What Drives First-Semester Student Engagement in Large Lecture-Based Sociology Courses in Germany?

Abstract

Research on the complex dimensions of engagement in large, lecture-based courses remains scarce. Lecture-based courses are often characterized by passive learning environments, raising concerns about their capacity to foster motivation. This study investigates how motivational factors shape multiple dimensions of engagement—cognitive, behavioral, emotional, and agentic—in introductory sociology courses. A quantitative, cross-sectional survey was conducted with 434 first-year students enrolled at seven public universities in North Rhine–Westphalia, Germany. All participants had completed the Abitur at the Gymnasium and experienced hybrid learning during their final years of secondary education due to the COVID-19 pandemic. The study formulated three hypotheses: (1) mastery (self-improvement) goals positively predict emotional, behavioral, and cognitive engagement (validated); (2) perceived autonomy support increases emotional engagement (validated); and (3) performance goals (motivation to outperform peers) have a stronger effect on emotional than cognitive engagement (rejected). Results indicate that performance goals neither enhance emotional engagement nor exert a stronger influence on emotional than on cognitive engagement, challenging common assumptions about the role of competitive motivation in large lecture settings. Additionally, despite low levels of agentic engagement—attributed to the structural constraints of large lecture-based learning environments—students' internal engagement was in line with other studies. These findings highlight the critical role of educational culture, particularly the emphasis on autonomy within the German school system, and the influence of learning spaces in shaping student engagement. We suggest that engagement is shaped by familiarity with hybrid formats that support autonomy, as well as by an academic culture in which active silent engagement is often the norm. In such contexts, mastery goals and autonomy-supportive backgrounds help foster more reactive dimensions of student engagement.