Fostering engagement in aviation vocational higher education students: the mediating role of personal best goals

Purpose Sustaining engagement in high-stakes vocational training is a global imperative. This study investigates the interplay between motivation, personal best (PB) goals and multifaceted student engagement (behavioural, emotional, cognitive and agentic) among Indonesian aviation vocational higher education (AVHE) students. Addressing a gap in demanding, non-Western contexts, it examines PB goals’ mediating role, offering insights for high-stakes programmes worldwide. Design/methodology/approach A quantitative, cross-sectional survey design was employed. Data were collected via an online questionnaire from 267 students (Levels II-IV) across ten study programmes at the Indonesian AVHE institution (N = 668 population). Situational motivation, PB goals and student engagement dimensions were measured using adapted, validated scales. Data analysis utilized partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. Findings The measurement model demonstrated adequate reliability and validity. Motivation significantly predicted PB goals (large effect) and all engagement dimensions (small effects). PB goals strongly predicted all engagement dimensions (large effects). Crucially, PB goals significantly mediated the motivation–engagement relationship: mediation was moderate for emotional engagement and small for behavioural, cognitive and agentic engagement. This highlights PB goals as a key mechanism translating motivation into active engagement. Originality/value This study makes three primary contributions. First, (Theoretical) it extends motivational theory by empirically demonstrating the potent mediating function of PB goals in a novel, high-stakes vocational context. Second, (Empirical/Contextual) it provides rare empirical evidence from the under-researched, semi-militaristic setting of non-Western AVHE, thus enhancing the global perspective on student engagement. Third, (Practical) it offers transferable, evidence-based strategies for educators and policymakers in demanding educational fields, showing that fostering PB goals is a highly effective pedagogical approach.