A MEDIATION TEST OF SOCIAL INTERACTION AND TECHNOLOGY USE ON THE RELATIONSHIP BETWEEN MOTIVATED STRATEGY FOR LEARNING AND ACADEMIC PERFORMANCE AMONG CRIMINOLOGY STUDENTS
DOI:
https://doi.org/10.46827/ejes.v12i11.6474Paraules clau:
criminal justice, learning strategies, mediating effect, motivated strategy for learning, Philippines, social interaction, technology useResum
The present study examined the effects of motivated learning strategies on criminology students’ academic achievement, with Classroom Social Interaction and Technology Use serving as mediating variables. It was conducted in three higher education institutions in Misamis Occidental, Philippines, and involved 420 randomly selected students. Data were gathered through three adapted questionnaires, while students’ grades were used to measure academic performance. The analysis employed mean, standard deviation, Pearson product–moment correlation, and mediation analysis using the Generalized Linear Model (GLM) in Jamovi software. Findings revealed that students exhibited moderately high levels of motivated learning strategies and classroom social interaction, alongside very high levels of technology use, yet their academic performance remained comparatively low. Strong correlations emerged between motivated learning strategies and both mediators, technology use and social interaction, as well as with academic performance. Although both mediators were significantly associated with academic achievement, only Classroom Social Interaction demonstrated a statistically significant mediating effect. The mediation results further indicated that classroom social interaction partially mediated the relationship between motivated learning strategies and academic performance, suggesting that while technology improved access to learning resources, the quality of social interaction within the classroom played a more influential role in determining student success. Overall, the study recommended that criminology instructors and academic program heads foster cooperative, interactive, and socially enriching learning environments to enhance students’ academic outcomes.
Article visualizations:
Referències
Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2021). The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts. SAGE Open, 11(2). https://doi.org/10.1177/21582440211027561
Alamban, A. A. (2023). Enhancing Student Engagement through Effective Classroom Management: A Study of Criminology Instructors. Journal of Legal Subjects, 31, 18–28. https://doi.org/10.55529/jls.31.18.28
Araujo, J. de, Assis, M., & Enio Galinkin Jelihovschi. (2023). The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence. Psicologia Reflexão E Crítica, 36(1). https://doi.org/10.1186/s41155-023-00280-0
Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, pp. 213-262. https://shorturl.at/qmMPO
Bashiri, M., & Kowsari, K. (2024). Transformative Influence of LLM and AI Tools in Student Social Media Engagement: Analyzing Personalization, Communication Efficiency, and Collaborative Learning. ArXiv.org. Retrieved from https://arxiv.org/abs/2407.15012?utm_source=chatgpt.com
Belmonte, Z. J. A., Prasetyo, Y. T., Cahigas, M. M., Young, M. N., Nadlifatin, R., & Decapia, R. F. (2024). Exploring the Impact of Social Media Usage on Filipino Students’ Learning Outcomes during the COVID-19 Pandemic. Proceedings of the 2024 8th International Conference on Digital Technology in Education (ICDTE), 47–55. https://doi.org/10.1145/3696230.3696249
Celcima, D., Osmani, F., Eglantina Kraja Bardhi, & Ejona Miraka Icka. (2024). The Relationship Between Academic Motivation and Self-Efficacy in Undergraduate Students: Kosovo Case. Revista de Gestão Social E Ambiental, 18(1), e07755–e07755. https://doi.org/10.24857/rgsa.v18n1-193
Chen, C., Bian, F., & Zhu, Y. (2023). The relationship between social support and academic engagement among university students: the chain mediating effects of life satisfaction and academic motivation. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-17301-3
Chen, J. (2022). The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1021101
de Araujo, J., Gomes, C. M. A., & Jelihovschi, E. G. (2023). The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence. Psicologia: Reflexão E Crítica, 36(1). https://doi.org/10.1186/s41155-023-00280-0
Epperson, A. (2021, September 27). How to Build a Positive Classroom Environment. PBIS Rewards. Retrieved from https://www.pbisrewards.com/blog/build-a-positive-classroom-environment/?utm_source=chatgpt.com
Fakhrou, A., & Habib, L. H. (2022). The Relationship between Academic Self-efficacy and Academic Achievement in Students of the Department of Special Education. International Journal of Higher Education, 11(2), 1-8.
Frenkel, O. (2025, January 30). AI and Crime: How Artificial Intelligence is Advancing Crime Prevention. Cognyte. Retrieved from https://www.cognyte.com/blog/ai-and-crime/?utm_source=chatgpt.com
Fuchs, K. (2022). Using an extended technology acceptance model to determine students’ behavioral intentions toward smartphone technology in the classroom. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.972338
Gao, F., Wang, C., Xie, H., & Hong, J. (2024). Social Interaction and Online Learning Efficiency for Middle School Students: The Mediating Role of Social Presence and Learning Engagement. Behavioral Sciences, 14(10), 896. https://doi.org/10.3390/bs14100896
George. (2023). Preparing Students for an AI-Driven World: Rethinking Curriculum and Pedagogy in the Age of Artificial Intelligence. Partners Universal Innovative Research Publication, 1(2), 112–136. https://doi.org/10.5281/zenodo.10245675
Gherghel, C., Yasuda, S., & Kita, Y. (2023). Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic. Computers & Education, 104795. https://doi.org/10.1016/j.compedu.2023.104795
Graciela, C., Pablo, J., Pérez, W., Espino, K., Cueva, A. F., & Benicio Gonzalo Acosta-Enriquez. (2024). Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01982-5
Gurung, R. A. R. (2024). Fostering learning in a world of technological distractions. Retrieved from https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/classroom-distractions?utm_source=chatgpt.com
Halford, E., Keningale, P., Hussain, A. T., & Condon, C. (2024). Assessing the utility of a virtual reality arson crime scene investigation simulation. Policing a Journal of Policy and Practice, 18. https://doi.org/10.1093/police/paae122
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-01995-9
Home. (2023). Husson University. Retrieved from https://www.husson.edu/online/blog/2023/09/technology-in-the-criminal-justice-field?utm_source=chatgpt.com
Hsu, J. L., & Goldsmith, G. R. (2021). Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE—Life Sciences Education, 20(1), es1–es1. https://doi.org/10.1187/cbe.20-08-0189
Jerrim, J. (2022). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 1–21. https://doi.org/10.1080/03054985.2022.2079616
Jin, S.-H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00406-5
Kamran, F., Kanwal, A., Afzal, D. A., & Rafiq, S. (2023). Impact of Interactive Teaching Methods on Students Learning Outcomes at University level. ResearchGate, 7(1), 86–102. Retrieved from https://www.researchgate.net/publication/372289203_Impact_of_Interactive_Teaching_Methods_on_Students_Learning_Outcomes_at_University_level
Kassaw, C., & Demareva, V. (2023). Determinants of academic achievement among higher education student found in low resource setting, A systematic review. Plos one, 18(11). https://doi.org/10.1371/journal.pone.0294585
Kemp, A., Palmer, E., Strelan, P., & Thompson, H. M. (2024). Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms. British Journal of Educational Technology, 55(5), 2110–2131. https://doi.org/10.1111/bjet.13440
Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1), 59–59. https://doi.org/10.3390/bs13010059
Lin, Y., & Yu, Z. (2023). Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00403-8
Liu, S., Ghulam, Rashid, R. M., & Bilal, A. (2022). Social Media-Based Collaborative Learning Effects on Student Performance/Learner Performance with Moderating Role of Academic Self-Efficacy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.903919
Malik, M. J., Ahmad, M., Kamran, M. R., Aliza, K., & Elahi, M. Z. (2020). Student use of social media, academic performance, and creativity: the mediating role of intrinsic motivation. Interactive Technology and Smart Education, 17(4), 403–415. https://doi.org/10.1108/itse-01-2020-0005
Mat, H., Zakaria, S. H., Nor Hidayah Hassim, Che, R., Suhanah Rosnan, & Mohd, N. (2024). The Mediating Role of Social Media Usage as a Learning Tool on Students’ Academic Performance: A Structural Equation Modelling (SEM-AMOS) Approach. Information Management and Business Review, 16(2(I)S), 260–275. https://doi.org/10.22610/imbr.v16i2(i)s.3757
Meenaghan, A., & Sintemaartensdijk, I. van. (2024). The use of XR technology in criminal justice teaching and education: a scoping review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00351-4
Misirlis, N., & Munawar, H. B. (2023). An analysis of the technology acceptance model in understanding university students’ behavioral intention to use metaverse technologies. ArXiv.org. Retrieved from https://arxiv.org/abs/2302.02176?utm_source=chatgpt.com
Morelli, M., Chirumbolo, A., Baiocco, R., & Cattelino, E. (2022). Self-regulated learning self-efficacy, motivation, and intention to drop-out: The moderating role of friendships at University. Current Psychology, 42(18), 15589–15599. https://doi.org/10.1007/s12144-022-02834-4
Mote, A. S. (2024). Impact of Technology-Enhanced Learning on Student Outcomes. 14(Dec 24). Retrieved from https://www.researchgate.net/publication/384067695_Impact_of_Technology-Enhanced_Learning_on_Student_Outcomes?utm_source=chatgpt.com
Nagy, V., Piper, A., & Cushing, N. (2023). Citizen Social Science in the Classroom: Criminology Students’ Perceptions of Prisoner Records. Journal of Criminal Justice Education, 35(1), 218–234. https://doi.org/10.1080/10511253.2023.2179089
Navarro-Martinez, O., & Peña-Acuña, B. (2022). Technology Usage and Academic Performance in the Pisa 2018 Report. Journal of New Approaches in Educational Research, 11(1), 130–145. https://doi.org/10.7821/naer.2022.1.735
Nephat Shumba, & Hussaini, S. R. (2023). Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education. Education Quarterly Reviews, 6(3). https://doi.org/10.31014/aior.1993.06.03.773
Noawanit Songkram, Suparoek Chootongchai, Hathaiphat Osuwan, Yootthana Chuppunnarat, & Nutthakorn Songkram. (2023). Students’ adoption towards behavioral intention of digital learning platform. Education and Information Technologies, 28(9), 11655–11677. https://doi.org/10.1007/s10639-023-11637-4
Owolabi, H. B., & Owolabi, R. O. (2024). The Impact of Self-Efficacy on Academic Engagement of Babcock University High Schools in Nigeria. OALib, 11(12), 1–15. https://doi.org/10.4236/oalib.1112267
Pope, D., & Miles, S. (2022). A caring climate that promotes belonging and engagement. Phi Delta Kappan, 103(5), 8–12. https://doi.org/10.1177/00317217221079972
Saks, K. (2024). The effect of self-efficacy and self-set grade goals on academic outcomes. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1324007
Salce, A. (2025). Factors Behind Freshmen’s Preference for Criminology Program. IJFMR, 7(1). https://www.ijfmr.com/papers/2025/1/35334.pdf
Saray Ramírez, Gana, S., Garcés, S., Zúñiga, T., Araya, R., & Gaete, J. (2021). Use of Technology and Its Association with Academic Performance and Life Satisfaction Among Children and Adolescents. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.764054
Shao, Y., Kang, S., Lu, Q., Zhang, C., & Li, R. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01780-z
Sharma, K., Nguyen, A., & Hong, Y. (2024). Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies. British Journal of Educational Technology, 55(4), 1398–1436. https://doi.org/10.1111/bjet.13459
Slaviša Radović, Firssova, O., Hummel, H. G., & Vermeulen, M. (2021). Improving academic performance: Strengthening the relation between theory and practice through prompted reflection. Active Learning in Higher Education, 24(2), 139–154. https://doi.org/10.1177/14697874211014411
Syed Uzma, Syed, Sial, M. R., & Nadeem. (2024). Academic Performance Indicators to Improve Learning Outcomes of Students in Educational Institutes: Beyond... ResearchGate, 1741–8992. Retrieved from https://www.researchgate.net/publication/383183120_Academic_Performance_Indicators_To_Improve_Learning_Outcomes_Of_Students_In_Educational_Institutes_Beyond_Standardized_Tests
Tiantian, Y., Abu Bakar Razali, Zulkifli, N. N., & Jeyaraj, J. J. (2024). The effects of collaborative mobile learning approach on academic performance: The mediating role of social interaction, and learning motivation. Journal of Pedagogical Research 8(7). https://doi.org/10.33902/jpr.202426264
Trebilcock, J., & Griffiths, C. (2021). Student motivations for studying criminology: A narrative inquiry. Criminology & Criminal Justice, 22(3), 480–497. https://doi.org/10.1177/1748895821993843
Van, M. J., & Roseth, C. J. (2020). The Cascading Effects of Reducing Student Stress: Cooperative Learning as a Means to Reduce Emotional Problems and Promote Academic Engagement. The Journal of Early Adolescence, 41(5), 700–724. https://doi.org/10.1177/0272431620950474
Vitoria, L., Marwan Ramli, Johar, R., & Mawarpury, M. (2024). Key Influences on Students’ Academic Success: Insights from Scholarly Research. Journal of Educational Management and Learning, 2(1), 9–19. https://doi.org/10.60084/jeml.v2i1.164
Wang, X. (2023). Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1301786
Zheng, H., Han, F., Huang, Y., Wu, Y., & Wu, X. (2025). Factors influencing behavioral intention to use e-learning in higher education during the COVID-19 pandemic: A meta-analytic review based on the UTAUT2 model. Education and Information Technologies 9(5). https://doi.org/10.1007/s10639-024-13299-2
Descàrregues
Publicat
Número
Secció
Llicència
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
