and anxiety (Alonso-Tapia et al., 2023). Unlike university students, young children typically do not view asking for help as a weakness (Brooks et al., 2013). However, university students often hesitate, worrying about their peers' perceptions if they admit to not understanding something (Mercer & Dörnyei, 2020). Social standing within a group gains importance, particularly for adolescents and young adults, who may struggle with self-confidence. Despite these challenges, university students are more mature in their cognitive, social, emotional, and behavioral development (Amerstorfer& Münster-Kistner, 2021).

They have developed specific expectations for their education and personal interests, evolving since childhood. Unlike school pupils, they usually have more clearly defined aspirations and matured personality traits. In sum, the transition from childhood to adulthood involves numerous changes and challenges that can affect academic engagement (Amerstorfer& Münster-Kistner, 2021). Research has consistently shown that higher levels of academic engagement correlate with better academic outcomes, including higher grades, increased retention rates, and greater overall satisfaction with the learning experience (Wong et al., 2024; Alonso-Tapia et al., 2023). Additionally, engaged students are more likely to develop critical thinking skills, exhibit positive attitudes toward learning, and achieve higher levels of personal and social development (Amerstorfer& von Münster-Kistner, 2021). These findings underscore the importance of fostering academic engagement to enhance educational outcomes. However, it is equally crucial to address classroom incivility, as disruptive behaviors can undermine engagement and create a hostile learning environment.

Incivility, as defined broadly refers to any speech or action that is disrespectful or rude (Frey Knepp, 2012). Clark (2017) expands on this definition by noting that incivility indicates disregard and insolence for others, causing an atmosphere of disrespect, conflict, and stress (). Lecturer incivility is a growing concern in higher education, often defined as disrespectful or disruptive behaviors exhibited by faculty members towards students, colleagues, or the academic community. These behaviors may include belittling remarks, demeaning comments, sarcasm, favoritism, or overt hostility, and can have far-reaching negative effects on the learning environment (Clark, 2017). Such incivility undermines student learning, impairs teacher-student relationships, and erodes the overall academic climate (Hutton & Gates, 2008). Furthermore, it can contribute to increased student anxiety, decreased participation, and academic disengagement (Albertset al.,, 2010).

In higher education, students often view lecturers as authority figures whose behavior can significantly influence their academic experience, when incivility is present, it can foster an atmosphere of fear or resentment, which diminishes trust and openness in classroom interactions (Bennett, 2015). This impact is particularly pronounced in situations where students feel powerless to address or challenge incivility due to hierarchical structures or fear of academic retaliation (Feldman, 2014). Research suggests that a culture of lecturer incivility, if left unaddressed, can lead to increased turnover intentions among faculty and students, lowered morale, and a diminished reputation for academic institutions (Clark et al., 2013). Addressing this issue requires a concerted effort to promote a culture of respect, clear communication, and accountability within academic environments (Luparell, 2011).

Lecturer incivility has a profound impact on academic engagement, which refers to the level of interest, motivation, and active participation students’ exhibit in their educational experience (Clark, 2017). Academic engagement thrives in an environment where students feel respected, supported, and valued (Feldman, 2014). However, when lecturer incivility occurs through actions like belittling remarks, dismissive attitudes, or public criticism it can create an atmosphere of discomfort and fear, which hinders students’ willingness to actively participate in classroom activities (Bennett, 2015). Incivility can lead to negative emotional responses in students, such as anxiety, frustration, and a sense of helplessness, all of which detract from their ability to engage with academic material (Alberts et al., 2010). When students are subjected to or witness incivility, they may withdraw from class discussions, avoid asking questions, or refrain from seeking feedback, leading to diminished engagement (Clark et al., 2013). Research shows that students who experience incivility are more likely to disengage from academic activities, either by becoming passive learners or by skipping classes altogether (Hutton & Gates, 2008). This withdrawal ultimately affects their learning outcomes and academic performance (Luparell, 2011).

Furthermore, lecturer incivility can erode the trust and rapport necessary for a positive student-teacher relationship, which is foundational to fostering academic engagement (Feldman, 2014). In environments where incivility is prevalent, students may feel undervalued and powerless, undermining their intrinsic motivation to learn (Clark, 2017). Without a sense of psychological safety, students may hesitate to take intellectual risks or contribute to academic discussions, further diminishing their level of engagement (Bennett, 2015). Ultimately, the link between lecturer incivility and academic engagement is clear: disrespectful behaviors from lecturers diminish students' ability and willingness to engage fully in the learning process, leading to lower academic performance and satisfaction (Alberts et al., 2010). Cultivating a respectful, supportive learning environment is essential for promoting student engagement and academic success (Clark, 2017).Additionally, lecturer incivility can severely undermine students' perceived self-efficacy their belief in their ability to succeed academically by diminishing their confidence and willingness to take on academic challenges. When students feel belittled or dismissed, their self-efficacy declines, making them less likely to engage in behaviors that contribute to academic success and personal growth (Feldman, 2014).

Perceived self-efficacy refers to an individual's belief in their capability to execute actions necessary to achieve specific goals or outcomes (Bandura, 2018). It is a critical psychological construct that affects how people approach challenges, their resilience in the face of adversity, and their overall motivation to perform tasks (Schunk & DiBenedetto, 2020). Higher levels of perceived self-efficacy are associated with greater perseverance, stronger problem-solving skills, and the ability to overcome setbacks (Usher & Pajares, 2019).

In the educational context, perceived self-efficacy plays a vital role in determining students' academic behaviors and performance (Klassen & Tze, 2019). Students with higher self-efficacy are more likely to engage in learning activities, set challenging goals, and persist through difficulties (Honicke& Broadbent, 2016). Conversely, students with low self-efficacy may avoid tasks they perceive as difficult, give up easily, and experience anxiety or self-doubt, which impairs their academic performance (Putwain et al., 2016). The link between perceived self-efficacy and academic engagement is well-established, as self-efficacious students tend to exhibit higher levels of engagement in learning activities (Schunk & DiBenedetto, 2020). Academic engagement, defined as the degree of attention, curiosity, interest, and passion that students show towards learning, is crucial for academic success (Reschly & Christenson, 2019). When students believe in their ability to succeed, they are more likely to immerse themselves in the learning process, take initiative, and actively participate in classroom discussions (Usher & Pajares, 2019).

Moreover, perceived self-efficacy influences how students regulate their academic behaviors, such as goal-setting, time management, and self-monitoring (Zimmerman & Schunk, 2017). Self-efficacious students are more adept at regulating their learning processes, which, in turn, promotes sustained academic engagement (Schunk & DiBenedetto, 2020). The relationship between academic engagement and regulation is crucial, as students who actively regulate their learning are more likely to maintain high levels of engagement, leading to improved academic outcomes (Honicke& Broadbent, 2016).

Regulation, particularly self-regulation, refers to an individual's ability to manage their thoughts, emotions, and behaviors to achieve desired outcomes (Zimmerman & Schunk, 2017). In the context of education, self-regulation encompasses a range of strategies that students use to control their learning processes, including goal-setting, time management, self-monitoring, and self-assessment (Panadero, 2017). Students who effectively regulate their learning are able to stay focused, persevere through challenges, and adjust their strategies as needed to meet academic goals (Schunk & DiBenedetto, 2020). Regulation is not only about managing one’s effort but also about applying cognitive strategies to optimize learning and performance (Panadero, 2017).

Self-regulation plays a crucial role in academic success, as it helps students navigate the complex and often challenging demands of educational settings (Dent &Koenka, 2016). Effective regulation enables students to take control of their learning, reduce procrastination, and maintain motivation even in the face of obstacles (Jansen et al., 2019). Additionally, self-regulated learners are more likely to seek feedback, reflect on their progress, and implement changes to improve their outcomes (Zimmerman & Moylan, 2018).

The association between regulation and academic engagement is well-established, with research indicating that self-regulated learners tend to be more engaged in their academic tasks (Schunk & DiBenedetto, 2020). Engagement, which encompasses behavioral, emotional, and cognitive involvement in academic activities, is enhanced when students take an active role in regulating their learning (Reschly & Christenson, 2019). Self-regulation fosters academic engagement by helping students stay motivated, monitor their progress, and adjust their strategies in response to feedback or changing demands (Dent &Koenka, 2016). Students who are more engaged in their learning process tend to perform better academically, as they are more invested in their studies and persist through challenges (Jansen et al., 2019).

Given the importance of both perceived self-efficacy and regulation in shaping academic engagement, it is essential to explore how these factors interact in the context of lecturer incivility. Incivility can negatively impact students' engagement by undermining their confidence and motivation, yet students with strong self-efficacy and regulation skills may be better equipped to cope with such challenges (Putwain et al., 2016). Therefore, a critical question arises: How do perceived self-efficacy and regulation moderate the relationship between lecturer incivility and academic engagement?

Statement Of The Problem

Universities strive to foster an environment that promotes academic engagement, a crucial factor in student success (Kahu, 2013). This study aims to explore how students' self-efficacy and self-regulation abilities moderate the negative impact of lecturer-incivility on academic engagement. Lecturer-incivility has emerged as a significant concern in academic environments, negatively impacting student outcomes and academic engagement (Brouwer et al., 2018). Previous studies have established a clear link between lecturer-incivility and decreased student engagement, highlighting the detrimental effects of disrespectful behavior on students' motivation and academic performance (Feldman et al., 2020). Furthermore, research has identified various factors that may mitigate these negative effects, including emotional intelligence and classroom climate (Fry et al., 2021).

However, a notable gap in the literature exists regarding the role of individual differences, particularly perceived self-efficacy and self-regulation, in moderating the relationship between lecturer incivility and academic engagement. While Bandura's (1997) work on self-efficacy suggests that students with higher self-efficacy are better equipped to cope with adverse classroom environments, empirical studies specifically examining this moderating effect in the context of lecturer incivility are limited. Additionally, while self-regulation has been shown to influence academic outcomes (Zimmerman, 2002), its interplay with lecturer incivility has not been thoroughly investigated.

This study aims to address this research gap by exploring how perceived self-efficacy and self-regulation moderate the relationship between lecturer incivility and academic engagement. This research not only contributes to the existing body of knowledge but also offers practical implications for educators and institutions aiming to foster more supportive and engaging academic environments.

Research Questions

1. Would lecturer-incivility relate negatively to academic engagement?

2. Would perceived self-efficacy moderate the negative relationship between lecturer-incivility and academic engagement?

3. Would self-regulation moderate the relationship between lecturer incivility and academic engagement?

Purpose of the Study

The purpose of this study is to investigate the moderating roles of self-efficacy and self-regulation on the relationship between lecturer iincivility and academic engagement. Specifically, the objectives of the study are:

To explore whether lecturer-incivility relates negatively to academic engagement.
To examine whether perceived self-efficacy moderates the negative relationship between lecturer incivility and academic engagement.
To investigate if self-regulation moderates the relationship between lecturer incivility and academic engagement.

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