The Mediating Effect of Empathy in the Relationship Between Social Support and Academic Engagement of STEM SHS Students

Abstract

Academically engaged students display positive attitudes in school and learning. They pay more attention in class, follow school rules better, behave well, and get improved grades. Various factors, like social support, could positively impact a student’s academic engagement through emotional support, open communication, and collaboration. To better grasp this context, this study analyzed the relationship between social support and academic engagement as mediated by empathy. It utilized a non-experimental descriptive correlation design and used survey questionnaires to gather data from STEM SHS students in Davao City, all of whom were selected through convenience sampling. Analysis of results revealed that the learners had moderate to high levels of empathy, a high level of support from friends, and a generally high level of academic engagement. Results also revealed a positive correlation between social support and academic engagement, friend’s support and empathy, and empathy and academic engagement. Upon closer examination, there was no sufficient evidence to support the idea of empathy as a mediating factor between social support and academic engagement. However, it is important to highlight the positive correlations between the variables, thus underlining the value of fostering a learning environment anchored on empathy, support, and engagement. Thus, it is highly suggested that academic institutions design curricula and pedagogy deeply rooted in these aspects.