"Want to Learn" and "Can Learn": Influence of Academic Passion on College Students' Academic Engagement.

Hui Zhao,Xiaoxian Liu,Chunhui Qi

doi:10.3389/fpsyg.2021.697822

Abstract

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

Highlights

Academic engagement, defined as the degree of students’ involvement in their studies, is indicated by the amount of energy they devote to studies (Stoeber et al, 2011)
The results showed that teacher developmental feedback positively moderated the relationship between academic passion and academic engagement
The results showed that (a) academic passion had a positive effect on academic engagement, (b) academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and (c) teacher developmental feedback moderated the relationship between academic passion and academic engagement

Summary

Introduction

Academic engagement, defined as the degree of students’ involvement in their studies, is indicated by the amount of energy they devote to studies (Stoeber et al, 2011). Chinese educators pay more attention to academic engagement in educational practice and evaluation because they play a key role in predicting positive academic performance and adaptive behaviors (Chen et al, 2015). It has been well-established that students with higher academic engagement tend to have higher academic achievement (Salanova et al, 2010; Carter et al, 2012) as well as lower dropout rates or lower incidences of misbehavior (Wang and Fredricks, 2014; Saeki and Quirk, 2015). Based on the broaden-and-build theory, Academic Passion and Academic Engagement

Methods

Results

Discussion

Conclusion