Levels Of Academic Engagement Research Articles

The relationship between mobile phone dependence and academic burnout in Chinese college students: a moderated mediator model.

The aim of this study was to examine the correlation between the level of mobile phone dependence among college students and their experience of academic burnout. Additionally, the study sought to explore the potential mediating effect of study engagement and the moderating role of love. During October and December 2023, a cross-sectional study measuring mobile phone dependence, academic burnout, and study engagement among Chinese college students, using the UtrechtWork Engagement Scale-student (UWES-S), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), and Academic Burnout Questionnaire (ABQ). To examine the hypothesis of mediating and moderating effect, SPSS PROCESS was utilized. The predictive effect of mobile phone dependence on academic burnout was significant (β = 0.410, t = 14.236, p < 0.001), and the predictive effect of mobile phone dependence on academic burnout remained significant when the mediating variable study engagement was introduced (β = 0.308, t = 10.288, p < 0.001), mobile phone dependence had a significant predictive effect on study engagement (β = -0.292, t = -11.639, p < 0.001), and study engagement had a significant positive predictive effect on academic burnout (β = -0.270, t = -9.028, p < 0.001). Love significantly negatively predicted study engagement (β = -0.564, t = -9.641, p < 0.001); and the interaction term for mobile phone dependence and love was significant (β = -0.211, t = -3.688, p < 0.001), indicating a significant moderating effect of love between mobile phone dependence and study engagement. Mobile phones among college students has been found to have a direct correlation with academic burnout. It can also indirectly contribute to academic burnout by diminishing levels of academic engagement. This indirect relationship is further influenced by love. These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?

AbstractBackgroundDelivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).ObjectivesThis quasi‐experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high‐stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.MethodsA total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.Results and ConclusionsOur results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written‐feedback group accessed EF messages more often, but students who received video‐feedback performed better than their counterparts in the written‐feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video‐feedback.TakeawaysThe results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.

Actions speak louder than words: modifications of the applied academic books and their reflections on students’ academic success, academic enjoyment, and academic resilience

Innovation is the process of renewing and updating a domain, a product, or a service by introducing new methods, introducing new techniques, or generating effective concepts to produce new value. Considering universal as well as local books, a teacher may find some sections that need modifications and supportive sections. These changes may have an impact on language learners’ emotional and/or cognitive development. The purpose of this research was to shed light on the use of creative activities and their consequences on academic enjoyment, academic resilience, and academic performance. To that purpose, two groups of EFL (English as a foreign language) learners from Saudi Arabia (public schools) participated in this research and were requested to take pre-and post-tests to assess their level of academic engagement, academic resilience, and academic performance in language skills. According to the data analysis via the Multivariate Analysis of Variance (MANOVA), the experimental group outperformed their counterparts in the control group in terms of academic enjoyment, resilience, and academic performance due to considered modifications in the applied academic books. The study’s pedagogical ramifications are highlighted in the conclusion.

Students’ Motivation and Academic Engagement in Alternative Learning System

Examining the factors that might have led students to continue the ALS program in spite of the difficulties they encountered is worth noting. This study sought to determine the level of motivation of ALS students in terms of intrinsic and extrinsic, the extent of academic engagement of ALS students in terms of timeliness of submission and quality of the output, and the significant relationship between the level of motivation and academic engagement. This was conducted among the one hundred fifteen (115) respondents from the ten (10) ALS Community Learning Centers (CLC) in West II District, Gingoog City, for the School Year 2022-2023. A researcher-made questionnaire, which was pilot-tested to establish internal consistency and reliability, was used. The study utilized statistical measures such as the mean, standard deviation, and Pearson Product Moment Correlation Coefficient (r) to determine the significant relationship between academic engagement and motivation level. Because it directly benefits them and they inspire others to be ambitious and competitive, the study discovered that the respondents had very high levels of both intrinsic and extrinsic motivation. The respondents' high levels of academic engagement were also shown by the results, indicating a significant correlation between academic engagement and motivation. It is concluded that the students have strong internal fulfillment and willingness to engage in learning activities driven by external goals. Continuous guidance and inspiration from the learning facilitator are recommended.

클래스넷을 활용한 또래생태 및 학급규범 개선: 학생의 학업 열의와 사회적 행동

The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.

Kindergarten children’s academic engagement: A dual-pathway model including social information processing, social behavior in class, and teacher–child relationship quality

AbstractEducation researchers and practitioners have been exploring for years the key factors impacting children’s academic engagement. Still, relatively little is known about the role of children’s social cognition in their academic engagement. Accordingly, the current study focuses on the potential indirect associations between young children’s social information processing patterns (SIP) and their academic engagement through their social behaviors in class, specifically their prosocial and problem behaviors, and following by the quality of their relationship with their main kindergarten teacher. The study examines these indirect effects in one dual-pathway model which includes both a pathway from children’s competent SIP patterns to higher levels of academic engagement and from children’s aggressive SIP patterns to lower levels of academic engagement. The sample included 300 kindergarten children (151 girls; Mage = 68.76 months). Results showed that competent SIP patterns were positively linked to children’s academic engagement, which encompasses both their academic self-perceptions and their attitudes toward learning, via children’s prosocial behaviors in class and subsequently teacher–child relational closeness. In addition, aggressive SIP patterns were negatively linked to the kindergarteners’ attitudes toward learning via the children’s problem behaviors in class and subsequently teacher–child relational conflict. Results have implications for both research and practice in the understanding of the influence of social cognition, behavior, and social relationships on academic engagement for young learners.

Belonging, Enjoyment, Motivation, and Retention: University Students’ Sense of Belonging Before and During the COVID-19 Pandemic

University students with a higher sense of belonging have previously been found to experience higher levels of academic engagement, motivation, achievement, and self-confidence. This article compares findings from a survey on student sense of belonging and retention distributed to Australian students prior to the COVID-19 pandemic in 2019 ( n = 570) and during the COVID-19 pandemic in 2021 ( n = 620). At both time points, students who considered dropping out of university had a significantly lower sense of belonging than those who had not considered leaving their studies before completion. Sense of belonging was positively correlated to levels of enjoyment and motivation in university. For students whose parents had both completed university, levels of belonging were found to be significantly higher than first-generation students prior to, but not during, the COVID-19 pandemic. Belonging is connected to students’ self-reported enjoyment of learning. When students feel connected to their university community, they are more likely to continue their studies.

청소년의 그릿과 학업열의 사이의 자기회귀교차지연모형 검증

Objectives This study was to examine the longitudinal relationship between grit and academic engagement using first, third, and fifth year data of KCYPS 2018 and to verify the difference in causality according to career decision making.&#x0D; Methods To this purpose, after reviewing descriptive statistics and correlation coefficients, the developmental tendency of grit and academic engagement and the causal relationship direction of the two variables were con-firmed through the verification of the autoregressive cross-lagged model, and used the test of the structural model invariance across the groups in the multi-group analysis was conducted to verify whether there is a differ-ence in the causal relationship direction between the two variables depending on the career decision making.&#x0D; Results First, it was confirmed that the level of grit and academic engagement remained stable for five years from the first year of middle school to the second year of high school. Second, while grit has a positive effect on aca-demic engagement, academic engagement has a negative effect on grit. Third, in the case of the career decision group, the level of grit and academic engagement was stable, grit had a positive effect on academic engagement, and academic engagement had a negative effect on grit. However, in the case of the career indecision group, only the level of academic engagement was stable, and there was no causal relationship between grit and academic engagement.&#x0D; Conclusions The developmental tendency of grit and academic engagement and the longitudinal causal relation-ship between the two variables were identified and the importance of career decision in adolescence was clarified.

Teacher autonomy support and psychological control, gender and academic engagement in secondary school students

Objective: The Present Study Analyzed The Relationships Between Autonomy Support, Teacher Psychological Control, Gender And Academic Engagement. Methodology: The Sample Consisted Of 324 High School Students Aged 10 To 13 Years (M = 12.88 Years, SD = 1.52) From Six Public High Schools Located In Different School Zones Of The State Of Durango. Results: Multiple Linear Regression Results Indicate That Student Autonomy Support Favors Students' Academic Engagement, While Teacher Psychological Control Is Negatively Associated With Students' Academic Engagement. Furthermore, Gender Does Not Seem To Be Associated With Students' Levels Of Academic Engagement. Contribution: It Is Concluded That Autonomy Support And Psychological Control Are Predictors Of Academic Engagement Of Secondary School Students.

LGBTQ+ students’ weekly academic engagement and disaffection predicted by experiences in gender-sexuality alliance meetings

BackgroundSchools are responsible for promoting LGBTQ+ students' academic success, yet many LGBTQ+ students contend with unsupportive learning environments. Gender-Sexuality Alliances (GSAs)—clubs that affirm students’ sexual orientation and gender diversity—could promote academic engagement and protect against disaffection. AimsWe aimed to identify GSA meeting-to-meeting experiences that predicted students’ ensuing academic engagement and disaffection over an eight-week weekly survey study. SampleParticipants were 92 LGBTQ+ GSA members (50% students of color, 51% trans/nonbinary, Mage = 15.83). MethodsParticipants completed once-weekly surveys over an 8-week period on their experiences in their most recently attended GSA meeting and their current level of academic engagement and disaffection with learning. ResultsParticipants reported relatively lower disaffection on days after meetings where they had perceived greater advisor responsiveness, socialized with peers, and discussed academic issues. They reported relatively greater engagement on days after meetings where they took on more leadership. Participants who led more, on average, over the eight-week period reported less disaffection and greater engagement than others. ConclusionsGSAs may contribute partially to LGBTQ+ students’ educational experiences by guarding against academic disaffection and, to a lesser extent, promoting their academic engagement from week to week. More research needs to consider how GSAs and other school-based resources promote learning among LGBTQ+ students.

Children's lived experience and perceptions of community members' influence on their schooling: a study in Uganda.

Global and national initiatives have successfully increased access to public education in low- and middle-income countries. However, many students in rural regions in these countries have high rates of absenteeism and drop-out, and low levels of academic engagement. Together, these significantly limit children's academic performance and achievement. One strategy that addresses these barriers seeks to engage members of the wider local community in schools. Most previous research focuses on adults' perspectives even though the potential benefit of community engagement is greatest when learners perceive it to be positive. Past research has also focused on community members structured engagement in activities within schools. This research provides a wider exploration of children's lived experience and perceptions concerning community members' influence on their schooling and learning. The aim was to gain a rich picture of how primary school students in rural Uganda perceive that community members' behavior helps or hinders their education. Qualitative data from students 10 to 13 years of age were collected through individual interviews that used the draw-and-talk technique (n = 20) and four focus group discussions. Seven broad categories of community members' actions were perceived to be positive (conflict resolution; supporting students' physical well-being; encouraging learning and positive behavior; reducing truancy; providing food and financial support; collective community work; and political representation). Four categories of community members' actions were perceived to have a negative influence (creating barriers to attending school; noise and other distractions; insecurity; and theft and vandalism). We conclude that carefully structured community involvement in schooling may improve the emotional and material support that facilitates students' continued school attendance and their motivation for learning. However, we also identify some limits on the role that local communities may be able to play in overcoming the challenges facing education in low- and middle-income countries.

Academic Motivation and Engagement: A Correlational Study of Students’ Perspective at Secondary School Level

The purpose of the quantitative correlational study was to investigate the association between students' academic motivation and academic engagement. This study included 600 10th-grade students who were selected at random from 20 secondary schools in the district Lahore. The data from selected students were gathered using two research instruments. The independent sample t-test, Pearson r, and linear regression were used to analyze the data. As r =.781 (p &gt; 0.01), the findings demonstrated a strong and significant correlation between academic motivation and students' academic engagement. As a result, students' academic engagement was positively impacted by academic motivation. Academic motivation and academic engagement of students differed significantly by gender. Policy makers, teachers, and scholars are advised to pay particular consideration to each learner's level of academic engagement since it affects students' engagement with schoolwork.

The role of leadership programs in shaping social skills of college students in Nueva Ecija

This research explored how leadership training affected Nueva Ecija college students' academic and social results. Descriptive study was conducted on 100 college students who took leadership training classes. Academic performance, academic engagement, study patterns, learning attitudes, and problem-solving skills were evaluated as academic outcomes. The social outcomes included interpersonal skills, peer relationships, self-esteem, conflict resolution and teamwork abilities. Academic and social outcomes were positively impacted by leadership training, according to the findings. Students reported a high level of academic engagement, positive attitudes toward learning, and beneficial study habits. However, academic performance and problem-solving skills had modest room for development. Socially, students reported great peer connections, high self-esteem, and successful team cooperation, but interpersonal and conflict resolution abilities needed work. The research found that leadership training improves student academic and social skills. It also suggests improving problem-solving, interpersonal skills, and conflict resolution in the programs. These findings have implications for educators and administrators regarding the optimization of leadership training design and delivery. Future research can investigate the longitudinal effects of leadership development and its other possible benefits.

Construyendo el perfil del alumnado con intención de abandono de los estudios universitarios

The analysis of the problem of dropout from university studies is a subject of great importance and topicality owing to the reper­cussions it has, not only in the economic and social sphere, but also at a personal, family, in­stitutional level, etc. The objective of this ar­ticle is to define a profile for a student who in­tends to abandon their university studies and who, therefore, is at risk of academic dropout. Various characteristics with a possible impact on this situation were analysed, both those of an individual, academic and socioeconomic nature and those which are personal. Specifi­cally, we studied the variables of age, gender, how studies are financed, average university grade and order of preference of the degree course, as well as those related to academic satisfaction, adaptability skills and the stu­dent’s academic engagement. The analysis was conducted on students at the Universi­dad de La Laguna (ULL) according to degree field and academic year. The results obtained show that the students with the highest risk of dropping out of the degree programme are those in their first year, mainly in the field of sciences, who have chosen the degree course they are studying that was their third choice or lower, their average university grade has been a fail, they have a low level of academic engagement and are not very satisfied with the educational process.

The relationship of students’ psychological security level in the digital educational environment

Currently some studies that demonstrate the correlation between students' level of psychological security and their academic performance and engagement have been published. Many studies have examined the importance of the level of psychological safety among students, some of which have proposed a methodology for assessing this indicator. To assess students' level of psychological security in studying, there were conducted online surveys. The sample included 351 students between the ages of 19 and 21 (M = 19.57, SD = 0.59), predominantly female (57%). As a result of the survey, it was found that women showed a higher level of psychological safety. The same trend was found in levels of academic engagement and academic performance. Using linear regression analysis, psychological safety was found to positively affect academic performance and attainment, especially in an online educational environment.

Academic Engagement of Criminology Students in Northwestern University The Philippines

Student engagement is one of the most critical methods of understanding students' behavior towards the teaching-learning process. Instructors and academic supervisors use a valuable instrument when developing successful pedagogical strategies to increase learning opportunities. This study identified the factors that influence the academic engagement of criminology students at Northwestern University. It specifically looks into the level of academic engagement as to literary identification (intellectual development and academic performance) and educational participation (number of hours spent in school activities, the extent of participation in school activities, and quality of relationship with peers, faculty, and staff), reasons for leaving the institution and the best aspects of Northwestern University to engage criminology students in learning. The study used a descriptive method using a survey questionnaire. Findings disclosed that factors under academic identification under intellectual development and academic performance often lead students from 1st to 4th year to academic engagement. The main reason for leaving the institution is personal reasons. In contrast, the best aspects of the institutions are faculty, the LMS-Canvas, academic teaching strategy, and academic materials for teaching. The research is limited only to Criminology students and covers the face-to-face learning process. The result significantly contributes to formulating instructional policies to improve students' academic engagement.

Black Fathers Rising: A QuantCrit Analysis of Black Fathers’ Paternal Influence on Sons’ Engagement and Sense of School Belonging in High School

ABSTRAC This QuantCrit analysis considers Black fathers’ influence on their sons’ engagement and sense of belonging in urban intensive and emergent high schools. Canonical correlations show a significant relationship between Black fathers’ paternal influence and their sons’ engagement and sense of belonging in school. We discuss two QuantCrit interpretation strategies to contextualize and recenter race via Black fathers’ experiential knowledge. Within the proper social-cultural context, these results illuminate a unique paternal educational habitus among Black fathers, which focuses on high levels of academic engagement with a family-centric locus of influence on their sons’ sense of belonging.

The relationship between students' psychological security level, academic engagement and performance variables in the digital educational environment.

In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students’ psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students’ engagement and academic performance is particularly visible in the online educational environment.

Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model.

This study aimed to test the multilevel mediating effect of intrinsic motivation on the relationship between burned-out classroom climate and academic engagement and theoretically investigate the unresolved issues in the Job Demands-Resources model. Data were collected from 1015 high school students from 43 classes. Multilevel structural equation modeling indicated that a high level of burned-out classroom climate was related to a low level of academic engagement. In addition, intrinsic motivation mediated the path from burned-out classroom climate to academic engagement. Practical implications to improve classroom climate and academic engagement are discussed.