Document Type
Conference Proceeding
Publication Date
11-2025
Abstract
Project-Based Learning (PBL) is widely acknowledged for fostering student engagement; however, limited research explores how its specific design features influence behavioral engagement, defined as students’ active participation, persistence, and effort, particularly in early education settings. This study investigates what key factors, as perceived by teachers, influence students' behavioral engagement during PBL, and how these factors support motivation through the lens of Self-Determination Theory (SDT). Semi-structured interviews were purposively conducted with elementary teachers experienced in implementing PBL, and the data were analyzed using thematic analysis. Three key design features emerged as critical to sustaining behavioral engagement: voice, choice, and ownership, which nurture autonomy; scaffolding and constructive feedback, which build competence; and collaboration and strong teacher-student relationships, which foster relatedness. Participants consistently observed that when these psychological needs are met, students exhibit increased participation, sustained effort, and greater ownership of their learning. A reciprocal relationship was also identified: higher engagement led to better project outcomes, which in turn reinforced motivation. These findings highlight the formation of a motivational ecosystem within PBL that supports persistent, active, and joyful learning. Despite challenges such as initial student confusion and the need for continuous scaffolding, the study offers practical insights into how intentional PBL design can enhance student motivation and sustain behavioral engagement in elementary classrooms.
Recommended Citation
Pallones, M. C. G. (2026). Understanding behavioral engagement in PBL: Key influencing factors [Unpublished manuscript]. Archīum Ateneo, Ateneo de Manila University.
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Elementary Education Commons
