Engagement In Academic Activities Research Articles

The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement

The purpose of this research is to empirically examine the role of self-regulated learning and student engagement in academic activities in math achievement. The research design used is a correlational survey. The subjects of this study are students at Madrasah Aliyah Negeri in Yogyakarta. The research sample was selected using a proportional stratified random sampling technique, with a total of 96 students. Math achievement was determined from students' daily evaluations, and data were collected using a self-regulated learning scale and a scale of student engagement in academic activities. Data were analyzed using multiple regression analysis. According to the findings, self-regulated learning and student engagement in academic activities significantly predict math achievement. Both self-regulated learning and student engagement in academic activities have a positive impact on math achievement. The combined contribution of self-regulated learning and student academic engagement to mathematics achievement is 37.1%. Self-regulated learning contributes more (17.39%) than academic engagement (19.77%) to mathematics achievement. This study recommends that students, teachers, and parents pay attention to self-regulated learning and student engagement factors.

Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support

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.

Asociación entre la calidad de 3 tipos de rotación clínica y el enganche académico de estudiantes de Medicina

IntroductionThe association between academic quality of clinical rotations and academic engagement of medical students is not well known. This work aims to study this association in three clinical rotations (hospital, simulation, and during the pediatrics course in the context of the Covid-19 pandemic. Material and methodsCross-sectional correlation study with medical students who completed pediatric clinical rotation. Academic quality and engagement were assessed using the ROTA-Q and UWES-S 17 questionnaires, respectively. The means and standard deviations of each variable were computed, and the correlations were evaluated using the Pearson test (significant if p<0.05). Results44 students participated. The average of the ROTA-Q scale was 4.39 ± 0.62 [1–5] and that of the UWES-S 17 scale was 4.28 ± 0.90 [1.76–6]. The Pearson coefficient between the quality of the rotations and the students’ academic engagement was 0.319 (p < 0.05). The association with academic engagement was highest in the tele-education rotation, followed by the simulation rotation, and finally, by the hospital rotation. ConclusionsThe academic quality of the pediatric rotation is positively related to students’ engagement in academic activities. The perception of academic quality, engagement levels, and the association between these variables were highest in the tele-education rotation. Actions are necessary for the continuous improvement of quality and the promotion of training mediated by tele-education and simulation.

PERAN FAKTOR KEBERSAMAAN DAN KEKELUARGAAN DALAM MENINGKATKAN PRESTASI TARUNA TARUNI DI POLITEKNIK PENERBANGAN MEDAN

This research aims to describe the role of togetherness and family factors in improving the performance of male and female cadets at the Medan Aviation Polytechnic using a qualitative approach with a literature review method. Cadets are students undergoing education at the Medan Aviation Polytechnic to prepare themselves as professionals in the aviation industry. This research employs a qualitative approach with a literature review method involving data collection from relevant sources such as books, scientific articles, and journals related to the role of togetherness and family factors in enhancing the performance of cadets. The obtained data is analyzed through reading, synthesis, and interpretation processes to depict the roles played by these factors. The research findings indicate that togetherness and family factors play a crucial role in improving the performance of cadets at the Medan Aviation Polytechnic. Harmony in relationships among cadets, mutual trust, and support and respect for each other can create an environment conducive to the growth and development of cadets. These factors contribute to increased motivation for learning, active engagement in academic activities, and better achievement. This research provides in-depth understanding of the role of togetherness and family factors in enhancing the performance of cadets at the Medan Aviation Polytechnic. The research findings can serve as a reference for educational institutions and relevant parties in developing strategies and programs that promote togetherness and family values among cadets. By enhancing these factors, it is expected that both the academic and non-academic achievements of cadets can be significantly improved.

Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT

The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and pedagogical purposes, it is important to be able to compare scores achieved on the two tests between administrations and within similar contexts. Based on a sample of 385 upper secondary school students in university-preparatory programs (independent CEFR B2-level users of English), this study presents a comparison model by linking the VLT-Ac and the AVT using concurrent calibration procedures in Item Response Theory. The key outcome of the study is a score comparison table providing a means for approximate score comparisons. Additionally, the study showcases a viable and valid method of comparing vocabulary scores from an older test with those from a newer one.

Abrupt Transformation in Pedagogy: How Do Students Engage Academically in the Face-to-Face Online Learning Environment?

Use of technology is beneficial in pedagogical transformation, but student engagement is essential throughout the process. Because the number of studies investigating how students' academic involvement during the pandemic is still limited, this research is necessary to close this gap in the literature. The research goal is to determine the contribution of students' cognitive and affective engagement to their academic activities by utilizing an intrinsic motivation approach in the context of pedagogical transformation. We discuss the interplay factors between students' cognitive and affective engagement and how students become engaged in academics. This research applied cross-sectional study. The research findings demonstrate the composition of cognitive and affective engagement and the interplay factors between them, enabling students to participate in academic activities in a virtual face-to-face learning environment. One thing to highlight is that evaluating learning progress elicits pleasant emotions, whereas monitoring comprehension and setting learning goals elicits persistence. Higher education educators are recommended to create captivating face-to-face online learning experiences in order to optimize their students' engagement in academic activities.

Revisiting Native Speakerism in ELT: Viewpoints of Chinese EFL Program Administrators on the Recruitment and Workplace Situations of Foreign English Teachers

This article reports on a case study that explores the views of four EFL program administrators of a university located in central China about the hiring and workplace situations of foreign English teachers. It was found that the administrators as a whole buy into the conventional pro-nativeness ideology with regard to hiring foreign English teachers, though one of them displays critical awareness to some extent. The four administrators, except one, consider it natural and reasonable to grant more favor to foreign English teachers in payment and workload, and fail to see an academic apartheid for foreign teachers in relation to teaching task allocation and engagement in academic activities. All these findings suggest the continuity and tenacity of native speakerism among most ELT administrators, in addition to critical awareness on the part of some administrators. Moreover, this study proposes that native speakerism should be seen as an ideology against both NESTs and NNESTs, though the former still enjoy more privileges.&#x0D; &amp;nbsp;

Perspektywa czasu i wartości życiowe a zachowania studentów w okresie zawieszenia stacjonarnych zajęć dydaktycznych na początku pandemii SARS-COV-2 (COVID-19)

The COVID-19 pandemic has changed students’ daily life significantly. According to that, a study was carried out to verify the relations between time perspective and life values and changes in students’ behavior at the early stage of epidemic (after cancelation of face-to-face teaching), as well as to analyze students’ predictions about these changes and the accuracy of these predictions. Both measurements (with a one-week gap) were realized online. The first part was attended by 602 students (85% female) aged 18 to 38 (M = 21.80; SD = 2.98), while the second – 356 students (83% female), aged 18 to 38 (M = 21.90; SD = 2.09). Data was gathered by means of the Zimbardo Time Perspective Inventory (ZTPI), the Portrait Values Questionnaire (PVQ-RR) by Schwartz and survey related to changes (both predicted and implemented) in students’ behavior after cancellation of face-to-face teaching. Analyses have revealed numerous correlations between time perspective and life values and changes in students’ behavior at the early stage of epidemic. More frequent engagement in academic activities correlated positively with future time perspective and growth-related values, and negatively with present time perspective. Students’ predictions were quite accurate, although a little too optimistic in relation to academic activities.

Engajamento em estudantes universitários

O engajamento é um constructo considerado um estado cognitivo positivo, persistente no tempo, de natureza motivacional e social, não focado em um único objetivo ou situação. O engajamento, no contexto acadêmico, sugere uma experimentação, por parte de estudantes, de ações que indicam elevado grau de implicação em suas atividades estudantis. Portanto, o objetivo deste estudo foi investigar o engajamento de estudantes nas atividades acadêmicas. Trata-se de pesquisa quantitativa, transversal, realizada com análises descritivas, de correlação, de comparação de médias e regressões padronizadas. Foram utilizados: questionário sociodemográfico para caracterização da amostra e o Utrecht Work Engagement Scale – Students. Este instrumento apresentou regressões fatoriais elevadas (β&gt;0.40), correlações internas positivas e significativas (p&lt;0.01) e Alpha de Cronbach das três dimensões superior a 0.80, indicando adequada qualidade psicométrica. A amostra foi composta por 368 acadêmicos de uma Instituição de Ensino Superior do estado do Paraná. Observa-se de forma geral, níveis medianos de engajamento acadêmico. Inclusive foram identificadas diferenças de médias significativas entre as dimensões do UWES-S e variáveis sociodemográficas como sexo, filhos, curso e período. Por fim, os resultados evidenciam que os estudantes apresentam engajamento mais elevado no início da graduação e que este deve ser cuidadosamente gerido para não ser deteriorado ao longo dos anos vividos na academia.

Drivers of student engagement in higher education: a behavioral reasoning theory perspective

Student engagement is a crucial factor in the success of students enrolled in higher education. Despite the existence of numerous studies on the factors that influence student engagement, investigating the factors that affect the level of student engagement in higher education is important. In applying the behavioral reasoning theory (BRT), this research investigates factors that influence freshman students’ decisions to engage in academic activities. Data have been collected from a sample of students enrolled in management studies at the University of Federico II in Naples, Italy. The results highlight that reasons serve as important links between students’ values, global motives, and engagement behavior, confirming one of the main premises of BRT. In particular, the findings suggest that BRT is a good model to predict student engagement as global motives, intentions, and reasons for engagement have a significant direct effect on engagement. These findings support the importance of examining and reinforcing the reasons for engagement (facilitators) while minimizing the reasons against engagement (obstacles) in order to enhance students’ engagement in academic activities.

Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples

Teaching and training are becoming more student-oriented, thus requiring a higher degree of self-regulated learning, involving agency and cyclical adaptation to attain academic success and engagement in academic activities. Previous research has shown how students who set learning-oriented goals, have a greater ability to focus on cognitive tasks and establish a greater commitment to achievement, are more conscientious regarding their academic success. Thus, the purpose of this study was to identify how personality characteristics like goal orientation, self-control, organization and persistence, are reflected in self-regulated learning processes, considering differences in participants from two different cultures. The participants, 402 university students (218 female and 184 male; 50.7% from Brazil and 49.3% from Portugal; mean age 21.66) were asked to answer two inventories, assessing self-regulation and conscientiousness. The results revealed that conscientiousness seems to be a personality trait which is significantly correlated with self-regulated learning and with its different phases in both the Portuguese and Brazilian samples. Moreover, significant differences were found regarding self-regulated learning overall and performance/volition processes specifically in favour of the Brazilian students. However, Portuguese students revealed to be more conscientious. The results obtained in the present study are relevant for a better understanding of the personality, contextual and cultural factors in order to promote interventions that can create conditions for students to be more active and autonomous in managing their learning processes.

Analysis of the Relationship between Learning Environment and Student Engagement 个体背景和学习环境因素对来华本科留学生学习投入的影响

Drawing on the data generated by a survey involving 1,428 international undergraduate students in China, this article analyzed the relationship between the participants’ perceived learning environment and their self-reported engagement in academic activities. The findings revealed the participants’ uneven participation in academic activities. Based on their self-reported levels of student engagement, the participants were categorized into three types: i.e. active engagement (23.2%), lack of engagement (45.8%) and inadequate engagement (31.0%). In line with the previous research findings, this research confirmed a significant relationship between international students’ perceived learning environment and their engagement in academic studies. Suggestions were given for the enhancement of international student education in China. 本研究应用对1428名来华本科留学生的调查数据，探讨了来华留学生的学习投入状态，以及个体因素和学习环境因素对其学习投入的影响。研究发现，就总体而言，来华本科留学生感知的学习环境处于良好状态，他们的学习投入程度则处于一般偏低水平；根据来华本科留学生学习投入情况，可将其学习投入类型分为高投入型、低投入型和欠投入型三类，分别占比23.2%，45.8%，31.0%；个体因素和学习环境因素对来华本科留学生的学习投入程度具有一定的显著影响。为提高来华留学生的学习投入程度，一方面要从来华留学生自身出发，提高学习自觉性，增强学习投入水平；另一方面，要根据来华本科留学生的个体背景采取胡针对性的策略，同时通过营造良好的学习环境来提升来华本科留学生的学习投入水平，帮助其获得更好的在华留学经历。

A phenomenological study of the meaning of geography teacher-researcher identities

The purpose of this study was to interpret the meaning of geography teacher-researcher identities (GTRIs) using van Manen phenomenology. The raw data were obtained through in-depth interviews with nine South Korean geography teacher-researchers (GTRs). The meaningful and significant sentences and phrases were coded into 248 nodes and eventually classified into four themes to interpret the meaning of GTRIs. First, the GTRs continuously engaged in research as they appreciated the potential of academic methodologies and theories to improve the status of geography. Second, their professional identities encouraged the GTRs’ continuous engagement in academic activities. Third, the GTRs reported that they produced contextual knowledge and discussions of real contexts for geography education from the perspective of practitioners. Fourth, the GTRs strongly identified as geography teachers and engaged in research based on their teacher identities. The results of this study contribute to a renewed understanding of GTRs’ specific meaning and potential in geography teaching and geography education research.

Orientation to Happiness as a Predictor of University Students’ Engagement

&lt;span lang="EN-US"&gt;There is empirical evidence for a close link between positive personal components and students' engagement in academic activities. Personal well-being is a construct that can be studied from a variety of angles. Recent studies point to the relevance of orientation to happiness examining three types of well-being. The main objective of this study is to test the relationship that orientation to happiness has with university students' engagement at a public institution in northern Mexico. A stratified probabilistic sample of 266 students was used. The internal consistency of the scales was analyzed using the SPSS package and a model of structural equations in the EQS program. Results indicate is a direct and significant relationship between the orientation to happiness and the students' engagement. This supports the importance of promoting positive factors in students to improve their academic and personal development.&lt;/span&gt;

AULA VIRTUAL: HABILIDADES EN EL DOCENTE PARA IMPULSAR EL ENGAGEMENT EN EL ESTUDIANTE

The Virtual Classroom is the main tool for blended learning, since it allows the breaking of time and space barriers between the teacher and the student. In order to develop and put into practice a higher studies course through this tool, teachers need to have a series of skills related to the command of digital technologies and an understanding of students’ affective and behavioral states: and to then apply appropriate communication strategies to deliver course content and prepare students for this innovative learning approach. This study reviews educational research literature on virtual classrooms, teacher behavior and student engagement to establish a theoretical model that explains the type of abilities that teachers must develop to achieve student engagement in academic activities. These abilities are classified in three categories: technical, affective and communicative. Furthermore, several learning theories (objectivism, constructivism and connectivism) are reviewed to conduct an appropriate Virtual Classroom design and implementation that can adapt to each student’s specific learning needs. Future study lines, as well as empirical proposals to go deeper into these theoretical propositions, are presented.

Using expectancy-value theory to understand academic self-control

We applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students (Ntotal = 2620), subjective values, but not expectancy beliefs, predicted motivation and behavior toward academic activities over alternative activities. Moreover, results showed that intrinsic value was a stronger incremental predictor of academic self-control compared to utility value. Study 1 used experience sampling and showed that momentary perceptions of intrinsic value were more strongly associated with motivational conflict during engagement in academic activities compared to perceptions of utility value. Study 2 used daily diaries and demonstrated that intrinsic value predicted greater self-control for homework over 14 days. Study 3 was a longitudinal study that showed the proposed framework generalized across math and science: Compared to utility value, intrinsic value of math and science were more strongly associated with academic self-control in each subject. Collectively, results suggest that enhancing enjoyment of academics may encourage greater self-control.

Student engagement in academic activities: a social support perspective

Student engagement in academic activities is a critical factor contributing to the overall success of students studying in higher education institutions. Yet the factors influencing student engagement in academic activities are still largely unknown. This study begins to address this knowledge gap by investigating the influence of student connectedness (relationships with peers and teachers), motivation to study (sense of purpose) and perception of workload upon student engagement in academic activities. During 2015, a total of 209 students responded to a survey distributed to first-year undergraduate students enrolled in a university business school in Queensland, Australia. Structural equation modelling was used to investigate the proposed relationships. Results suggest that student-student (peer) relationships, teacher-student relationships, and students’ sense of purpose for studying a higher education degree, were central to student engagement in academic activities. In addition, teacher-student relationships, and a strong sense of purpose were central to perceptions of student workloads. Finally, sense of purpose was found to moderate the relationship between both teacher-student and student-student relationships and also, perceptions of workload and student engagement. The findings from this study support the importance of developing effective teacher-student relationships, facilitating positive student-student relationships and communicating a clear sense of purpose to students, so as to improve their engagement in academic activities and optimise perceptions of workloads.

Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students’ development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students’ need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students’ learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students’ scientific thinking.

Türkiye’de Dezavantajlı Başarılı Öğrenciler için Fark Yaratan Nedir?

Problem Statement: Socio-economic background plays an important role in academic achievement, but there is a group of students beating the odds and becoming successful despite the socio-economic background of their families. Purpose of the Study: The study aimed to define how resilient students succeed at school despite their socio-economically disadvantaged background and examine the relationship between academic achievement and other factors related to school. Method: Descriptive analysis and multiple regression analysis were used to answer the research questions. The rate of resilient students in Turkey has been analyzed among 15-year-olds taking the PISA 2012 assessment. According to PISA 2012 Mathematics performance, Turkey had 322 resilient students. Of these, 46.9% were female and 53.1% were male. Findings: According to the PISA 2012 mathematics performance, 7% of students in Turkey are considered resilient. Findings indicate that almost all resilient students score 482 and higher. This means that there are no resilient students performing below baseline (level 2) in Turkey. One of the other findings was that resilient students feel connected to school and have positive feelings towards school. Self-belief in achievement, being happy with achievement, greater engagement in academic activities, social skills, feeling a sense of belonging to school, and positive feelings towards school were the traits of the resilient students in Turkey. There is no correlation between resilient students’ sense of belonging to school, attitudes towards school in terms of learning outcomes, and perceived success control, and their mathematics performance on the PISA 2012. Resilient students’ attitudes towards school is a significantly predictor of these students’ mathematics performance. Conclusion and Recommendations: This study demonstrated that schools make a slight difference for resilient students in Turkey. Disadvantaged students managed to be resilient and successful, so the educational administration should make the schooling environment more positive and provide more incentives for disadvantaged students to foster their resiliency and success. Moreover, principals should develop strategies to ensure a meaningful learning process that enables disadvantaged students to become successful and accomplished citizens. A qualitative perspective is suggested to bring a deeper approach to evaluate what factors affect achievement of the resilient students’ success. Longitudinal studies could be done to compare what has changed in their lives and whether the resiliency is still present. Keywords: Resilient students, sense of belonging, attitudes towards school, perceived success control, academic performance.

Using task analysis to promote engagement in special educational settings

ABSTRACTThere is a clear expectation in European and UK policy guidelines that schools should support children with special educational needs to learn basic academic, social, and life-skills. This requires that children engage with activities across these three areas. While numerous studies have evaluated methods of increasing engagement in academic activities, few have focused on social and life-skills that promote independence. The purpose of the present studies was to evaluate the impact of task analysis on engagement in activities by pupils with intellectual disabilities. In the first study, a multiple-baseline design was used with three children to evaluate the effect of task analysis plus a system of red–amber–green recording on engagement levels. In the second study, a series of three single-case AB designs was used to compare engagement levels between activities with and without a task analysis plus prompts delivered from an iPad. The results showed that introducing task analyses increased engagement for the children who participated in both studies. Implications, limitations and areas for future research of both studies are discussed.