The Mediating Role of Motivation and Students’ Engagement in the Relationship Between Perceived Feedback and Academic Success

The purpose of this research is to look into how middle school students' engagement is affected by information technology. The study will investigate how students' motivation, participation, and engagement levels are impacted by the use of technology in the classroom. This article will investigate the relationship between information technology and student involvement in middle school settings by doing a thorough literature review. Information technology has a variety of effects on middle school pupils' engagement. Research has demonstrated that integrating technology, especially in STEM education, can boost students' enthusiasm and interest in these subjects (Mohr-Schroeder et al., 2014). Furthermore, Yang et al.'s research from 2021 emphasizes the importance of supportive connections in raising student engagement by highlighting the favorable correlation between teacher support, emotional engagement, and academic success. Liu et al. (2023) discovered a favorable association among computer selfefficacy, learning engagement, and teacher support, highlighting the significance of teacher participation in promoting student engagement with technology in learning environments. All of these studies point to the possibility that using information technology to improve academic achievements and student engagement in middle school can be accomplished in concert with teacher support. Furthermore, Theoretical frameworks and innovations in school reform have an impact on students' participation in learning activities (Marks, 2000). Through the interaction of technological acceptability and learning motivation, teacher support has a strong correlation with students' engagement in their studies (Fu-hai et al., 2022). Students are much more interested and successful when technology is included into science classes in middle schools (Alghamdi, 2020). By using interactive technology to provide an inviting classroom and increase student engagement, teachers are crucial (Ibarra & Lu, 2021).

Student engagement is a critical factor in predicting academic achievement and success. Given the complexity of this concept and also to expand the available short, comprehensive, and effective scale in the literature in Vietnam for measuring this construct, the present study aimed to expand the Higher Education Student Engagement Scale in the Vietnamese context (V_EiHES) to include agentic engagement and then to explore the relationship between student satisfaction with the learning environment, student engagement, and academic success. Data were collected from 1,324 students from a university in Ho Chi Minh City. Two structural models were specified to assess the structural relationships between the constructs. The results show that student engagement is a meta-construct, a higher-order construct with three factors: cognitive, affective, and behavioral. Agentic engagement was added to the behavioral dimension. These factors can be measured at two levels: individual and context levels. In this study, the behavioral dimension of student engagement is a second-order concept, including academic, agentic, peer engagement, social engagement with instructors, and beyond-class engagement, combining behavioral engagement at the individual level (academic learning and agentic engagement) and the contextual level (engagement with peers, with instructors, and beyond-class engagement). The results show that student satisfaction with the learning environment positively affects student engagement, and there is a moderate correlation between engagement and learning outcomes. The lack of teaching quality (instruction) contributing to student engagement, the exclusion of online engagement, and the negative link between student-faculty engagement are questions that are worth further investigation.

Abstract: Abstract: As students, they have the responsibility to study and fulfill all existing academic obligations. However, on the other hand, they are also expected to be actively involved in activities related to their lectures. In this study, the concept of student involvement in general in the context of lectures was used to facilitate the collection of main and supporting data. The purpose of this research is to evaluate the extent to which students are involved in the lecture process at the Faculty of Economics, State University of Medan. In addition, the purpose of this study also involves examining the relationship between student involvement in lectures and other variables, such as the Grade Point Average (GPA), gender, and the number of activities attended both on and off campus. This study was conducted using a survey method on students who actively participate in lecture activities, namely students who have filled out the KRS in the even semester. The collected data will be tested with structural equation modeling (SEM). The results of this study indicate that accounting education students have high student course engagement and the GPA variable has an influence on student course engagement with a t-statistic of 1,965, gender has an effect on student course engagement with a t-statistic of 15,166, outdoor and on-campus activities have an effect on student engagement course with a t-statistic of 10,958. Keywords: student course engagement, engagement. Abstrak: Sebagai mahasiswa, mereka memiliki tanggung jawab untuk belajar dan memenuhi semua kewajiban akademik yang ada. Namun, di sisi lain, mereka juga diharapkan untuk terlibat secara aktif dalam kegiatan yang terkait dengan perkuliahannya. Dalam penelitian ini, digunakan konsep keterlibatan mahasiswa secara umum dalam konteks perkuliahan untuk memudahkan pengumpulan data utama dan pendukung. Tujuan dari penelitian ini adalah untuk mengevaluasi sejauh mana atau seberapa besar mahasiswa terlibat dalam proses perkuliahan di Fakultas Ekonomi Universitas Negeri Medan. Selain itu, tujuan dari penelitian ini juga melibatkan pengujian hubungan antara keterlibatan mahasiswa dalam perkuliahan dengan variabel lainnya, seperti Indeks Prestasi Kumulatif (IPK), jenis kelamin, dan jumlah kegiatan yang diikuti baik di dalam dan di luar kampus. Studi ini dilakukan dengan metode survei pada mahasiswa yang aktif megikuti kegiatan perkuliahan yaitu mahasiswa yang sudah mengisi KRS pada semester genap. Data yang terkumpul akan di uji dengan structural equational modeling (SEM). Hasil dari penelitian ini menunjukkan bahwa mahasiswa pendidikan akuntansi memiliki student course engagement yang tinggi serta varibel IPK memiliki pengaruh terhadap student course engagement dengan t-statistik 1.965, Jenis kelamiin berpengaruh terhadap student course engagement dengan t-statistik 15.166, kegiatan luar dan dalam kampus berpengaruh terhadap student course engagement dengan t-statistik 10.958. Kata Kunci: student course engagement, keterlibatan, mahasiswa.

In the modern era of K-12 education, experts in the field of education have extensive experience in addressing challenges related to student learning, particularly in mathematics. To investigate these issues further, a study on Structural Equation Modelling of Students’ Difficulties in General Mathematics was conducted. The research employed a quantitative, descriptive-correlational design and involved 390 Grade 11 students from Banga National High School. A researcher-made questionnaire was utilized to assess the difficulties students face in General Mathematics.The findings reveal that demographic factors (e.g., socio-economic background and prior academic experience) significantly and strongly influence the challenges students face in mathematics (β = 0.694, p < 0.001), highlighting the importance of targeted interventions for different demographic groups. The relationship between the learning environment and student engagement was found to be moderate, with the learning environment showing a significant positive effect on student engagement (β = 0.383, p < 0.001), but it did not significantly impact the challenges students face in mathematics. On the other hand, student engagement had a marginally significant effect on the difficulties students experience, with a weak relationship (β = 0.041, p > 0.05), indicating that engagement alone is insufficient to address these challenges.The structural equation modeling revealed that the predictors accounted for 51.2% of the variance in students’ difficulties and 17.1% of the variance in student engagement, underscoring the need for comprehensive approaches.These findings suggest that targeted interventions aimed at improving study habits, enhancing parental involvement, and fostering a more supportive learning environment are crucial in reducing student difficulties in General Mathematics. While improving student engagement is important, focusing on addressing demographic challenges should be prioritized. The study provides a solid framework for designing academic support strategies tailored to the needs of Grade 11 students at Banga National High School, ultimately improving their academic success in mathematics.

BackgroundResearch on student engagement has garnered significant interest from educators and practitioners because of its direct impact on academic success and achievement. Engaged students tend to perform better academically and exhibit fewer undesirable study behaviors, thereby enhancing academic outcomes.ObjectiveThis systematic literature review consolidates research on the impact of perceived teacher support on student engagement in higher education. This study emphasizes the association between teacher support in improving students’ academic performance, motivation, and retention. Furthermore, the review explores key theoretical frameworks, such as self-determination theory and social cognitive theory, alongside methodological tools such as measurement instruments and statistical analyses. The goal is to equip psychologists and educational researchers with insights into the relevant frameworks, tools, and methods for advancing future studies within the context of higher education.MethodsThis study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. We conducted a comprehensive search for academic studies published in English within databases such as APA PsycNet, Scopus, ERIC, EBSCOHost, ProQuest, and PubMed to identify eligible studies published between 2014 and 2024.ResultsA review of 13 selected articles revealed that both students’ personal characteristics and school environment factors mediate and moderate the relationship between perceived teacher support and student engagement. The students’ personal characteristics factors include self-efficacy, the fulfillment of psychological needs, and motivation, whereas school environment factors involve the learning environment and the quality of teacher-student and peer relationships. Our findings show a lack of studies prior to 2020, with most research conducted in China and limited contributions from Malaysia and Vietnam. The reviewed articles predominantly used cross-sectional quantitative designs and self-report questionnaires, employing statistical methods like path analysis and structural equation modeling. Theoretical frameworks on student engagement mostly followed Fredricks et al.‘s model, while teacher support theories varied, with three main patterns identified: direct influence, mediation through basic psychological needs, and social cognitive perspectives. This review emphasizes the crucial role of teacher support in enhancing student engagement in higher education and urges further exploration in this under-researched area.ConclusionIn conclusion, this review underscores the significant role of teacher support in enhancing student engagement in higher education. It highlights key theoretical frameworks and research methodologies, offering valuable insights for future studies aimed at advancing teacher support and student engagement in this context.

BackgroundWithin STEM education, research on instructional practices has focused on ways to increase student engagement and thereby reap the associated benefits of increased learning, persistence, and academic success. These meaningful-learning goals have been tied most specifically to cognitive engagement, a construct that is often difficult for instructors to assess on their own. While it has been shown that certain instructional practices are tied to higher cognitive engagement in students, tools to measure instructional practices and student engagement have remained largely isolated in their development and use.ResultsThis research uses previously developed instruments to simultaneously assess modes of cognitive engagement in students (Student Course Cognitive Engagement Instrument [SCCEI]) and instructional practices (Postsecondary Instructional Practices Survey [PIPS]) within a course. A sample of 19 STEM courses was recruited to participate in this study, with instructors and students each self-reporting data. Results from the instructor and students in each course were scored, and ANOVA and partial correlation analysis were conducted on the sample. ANOVA indicated the significance of and classroom structure on student engagement. From the correlation analysis, a significant relationship was found between four student-reported modes of cognitive engagement and instructor-reported teaching practices.ConclusionsWith an understanding of student engagement response to classroom structure, instructors may consider their teaching environment when implementing instructional practices. Moreover, Interactivity with Peers, the deepest mode of cognitive engagement suggested by previous research, was correlated with instructional practices in our study, suggesting that instructors may be able to shape their students’ learning by encouraging collaboration in the classroom. We also found that assessment played a role in students’ cognitive engagement; this indicates that instructors may wish to thoughtfully consider their methods of assessment to facilitate modes of cognitive engagement associated with deeper learning of course material. By understanding factor correlations, the PIPS and SCCEI can be used in tandem to understand impacts of instructional practices on student cognitive engagement within a course. We conclude that there is a need for ongoing research to study the interplay of instructional practices and student cognitive engagement as instruments are developed to measure such phenomena.

The academic performance and success of students are important for both higher education institutions and students. Student engagement has been identified as a crucial factor in academic success. Studies investigating student engagement have typically used self-report measures of engagement, collected at a given point in time. Self-report measures are, however, prone to positive bias (social desirability). In an attempt to overcome these shortfalls, data were collected over three years (2010-2012) in a third-year Business Management module, presented at a South African university (n=380). Academic and behavioural student engagement was measured by assessing academic activities (class attendance and weekly homework assessments), rather than with a self-report measurement scale. Unlike previous studies that correlated student engagement with academic performance, this article argues that student engagement enhances academic performance. It was found that student engagement significantly moderated the relationship between early and late semester assessments of academic performance (semester test and examination marks). It was, therefore, concluded that higher levels of engagement enhance the learning experience and subsequent performance in the module. High levels of student engagement may even lead to higher, than would otherwise be expected, academic performance.

The impact of AI tools enabled student engagement on academic performance, employability, and empowerment in Ha'il Region, Saudi Arabia.

Introduction/Background: Higher education, especially internet education programmes, has changed a lot since online learning became popular so quickly. The University of Ghana has combined regional learning centres with its Learning Management System Sakai to help students do better in school and get more involved. However, not many real-world studies have looked at how online learning tools, tests, and contact sites affect how well students do in this setting. This research looks into how online learning evaluation, online learning tools, and communication platforms affect how well University of Ghana distance learners do in school and how engaged they are with their work. Materials and Methods: A quantitative, survey-based, and cross-sectional research methodology was used for this work. Using Cochran's formula for an unknown population, a sample size of 385 students was found. Using a snowball sampling method, data were gathered online through Google Forms from students in different learning centres across Ghana. Out of the 344 acceptable replies, 89% were looked at. Academic success, student involvement, online learning systems, online learning evaluation, and online platforms and communication were all tested with validated tools that were based on earlier studies. For basic tests, SPSS was used to look at the data, and Smart-PLS was used for structural equation modeling to test the hypotheses. Results: The results show that online learning assessment and online platforms and communication have a significant effect on academic achievement and engagement. The online learning method also positively affects academic success but has a weaker effect on student engagement. Structural Equation Modeling results supported the reliability and validity of the measurement constructs, with acceptable Cronbach’s alpha values for all scales. Discussion: The study supports the Self-Determination Theory, stressing that organised and well-designed online learning tests increase internal drive, leading to better academic success. Effective communication tools enable peer contact and teacher involvement, adding to better student engagement. However, difficulties such as internet connection and computer skills remain roadblocks to reaping the benefits of online learning. Conclusion: The study supports the Self-Determination Theory, stating that planned and well-designed online learning tests boost internal drive, leading to better academic success. Effective communication tools allow friend touch and teacher participation, leading to better student engagement. However, problems such as internet access and computer skills remain roadblocks to getting the benefits of online learning.

Latino adolescents' academic success: The role of discrimination, academic motivation, and gender

This paper investigates the effect of students’ cognitive and emotional engagement on learning achievement in government primary male schools. Academic achievement was assessed through academic success and academic productivity. Data were gathered and utilized a survey questionnaire with 120 male primary school teachers as the sample. Descriptive Statistics and Pearson correlation were used to assess the data that had been obtained. Analysis of the data revealed a strong positive correlation between student cognitive engagement with and academic success and academic productivity. Based on the findings, the study concluded that educational stakeholders should concentrate on student engagement as a key factor that influences a distal outcome, such as increased academic production and accomplishment. The study recommended that educators, decision-makers, and the research community pay closer attention to and identify ways to improve student involvement. Additionally, educators should create and implement a variety of classroom activities that appeal to students' cognitive functions. The implications of the findings for academic programs, institutions, teachers, and students are far larger. They support primary educational institutions by providing important data for student involvement and academic success. Additionally, the findings open up fresh avenues and perspectives for further study.

Students’ engagement in academic activities is the major dominating factor for their academic success along with their educational institution because disengaged students are more likely to have behavioral issues, suffer academically, and drop out. To create a conducive learning environment, it is indispensable to understand the nature of student participation in tertiary education. The current study was initiated to explore the level of students’ engagement in higher education and the influence of students’ socio-demographic factors and individual academic psychological capital resources including academic self-efficacy and resilience on students’ engagement. It also intended to examine the direct and mediating role of faculty support in prior relationships. A structured questionnaire was developed to collect data. 242 undergrad students sampled from a renowned private University in Dhaka city of Bangladesh. In conjunction with other statistical techniques, to investigate the direct correlation of academic self-efficacy, academic resilience, and teachers' support with students' engagement as well as the mediation impact, structural equation modelling was primarily used with SmartPLS software. According to the study, faculty support and educational psychological capital resources were favourably associated with students’ engagement. Furthermore, the study also revealed that the relationship between academic self-efficacy and resilience with the students' engagement was partially mediated by faculty support. The study offered a number of recommendations for emphasizing the psychological aspects of students' academic well-being as well as the assistance provided by teachers, both of which unquestionably stimulate students and improve their academic success.

Student engagement is an important latent variable that determines university student’s academic success and personal development hence drawing significant attention from researchers and educators globally. This study aimed to investigate the relationship between social media usage, academic self-efficacy, grit, and student academic engagement among university students in Zambia, as well as to determine whether the variables collectively predict student academic engagement. A cross-sectional survey design was used in this study with a convenient sample of 183 (n=183). Four different Likert scale instruments were used to measure social media usage, academic self-efficacy, grit, and academic engagement. Higher reliability coefficient values for all the measuring scales in the study were found. Significant positive correlations were found among social media usage, academic self-efficacy, grit, and student academic engagement. Findings from multiple regression analysis showed that only academic self-efficacy and grit had predictive value for student academic engagement. These results suggest that academic self-efficacy and grit play a significant role in enhancing student academic engagement. To gain competitive advantage, academic institutions should tailor their learning programs in integrating grit building activities such as designing academic activities such as long-term research projects with instructors mentoring, peer feedback and check points. Grit will be developed since students would have to persist through setbacks.

This study aimed to investigate the interrelationships among English learning motivation, student autonomy, student engagement and English language performance among vocational college EFL students in Shandong Province in China. Furthermore, it sought to examine whether English learning motivation serves as a mediating factor in the relationships among student autonomy, student engagement and English language performance. This study adopts a quantitative research methodology. To ensure the validity and reliability of the research instruments prior to the main data collection, a pilot study was conducted in the previous semester. Three validated instruments were employed in the pilot phase: the Learner Autonomy Scale (LAS), the Utrecht Work Engagement Scale –Student Version (UWES-S), and the English Learning Motivation Scale (ELMS). The field study data were collected from March to May 2024, involving the EFL students from the 15 “Double High Pla” higher vocational colleges in Shandong Province, China. A total of 562 valid questionnaires were obtained for analysis. The collected data were analyzed using SPSS and AMOS. The analyses included descriptive statistics for participants’ demographic characteristics, confirmatory factor analysis (CFA) to validate the measurement model, correlation analysis to examine the relationships among variables, and structural equation modeling (SEM) to test the hypothesized mediation model. Through SEM and direct-indirect analysis, the result revealed that English learning motivation partially mediates the relationship between student autonomy and English language performance; as well as between student engagement and English language performance. The findings of this study offer important theoretical and practical implications for English language teaching and learning in vocational colleges, particularly within China. The confirmation of English learning motivation as a partial mediator highlights its crucial role in improving vocational EFL students’ English language performance. This indicates that enhancing student autonomy and engagement is more effective when paired with strategies that boost motivation. Educators and curriculum designers should therefore place greater emphasis on cultivating both intrinsic and extrinsic motivation through learner-centered pedagogical approaches, goal-setting activities, and relevance-enhancing instruction that connects English learning to students’ future careers and real-life applications.

‘Prescriptions for Success’: a mixed methods exploration of engagement, learning and academic performance among successful CALD (culturally and linguistically diverse) and non-CALD pharmacy students at a research-intensive Australian university