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Bao D, Mydin F, Surat S, Lyu Y, Pan D, Cheng Y. Challenge-Hindrance Stressors and Academic Engagement Among Medical Postgraduates in China: A Moderated Mediation Model. Psychol Res Behav Manag 2024; 17:1115-1128. [PMID: 38505350 PMCID: PMC10949402 DOI: 10.2147/prbm.s448844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 02/29/2024] [Indexed: 03/21/2024] Open
Abstract
Background Improving academic engagement of medical postgraduates is crucial for enhancing the quality of learning and the development of medical education. Due to medical postgraduates face high levels of stress and rigorous demands, yet the mechanisms linking challenge-hindrance stressors to academic engagement in this context remain largely unexplored. This study aims to explore the comprehensive relationship between challenge-hindrance stressors and academic engagement among medical postgraduates in China. Methods Data were collected from 437 medical postgraduates in China, to investigate their challenge-hindrance stressors, emotional exhaustion, learning, relaxation and academic engagement. Among these postgraduates, 40.3% were male and 59.7% were female, with the mean age of the participants being 25.71 years. Statistical procedures were conducted using Mplus 8.3, ensuring a robust analysis of the data collected. Results Our study showed that both challenge and hindrance stressors are significantly positively correlated with emotional exhaustion among Chinese medical postgraduates, and emotional exhaustion is negatively associated with academic engagement. Emotional exhaustion mediates the relationship between challenge-hindrance stressors and academic engagement. Learning plays a protective role, moderating the challenge stressors and emotional exhaustion relationship and its indirect effect on academic engagement. However, relaxation was not identified as a significant moderating factor in this context. Conclusion Our findings not only revealed emotional exhaustion as a potential mechanism underlying the relationship between challenge-hindrance stressors and academic engagement but also validated the moderating role of learning in mitigating the adverse effects of challenge stressors on emotional exhaustion and academic engagement among Chinese medical postgraduates. This comprehensive insight into the complex dynamics between different stressors and academic engagement provides both theoretical and empirical evidence for medical universities. It underscores the importance of interventions to enhance academic engagement in stressful environments and serves as a valuable reference for the development of reasonable assessment systems. These contributions are crucial for fostering a supportive educational atmosphere and promoting the well-being of medical postgraduates.
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Affiliation(s)
- Dan Bao
- Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
- Department of Humanities and Social Sciences, Hubei University of Medicine, Shiyan, Hubei, People’s Republic of China
| | - Faridah Mydin
- Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
| | - Shahlan Surat
- Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
| | - Yanhong Lyu
- Department of Obstetrics and Gynecology, Xijing Hospital, Fourth Military Medical University, Xi’an, People’s Republic of China
| | - Dongsheng Pan
- Department of Orthopaedics, Xijing Hospital, Fourth Military Medical University, Xi’an, People’s Republic of China
| | - Yahua Cheng
- School of Government, Shanghai University of Political Science and Law, Shanghai, People’s Republic of China
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2
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Cao F, Zhang LF, Li M, Xie Z. Subjective well-being among PhD students in mainland China: the roles of psychological capital and academic engagement. Front Psychol 2024; 15:1354451. [PMID: 38304918 PMCID: PMC10830902 DOI: 10.3389/fpsyg.2024.1354451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 01/05/2024] [Indexed: 02/03/2024] Open
Abstract
The mental well-being of PhD students is a major concern in higher education. However, very few studies have investigated the influencing factors of PhD students' subjective well-being (SWB) - an important indicator of mental well-being. Even no study on the influencing factors of PhD students' SWB has been undertaken in mainland China. Based on job demands-resources theory, the present study pioneers the investigation of the relationship between PhD students' psychological capital (PsyCap; comprising self-efficacy, hope, resilience, and optimism) and SWB (comprising positive affect, negative affect, and life satisfaction) in mainland China. It further examined the mediating role of academic engagement (comprising vigor, dedication, and absorption) in this relationship. PhD students (n = 376) from two comprehensive universities in Jiangsu province responded to an online survey. The results showed that (1) self-efficacy was positively associated with life satisfaction, hope was positively associated with positive affect, optimism was significantly associated with all three dimensions of SWB, but resilience was not significantly associated with any of the three SWB dimensions; and (2) dedication mediated the relationship between hope and life satisfaction and that between optimism and negative affect and life satisfaction, but vigor and absorption did not mediate any of the PsyCap-SWB relationships. Limitations and practical implications of this study are discussed.
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Affiliation(s)
- Fei Cao
- Faculty of Education, The University of Hong Kong Special Administrative Region, Hong Kong, China
| | - Li-fang Zhang
- Faculty of Education, The University of Hong Kong Special Administrative Region, Hong Kong, China
| | - Mengting Li
- School of Education Science, Nanjing Normal University, Nanjing, China
| | - Zhengli Xie
- Faculty of Humanities, The Hong Kong Polytechnic University Special Administrative Region, Hong Kong, China
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Cui H, Bi X, Chen W, Gao T, Qing Z, Shi K, Ma Y. Gratitude and academic engagement: exploring the mediating effects of internal locus of control and subjective well-being. Front Psychol 2023; 14:1287702. [PMID: 38187428 PMCID: PMC10768852 DOI: 10.3389/fpsyg.2023.1287702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2023] [Accepted: 12/04/2023] [Indexed: 01/09/2024] Open
Abstract
This study aimed to explore the relationship between gratitude and academic engagement in Chinese students. The students of some junior high schools in Guangzhou were surveyed using the Gratitude Questionnaire-6, the School Engagement Questionnaire, the Levenson's IPC Scale, and the General Well-being Schedule. A total of 708 valid responses were collected. The results indicate a significant positive relationship between gratitude and academic engagement. Subjective well-being plays a mediating role between gratitude and academic engagement. Locus of control and subjective well-being serve as serial mediators between gratitude and academic engagement. These findings suggest that promoting students' academic engagement can be achieved by fostering gratitude and improving their internal locus of control and subjective well-being. By cultivating gratitude and enhancing these factors, educators and policymakers can create a more engaging and supportive learning environment for students.
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Affiliation(s)
- Hongbo Cui
- School of Education, Guangzhou University, Guangzhou, China
- Mental Health Education and Counseling Center, Guangzhou University, Guangzhou, China
| | - Xiaoyan Bi
- School of Education, Guangzhou University, Guangzhou, China
| | - Weiyu Chen
- School of Education, Guangzhou University, Guangzhou, China
| | - Tao Gao
- School of Education, Guangzhou University, Guangzhou, China
| | - Zaihua Qing
- School of Education, Guangzhou University, Guangzhou, China
| | - Keke Shi
- School of Education, Guangzhou University, Guangzhou, China
| | - Yankun Ma
- School of Education, Guangzhou University, Guangzhou, China
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Yin Z, Guo W, Wang Y. The Effect of Psychological Distress on Adolescents' Academic Engagement: The Roles of Social-Emotional Competence and Teachers' Caring Behavior. Psychol Res Behav Manag 2023; 16:5011-5021. [PMID: 38107444 PMCID: PMC10725697 DOI: 10.2147/prbm.s438998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023] Open
Abstract
Purpose The relationship between psychological distress (PD) and academic engagement (AE) in adolescents is widely recognized. However, there is a lack of research on the mechanisms behind this correlation, especially in COVID-19 pandemic policy liberalization. This study proposed a moderated mediation model to determine the mediating role of social-emotional competence (SEC) between PD and AE and the moderating role of teachers' caring behavior (TCB). Patients and methods The moderated mediation model was tested by PROCESS macro developed based on SPSS with Chinese adolescents aged 13-18 years (n = 8625; male 50.5%) as survey respondents. Multiple scales, including the 6-item Kessler PD Scale, SEC Scale, TCB Scale, and AE Scale, were used in this test. Results Adolescent PD negatively predicted AE. In addition, SEC partially mediated the relationship between adolescent PD and AE. TCB moderated the direct and indirect relationships between PD and AE, which mitigated the negative effect of PD on AE and enhanced the positive effect of SEC on AE. Conclusion Adolescent SEC and TCB are essential in mediating PD and AE. This study provided instructions for schools and teachers to intervene in adolescents' PD and academic problems, such as improving SEC and engaging in TCB in an adequate and timely manner. In addition, these findings provided vital references for adolescent mental health interventions in future large-scale public health events.
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Affiliation(s)
- Zilong Yin
- School of Teacher Education, Jiangsu University, Zhenjiang, People’s Republic of China
| | - Wanying Guo
- Overseas Education College, Jiangsu University, Zhenjiang, People’s Republic of China
| | - Yue Wang
- College of Education, Chungnam National University, Daejeon, Republic of Korea
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Liu S, Wang X, Ying J, Shi J, Wu X. Emotional involvement matters, too: Associations among parental involvement, time management and academic engagement vary with Youth's developmental phase. Br J Educ Psychol 2023; 93:903-920. [PMID: 37186306 DOI: 10.1111/bjep.12605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 04/15/2023] [Accepted: 04/18/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND Prior studies have emphasized the importance of parents' educational involvement (a type of cognitive involvement) to academic engagement, although little is known about emotional involvement. AIMS This study investigated whether and how different facets of involvement (cognitive vs. emotional, paternal vs. maternal) are differentially related to academic engagement and whether and how the associations among parental involvement, time management and academic engagement vary by adolescents' developmental phases. SAMPLES The participants of this large national survey were students in elementary, middle and high school across different regions of mainland China. A total of 2687 adolescents (52.7% females, Mage = 14.07 ± 2.47) participated in this study. METHODS Structural equation models and multigroup analysis were conducted. RESULTS We found that the total effect of paternal and maternal emotional involvement on academic engagement was positive in elementary-, middle- and high school students, and an indirect effect of time management underlying the above paths was found in all three groups. In contrast, the positive effect of maternal cognitive involvement on academic engagement as well as the indirect effects underlying the above pathways was established only in high school students. CONCLUSIONS The findings highlight the necessity of parents' emotional involvement and the consideration of adolescent developmental characteristics in the design of interventions.
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Affiliation(s)
- Sihan Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinyi Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jiefeng Ying
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jialin Shi
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
- School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai, China
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Reyes-de-Cózar S, Merino-Cajaraville A, Salguero-Pazos MR. Avoiding Academic Burnout: Academic Factors That Enhance University Student Engagement. Behav Sci (Basel) 2023; 13:989. [PMID: 38131845 PMCID: PMC10740539 DOI: 10.3390/bs13120989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Revised: 11/22/2023] [Accepted: 11/27/2023] [Indexed: 12/23/2023] Open
Abstract
Burnout is one of the major problems in higher education and is linked to a decline in students' academic performance and achievement. Burnout, when prolonged over time and added to stress and high workloads, promotes the intention to drop out of studies, which translates into negative consequences for individuals and groups. Academic engagement is proposed as an effective alternative to offer solutions to improve the quality of education and counteract current negative trends. This study is based on a correlational-descriptive research design. It aimed to find out to what extent students feel engaged in their university studies and to identify and analyze possible correlations between engagement and specific classroom variables. To this end, a sample of 764 college students was studied. The result showed that students feel connected to and interested in their studies and that the area of knowledge impacts student engagement. They also indicate how learning strategies used in the classroom positively impact academic engagement.
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Affiliation(s)
- Salvador Reyes-de-Cózar
- Department of Communication and Education, Universidad Loyola Andalucía, 41704 Dos Hermanas, Spain; (A.M.-C.); (M.R.S.-P.)
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Zhong J, Wen J, Li K. Do Achievement Goals Differently Orient Students' Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade. Psychol Res Behav Manag 2023; 16:4779-4797. [PMID: 38035203 PMCID: PMC10683660 DOI: 10.2147/prbm.s424593] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 10/31/2023] [Indexed: 12/02/2023] Open
Abstract
Background Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. Methods Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. Results The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students' academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. Conclusion As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.
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Affiliation(s)
- Jianjun Zhong
- Key Research Institute of Humanities and Social Sciences at Tianjin Universities-Center of Vocational Education Development Research, Tianjin University of Technology and Education, Tianjin, 300222, People’s Republic of China
- School of Vocational Education, Tianjin University of Technology and Education, Tianjin, 300222, People’s Republic of China
| | - Juan Wen
- Key Research Institute of Humanities and Social Sciences at Tianjin Universities-Center of Vocational Education Development Research, Tianjin University of Technology and Education, Tianjin, 300222, People’s Republic of China
- School of Psychology, Inner Mongolia Normal University, Hellinger, 011517, People’s Republic of China
| | - Kuan Li
- School of Humanities, Inner Mongolia University of Technology, Hohhot, 010080, People’s Republic of China
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8
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Kong T, Zeng S. The Effect of Perceived Environmental Uncertainty on University Students' Anxiety, Academic Engagement, and Prosocial Behavior. Behav Sci (Basel) 2023; 13:906. [PMID: 37998653 PMCID: PMC10669797 DOI: 10.3390/bs13110906] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Revised: 10/31/2023] [Accepted: 11/02/2023] [Indexed: 11/25/2023] Open
Abstract
Uncertainty, as the predominant characteristic of the contemporary landscape, poses significant challenges and exerts profound influence on individual decision making and behaviors; however, there remains a limited understanding of its impact on university student behavior. Building upon the uncertainty management theory, this study presents a conceptual framework to investigate the impact of perceived environmental uncertainty on university students' anxiety levels and behaviors, including academic engagement and prosocial behavior. Additionally, our model proposes that the intolerance of uncertainty moderates a mediating effect on anxiety. These hypotheses are empirically tested using a sample of 221 Chinese university students. The results reveal a positive relationship between perceived environmental uncertainty and anxiety among university students; subsequently, anxiety exerts a negative influence on both academic engagement and prosocial behavior. Furthermore, we find that anxiety serves as a psychological mediator between perceived environmental uncertainty and both academic engagement and prosocial behavior. This research also underscores the significance of the intolerance of uncertainty in shaping university students' involvement in academic pursuits when confronted with anxiety stemming from perceived environmental uncertainty. Consequently, these findings have practical implications for facilitating university students' adaptive coping strategies in uncertain contexts and mitigating the negative effects of anxiety on their behavioral responses.
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Affiliation(s)
- Ting Kong
- Business School, University of Shanghai for Science and Technology, Shanghai 200093, China;
| | - Shuang Zeng
- College of Foreign Languages, University of Shanghai for Science and Technology, Shanghai 200093, China
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Taff SD, Kniepmann K, Grajo LC, Russell-Thomas DC, Berg C. Impact of Basic Needs Fulfillment on the Health, Well-being, and Academic Engagement of Occupational Therapy Students. Occup Ther Health Care 2023:1-20. [PMID: 37902560 DOI: 10.1080/07380577.2023.2269429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 10/07/2023] [Indexed: 10/31/2023]
Abstract
The basic needs of students may serve as unknown factors in academic engagement and well-being. Challenges in meeting these needs disproportionately impact underrepresented minority and first-generation students. The purpose of this pilot study was to explore the perceived presence and impact of basic needs on health, well-being, and academic engagement in occupational therapy students. A 43-item survey was distributed to 231 students and focused on questions addressing basic needs in physiology, safety, and belonging. Respondents reported worry over or the need to work to pay bills, no support from family/friends, and limited access to food in the past 30 days and related this to feeling stressed, not being able to do homework, not participating in class, and loss of leisure time. Ninety-four percent used student health services frequently. Recommendations to address gaps in basic needs include flexible policies, inclusive learning environments, supportive and intentional actions, and providing resources.
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Affiliation(s)
- Steven D Taff
- Program in Occupational Therapy, Washington University School of Medicine, St. Louis, MO, USA
- Department of Medicine, Washington University School of Medicine, St. Louis, MO, USA
| | - Kathy Kniepmann
- Program in Occupational Therapy, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
| | - Lenin C Grajo
- Program in Occupational Therapy, Washington University School of Medicine, St. Louis, MO, USA
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Duana C Russell-Thomas
- Program in Occupational Therapy, Washington University School of Medicine, St. Louis, MO, USA
| | - Christine Berg
- Program in Occupational Therapy, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
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Wang Z, Li K, Guo S, Wen X, He Z, Cai Y. Can Moving More and Sitting Less Improve the Academic Engagement of Adolescents?- A Study Based on Junior High School Students in Shanghai, China. Psychol Res Behav Manag 2023; 16:4155-4168. [PMID: 37868655 PMCID: PMC10588746 DOI: 10.2147/prbm.s427214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2023] [Accepted: 10/09/2023] [Indexed: 10/24/2023] Open
Abstract
Purpose The purpose of this study was to examine the relationships between academic engagement and moderate-to-vigorous physical activity (MVPA), muscle-strengthening exercise (MSE) and sedentary behavior (SB) among adolescents, so as to provide evidence from the perspective of exercising for students to learn efficiently, teachers to improve classroom teaching, and schools to improve educational quality. Methods A questionnaire survey was conducted in 12 junior high schools in Shanghai, China, which were selected by a multi-stage stratified cluster sampling method. Then, with the valid data of 2078 students collected from the survey. A data analysis was performed using SPSS Statistics 26.0. Multiple linear regression models were adopted to analyze the factors affecting adolescent academic engagement and to determine whether MVPA, MSE, and SB play roles in it. Results (1) The differences in academic engagement depended on the exercise adherence to the recommended amount of MVPA, MSE, and screen-based SB. (2) In terms of the three independent variables of total time, MSE (β = 0.206) and MVPA (β = 0.175) showed a significant positive correlation with academic engagement, while SB (β = -0.155) was negatively correlated with academic engagement. (3) From the linear regression model of eight combination groups divided by the exercise adherence to the recommended amount of MVPA, MSE and SB, the group that met none of the recommendations (β = -0.235) showed a significant negative effect on academic engagement, while the groups that met any two or all three of the recommendations demonstrated strong positive correlations with academic engagement (P < 0.001). Conclusion Increasing adolescents' muscle-strengthening exercise and moderate-to-vigorous physical activity and reducing sedentary behavior can effectively promote academic engagement. Therefore, adolescents are suggested to reach the recommended amounts of physical activity, muscle-strengthening exercise, and sedentary behavior so as to improve academic engagement more effectively.
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Affiliation(s)
- Zisu Wang
- School of Physical Education, Shanghai University of Sport, Shanghai, People’s Republic of China
| | - Kai Li
- School of Physical Education, Shanghai University of Sport, Shanghai, People’s Republic of China
| | - Shuangshuang Guo
- Physical education Group, High school Attached to Shanghai Normal University Minhang Campus, Shanghai, People’s Republic of China
| | - Xili Wen
- School of Physical Education, Shanghai University of Sport, Shanghai, People’s Republic of China
| | - Ziyi He
- School of Physical Education, Shanghai University of Sport, Shanghai, People’s Republic of China
| | - Yujun Cai
- School of Physical Education, Shanghai University of Sport, Shanghai, People’s Republic of China
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11
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Hendrick L, Opdenakker MC, Van der Vaart W. Students' academic engagement during COVID-19 times: a mixed-methods study into relatedness and loneliness during the pandemic. Front Psychol 2023; 14:1221003. [PMID: 37744611 PMCID: PMC10514504 DOI: 10.3389/fpsyg.2023.1221003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Accepted: 08/17/2023] [Indexed: 09/26/2023] Open
Abstract
The COVID-19 outbreak forced higher education students to study online-only. Previous research indicates that forced solitude or loneliness can cause a variety of problems for students, among which is reduced academic engagement. The Basic Psychological Needs Theory, a sub-theory of Self-Determination Theory, relates academic engagement to three basic psychological needs (autonomy, competence and relatedness), whereas varying theories on loneliness highlight the complexities of engaging in a learning environment whilst feeling lonely. As university staff members have been struggling to keep students on task since the COVID-19 outbreak, the need arose for more knowledge about to what extent students have felt lonely, frustrated or satisfied in their need for relatedness and to what extent this affected their academic engagement. A convergent Mixed Methods research study was conducted among university students (N = 228) and an online questionnaire was administered to collect both quantitative and qualitative data. A series of multiple hierarchical regression analyses were performed, considering demographic characteristics, to analyze the quantitative data. Qualitative data was coded using a hybrid approach of deductive and inductive coding. Themes were generated that depicted in-depth issues of relatedness, loneliness, and academic engagement. Quantitative analysis demonstrated the importance for academic engagement of both (a) 'basic need satisfaction and frustration' of relatedness in life and in 'social study context', and (b) feeling (emotionally) lonely. The negative impact of frustration of relatedness seemed to be dominant but also overlapped with the effects of loneliness. The qualitative outcomes support and complement these quantitative results. The results showed that students' academic engagement suffered from the loss of a shared physical space and from uncertainty about university policies. For a minority of students, however, the relief from social obligations that came along with social distancing was a blessing in disguise.
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Affiliation(s)
| | - Marie-Christine Opdenakker
- Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
- Chair Group Education, University of Humanistic Studies, Utrecht, Netherlands
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Rake B, Sengupta K, Lewin L, Sandström A, McKelvey M. Doing science together: Gaining momentum from long-term explorative university-industry research programs. Drug Discov Today 2023; 28:103687. [PMID: 37356615 DOI: 10.1016/j.drudis.2023.103687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Revised: 06/06/2023] [Accepted: 06/20/2023] [Indexed: 06/27/2023]
Abstract
'Doing science together' collaborations are a more intense form of university-industry interactions and are characterized by a mutual involvement and active participation of academic and company scientists in scientific research. Here, we examine the successful approach that AstraZeneca and its internationally renowned academic partners, Karolinska Institutet and Uppsala University, implemented to fully unlock the potential of all parties in long-term, explorative, truly collaborative research programs. The underlying premises of these successful research programs are three collaborative governance mechanisms (3MCs) that are required that leverage the strengths of each organization: mutual collaboration; mutually beneficial science; and a mutual governance model with senior management involvement.
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Affiliation(s)
- Bastian Rake
- School of Business, Maynooth University, Maynooth, Co Kildare, Ireland; Gothenburg U-GOT KIES Centre, University of Gothenburg, Gothenburg, Sweden.
| | - Kaushik Sengupta
- Alliance Management, Business Development, Licensing and Strategy (BDL&S), BioPharmaceuticals R&D, AstraZeneca, Gothenburg, Sweden
| | - Lena Lewin
- Faculty Office and International Relations, Karolinska Institutet, Stockholm, Sweden
| | - Anna Sandström
- Global Corporate Affairs, AstraZeneca, Stockholm, Sweden
| | - Maureen McKelvey
- Department of Economy & Society, University of Gothenburg, Gothenburg, Sweden; Gothenburg U-GOT KIES Centre, University of Gothenburg, Gothenburg, Sweden
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Chan RCH, Leung JSY. Differential resilience effects of everyday political engagement against heterosexist victimization among sexual minority youth: The importance of identity-based action. Am J Community Psychol 2023; 72:101-115. [PMID: 37337993 DOI: 10.1002/ajcp.12689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 04/30/2023] [Accepted: 05/08/2023] [Indexed: 06/21/2023]
Abstract
Everyday forms of political engagement, such as civic participation and collective action, have been recognized as a crucial factor for positive youth development, but less is known about their resilience effects on youth from marginalized populations, especially in less democratic societies. The present study investigated experiences of everyday political engagement among sexual minority youth in China and examined their compensatory and protective effects against heterosexist victimization. A sample of 793 Chinese sexual minority youth was included in the study. The results showed that collective action operated as a protective factor in buffering the effect of heterosexist victimization, such that its association with academic engagement was not significant among those with higher levels of collective action. In contrast, civic participation served the compensatory function and was associated with greater academic engagement, a stronger sense of school belonging, and fewer depression symptoms, but it did not protect against the negative effects of heterosexist victimization. The findings highlight the importance of identity-based action among sexual minority youth and provide insight into the differential resilience effects of everyday political engagement. The study has implications for fostering resilience among sexual minority youth with victimization experiences in school and counseling settings.
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Affiliation(s)
- Randolph C H Chan
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Janice Sin Yu Leung
- Gender Studies Programme, The Chinese University of Hong Kong, Shatin, Hong Kong
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Tang Y, He W. Depression and academic engagement among college students: the role of sense of security and psychological impact of COVID-19. Front Public Health 2023; 11:1230142. [PMID: 37601170 PMCID: PMC10436546 DOI: 10.3389/fpubh.2023.1230142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Accepted: 07/24/2023] [Indexed: 08/22/2023] Open
Abstract
Background The negative consequences of depression in college students have garnered global attention, especially in relation to academic achievement during the COVID-19 pandemic, which need critical assessment. Aim This study investigated whether a sense of security mediated the relationship between depression and academic engagement among college students during the pandemic and whether the moderating psychological impact of COVID-19 has a moderating effect on this relationship. Methods In this cross-sectional study, we recruited 466 college students from 30 provincial-level administrative regions in China via the Internet and used established scales to measure depression, academic engagement, a sense of security, and the psychological impact of COVID-19. The mediating and moderating effects were tested using the bootstrap method. Results Depression was found to negatively influence academic engagement, with a sense of security partially mediating this relationship. Moreover, the psychological impact of COVID-19 was shown to have a moderating effect on this mediating process. Conclusion This study could aid in crafting pertinent strategies to mitigate the adverse effects of depression on learning amid unexpected public health crises and foster better mental health among college students.
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Affiliation(s)
| | - Weiguang He
- College of Social Sciences, Shenzhen University, Shenzhen, China
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15
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Paloș R, Samfira EM, Vîrgă D, Purić D. The core self-evaluations, psychological capital, and academic engagement: a cross-national mediation model. Front Psychol 2023; 14:1189665. [PMID: 37538998 PMCID: PMC10394378 DOI: 10.3389/fpsyg.2023.1189665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2023] [Accepted: 06/20/2023] [Indexed: 08/05/2023] Open
Abstract
Introduction An academic environment with continuously more demanding tasks requires students to capitalize on their strengths to meet the challenges and engage in learning experiences. Engaged students are deeply involved in their work, are strongly connected with their studies, and are more successful in academic tasks. The present study aimed to test a model in that core self-evaluations (CSE) predicts academic engagement (AE) directly and indirectly by increasing personal resources (i.e., psychological capital; PsyCap) in the case of two different samples, Romanian and Serbian. Methods Data were collected through three online questionnaires from 672 undergraduate students (Romania - 458; Serbia - 214). Results The findings confirmed that CSE was positively related to PsyCap, which was positively associated with AE, and PsyCap mediates the relationship between the two variables in both samples. A positive evaluation of one's characteristics (high CSE) mainly affects the cognitive and emotional mechanism of appraising the academic-related tasks one encounters (high PsyCap), ultimately shaping their motivation and engagement. Discussion These results pointed out the importance of the CSE and PsyCap that support each other and increase students' AE, explaining the mediating mechanism of PsyCap. Also, they provide insight into the students' engagement from two different cultural and educational contexts, being helpful to universities in their effort to increase students' engagement.
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Affiliation(s)
- Ramona Paloș
- Department of Psychology, West University of Timișoara, Timișoara, Romania
| | - Elena Mirela Samfira
- Teacher Training Department, University of Life Sciences “King Mihai I” from Timișoara, Timișoara, Romania
| | - Delia Vîrgă
- Department of Psychology, West University of Timișoara, Timișoara, Romania
| | - Daliborka Purić
- Faculty of Education in Užice, University of Kragujevac, Kragujevac, Serbia
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16
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Tortosa Martínez BM, Pérez-Fuentes MDC, Molero Jurado MDM. Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women. Psychol Res Behav Manag 2023; 16:2721-2733. [PMID: 37485283 PMCID: PMC10362897 DOI: 10.2147/prbm.s421622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 07/11/2023] [Indexed: 07/25/2023] Open
Abstract
Introduction Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents. Purpose Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence. Participants and Methods A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years (SD = 1.24) (where 50.6% were women and 49.4% men) who filled out the Connor-Davidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Results The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement. Conclusion Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.
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Carbonell Á, Navarro-Pérez JJ, Fernández I, Botija-Yagüe M. The Impact of COVID-19 on the Academic Life of Social Work Students: Resilience as a Mediating Variable. J Evid Based Soc Work (2019) 2023; 20:496-507. [PMID: 37330680 DOI: 10.1080/26408066.2023.2171330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
PURPOSE The aim of this study is to analyze the relationship between emotions and concerns stemming from COVID-19 and the academic engagement of social work students, taking into account the mediating role played by resilience. METHOD We carried out a cross-cutting quantitative study by means of an online questionnaire. The participants comprised a total of 474 students currently enrolled on the Degree in Social Work at the University of Valencia (Spain). RESULTS The results show that the effects of emotions and concerns stemming from COVID-19 on student engagement were fully mediated by resilience. Indeed, positive emotions and concerns about the future had a positive impact on student engagement through resilience. DISCUSSION Resilience stands as a potential protective factor against the social and academic challenges generated by COVID-19. The pandemic could therefore be seen as a real opportunity for sweeping change in the teaching and practice of social work.
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Affiliation(s)
- Ángela Carbonell
- Social Work and Social Services Department, University of Valencia, Valencia, Spain
| | | | - Irene Fernández
- Methodology of Behavioral Sciences Department, University of Valencia, Valencia, Spain
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18
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Pan X, Yao Y. Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport. Front Psychol 2023; 14:1188507. [PMID: 37397305 PMCID: PMC10311437 DOI: 10.3389/fpsyg.2023.1188507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 05/29/2023] [Indexed: 07/04/2023] Open
Abstract
Academic engagement plays an undeniable role in students' leaning outcome. Therefore, identifying the influential antecedents of promoting students' academic engagement is extremely crucial. Despite previous empirical studies have delved into the part played by several student-related and teacher-related factors in triggering Chinese students' academic engagement, the exploration on the roles of teacher support and teacher-student rapport is still scant. Thus, this study attempts to concentrate on the influence of teacher support and teacher-student rapport on undergraduate students' academic engagement in China. Three scales of the questionnaire-one each for teacher's support, student-teacher rapport, and the level of academic engagement-were completed by a total of 298 undergraduate students. Spearman Rho test was adopted to detect the correlations between the variables. Following that, multiple regression analysis was used to estimate the predictive power of the dependent variables. The result found that teacher support and teacher-student rapport exert a tremendous influence on boosting Chinese students' academic engagement. The leading implications and future directions are also presented.
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Affiliation(s)
- Xiaoquan Pan
- Xingzhi College, Zhejiang Normal University, Jinhua, China
| | - Yuanyuan Yao
- College of Foreign Languages, Zhejiang Normal University, Jinhua, China
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Mullins C, Panlilio CC. Adversity, Engagement, and Later Achievement: The Role of Emotion Regulation and Parent-Child Relationship Quality. Child Youth Serv Rev 2023; 148:106862. [PMID: 36936747 PMCID: PMC10022495 DOI: 10.1016/j.childyouth.2023.106862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
BACKGROUND Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes is an important academically-related mechanism that can be leveraged to improve the outcomes of this population. OBJECTIVE The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent-child relationships have on engagement development. PARTICIPANTS AND SETTING Analyses were conducted on 795 participants in the NSCAW dataset. METHODS Path analysis was used to estimate mediation and moderated mediation models. RESULTS Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement. CONCLUSIONS Emotion regulation skills and parent-child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity.
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Affiliation(s)
- Casey Mullins
- University of Miami, Department of Psychology, Department of Educational Psychology, Counseling, and Special Education
| | - Carlomagno C. Panlilio
- The Pennsylvania State University’ Department of Educational Psychology, Counseling, and Special Education
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20
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Acosta-Gonzaga E. The Effects of Self-Esteem and Academic Engagement on University Students' Performance. Behav Sci (Basel) 2023; 13:bs13040348. [PMID: 37102862 PMCID: PMC10136102 DOI: 10.3390/bs13040348] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 04/12/2023] [Accepted: 04/19/2023] [Indexed: 04/28/2023] Open
Abstract
The success or failure of a student depends on several factors, including self-esteem, academic engagement, and motivation. Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to academic performance. Through a quantitative study, 243 university students were surveyed to analyze the effects of self-esteem and motivation on their academic engagement, which would be reflected in their academic performance. The results show that self-esteem has effects on emotional and behavioral disengagement. Motivation shows greater effects on academic engagement, with metacognitive engagement predicting students' academic performance. Therefore, promoting metacognitive strategies that help students learn to plan, monitor, and self-regulate their learning will contribute to their performance.
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Affiliation(s)
- Elizabeth Acosta-Gonzaga
- Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas, Instituto Politécnico Nacional, Mexico City 08400, Mexico
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21
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Guo Y, Zhao Y, Yang X. Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals-A Cross-Sectional Survey Study. Int J Environ Res Public Health 2023; 20:824. [PMID: 36613146 PMCID: PMC9819276 DOI: 10.3390/ijerph20010824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 12/28/2022] [Accepted: 12/29/2022] [Indexed: 06/17/2023]
Abstract
Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.
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Affiliation(s)
- Yan Guo
- Department of Music, Taiyuan Normal University, Jinzhong 030619, China
| | - Yuehan Zhao
- Faculty of Education, University of Cambridge, Trinity Lane, Cambridge CB2 1AG, UK
| | - Xiantong Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
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22
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Meng Q, Jia W. Influence of psychological hardiness on academic achievement of university students: The mediating effect of academic engagement. Work 2022; 74:1515-1525. [PMID: 36565087 DOI: 10.3233/wor-211358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
BACKGROUND The dropping out of university students is a serious problem faced by higher education all over the world. Studies have shown that academic hardiness is a positive psychological variable to prevent students from dropping out of university and academic burnout. Psychological hardiness can reduce the dropping out by increasing university students' academic engagement and academic achievement. OBJECTIVE This study aims to discover the influence of psychological hardiness on university student's academic achievement and the mediating role of academic engagement in the relationship between psychological hardiness and academic achievement. A cross-sectional study was conducted among 615 participants. METHODS Pearson correlation coefficients were conducted to analyze the relationships between psychological hardiness, academic engagement and academic achievement. Mediation analysis was used to evaluate the mediating role of academic engagement in the relationship between psychological hardiness and academic achievement. RESULTS The research indicated a closely significant association between psychological hardiness, academic engagement and academic achievement. Psychological hardiness can directly predict academic achievement and can also indirectly predict academic achievement through the intermediary effect of academic engagement. CONCLUSION This study could have important implications for research by linking psychological hardiness and academic achievement. The results suggest that universities should pay attention to the positive role psychological hardiness plays in improving university students' academic achievement. This study also benefits the university administrators, especially, those dealing with university students at the risk of dropping out and high academic stress.
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Affiliation(s)
- Qian Meng
- Department of Higher Education, College of Education, Bohai University, Jinzhou, China
| | - Wenxiu Jia
- Department of Higher Education, College of Education, Bohai University, Jinzhou, China
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23
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Izadpanah S, Rezaei YM. Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners. Front Psychol 2022; 13:997903. [PMID: 36578674 PMCID: PMC9791035 DOI: 10.3389/fpsyg.2022.997903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 11/17/2022] [Indexed: 12/14/2022] Open
Abstract
Introduction The present research investigates the causal explanation of academic enthusiasm based on the interaction between teachers and English learners: self-regulation, academic hope, and academic engagement among English language learners. Methods The implementation method of this descriptive research and research design was structural equation correlation. The research's statistical population included intermediate Zanjan city learners (50,977 people) who were studying in the academic year 2021-2022. This research used multi-stage cluster random sampling to test the proposed model. The following questionnaires were used to collect data: Academic enthusiasm (Fredericks et al.); Teacher-student interaction questionnaire (Moray and Zurich); Academic hope questionnaire (Khormai and Kameri); Self-Regulation Questionnaire (Bouffard) and academic engagement (Zarang). Lisrel software was used for data analysis and evaluation of the proposed model using structural equation modeling. Results The results of the present study showed that teacher-student interaction, academic self-regulation, academic engagement, and academic hope are related to students' academic enthusiasm. The results of the present study also support the role of mediators of academic self-regulation, academic engagement, and academic hope in the causal relationships between teacher-student interaction and academic enthusiasm. Discussion Based on this, it can be concluded that with the improvement of teacher-student interaction, the level of academic self-regulation, academic engagement, and academic hope of students increases, and these factors together increase their academic enthusiasm. Therefore, it is suggested that to increase academic engagement, academic self-regulation, and academic hope in the students in the education system, attention should be paid to the position of the students' academic enthusiasm.
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Sheedy O’Sullivan E, McCarthy KM, O’Neill C, Walton J, Bolger L, Bickerdike A. The Impact of COVID-19 on the Health-Related Behaviours, Mental Well-Being, and Academic Engagement of a Cohort of Undergraduate Students in an Irish University Setting. Int J Environ Res Public Health 2022; 19:16096. [PMID: 36498169 PMCID: PMC9740653 DOI: 10.3390/ijerph192316096] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 11/20/2022] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
Given the well-established impact of COVID-19 on university students' health and lifestyle parameters, the current study sought to investigate these impacts within an Irish university setting. A cross-sectional design was employed, with a 68-item questionnaire instrument disseminated to all Year 2 undergraduate students in the host institution (N = 2752), yielding a 9.7% response rate (n = 266). This questionnaire elicited students' self-reported changes to health-related behaviours, mental well-being and academic engagement across 4 defined time-points: (T0: prior to COVID-19, T1: initial onset of COVID-19, T2: during COVID-19, and T3: time of data collection). Many items were adapted from previous Irish research and additional validated scales included the Alcohol Use Disorders Identification Test (AUDIT-C) and the World Health Organisation's Well-being scale (WHO-5). Key findings revealed that at T1, substantially more males reported 'good/very good' general health than females (76.3% vs. 70.8%), while physical activity patterns followed a similar trend at both T0 (80% vs. 66.1%) and T1 (66.7% vs. 61%). A total of 78.4% of participants reported a body mass gain from T0 to T3, thus reflecting the reduced physical activity levels and compromised nutritional patterns across this period. Worryingly, AUDIT-C scale data revealed hazardous drinking habits were evident in both males and females, while fruit and vegetable intake, physical activity levels, and mental well-being among this cohort remained notably sub-optimal. Ratings of positive academic engagement also decreased substantially between T0 (90.3%) and T3 (30.4%). These findings substantiate the rationale for tailored health promotion interventions in university settings to support students' transition back to traditional programme delivery and, of equal importance, to improve general health and well-being post-COVID-19 within this cohort.
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Affiliation(s)
- Elaine Sheedy O’Sullivan
- Department of Sport, Leisure & Childhood Studies, Muster Technological University, Bishopstown, T12 P928 Cork, Ireland
| | - Karrie-Marie McCarthy
- Department of Sport, Leisure & Childhood Studies, Muster Technological University, Bishopstown, T12 P928 Cork, Ireland
| | - Cian O’Neill
- Department of Sport, Leisure & Childhood Studies, Muster Technological University, Bishopstown, T12 P928 Cork, Ireland
| | - Janette Walton
- Department of Biological Sciences, Muster Technological University, Bishopstown, T12 P928 Cork, Ireland
| | - Lisa Bolger
- Department of Sport, Leisure & Childhood Studies, Muster Technological University, Bishopstown, T12 P928 Cork, Ireland
| | - Andrea Bickerdike
- Department of Sport, Leisure & Childhood Studies, Muster Technological University, Bishopstown, T12 P928 Cork, Ireland
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25
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Yang H, Wu C, Chen JK. Interparental and Intergenerational Co-parenting Conflict and Adolescent Academic Performance: The Mediating Roles of Adolescent Academic Engagement and Depression. Int J Environ Res Public Health 2022; 19:ijerph192315952. [PMID: 36498028 PMCID: PMC9737716 DOI: 10.3390/ijerph192315952] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 11/26/2022] [Accepted: 11/27/2022] [Indexed: 06/13/2023]
Abstract
While a link between co-parenting conflict and academic performance is frequently assumed, studies on this association have shown inconsistent results. In addition, academic engagement and depression can potentially mediate the association between co-parenting conflict and academic performance. However, studies have not tested this proposition. This paper examined the direct effect of co-parenting conflict on adolescent academic performance and the mediating effect of academic engagement and depression. Using data from a nationally representative survey, the 2020 China Family Panel Studies (CFPS), we constructed a sample of 1989 dyads of adolescents (aged 10 to 15) and their primary caregivers in China. The structural equation model analysis revealed that co-parenting conflict was not directly linked with academic performance but was indirectly associated with adolescent academic performance through academic engagement and depression. The findings provide empirical support that academic engagement and depression play important mediating roles in the relationship between co-parenting conflict and adolescent academic performance. Future intervention programs aimed at promoting adolescent academic performance may consider a family-oriented approach to identify adolescents from families with co-parenting conflict and provide them with professional support.
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Affiliation(s)
- Hexin Yang
- Department of Social Work, Wuhan University, Wuhan 430072, China
| | - Chaoyue Wu
- Department of Social Welfare, University of California, Los Angeles, Los Angeles, CA 90095, USA
| | - Ji-Kang Chen
- Department of Social Work, Chinese University of Hong Kong, Hong Kong, China
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26
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Zhao Y, Yang L. Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators. Front Psychol 2022; 13:987554. [PMID: 36204761 PMCID: PMC9530908 DOI: 10.3389/fpsyg.2022.987554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 08/31/2022] [Indexed: 11/16/2022] Open
Abstract
As an important contextual factor influencing various aspects of students' learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students' academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.
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Affiliation(s)
| | - Lianrui Yang
- College of Foreign Languages, Ocean University of China, Qingdao, China
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27
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Kotera Y, Lieu J, Kirkman A, Barnes K, Liu GHT, Jackson J, Wilkes J, Riswani R. Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement. Healthcare (Basel) 2022; 10:healthcare10081439. [PMID: 36011098 PMCID: PMC9407787 DOI: 10.3390/healthcare10081439] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Revised: 07/15/2022] [Accepted: 07/26/2022] [Indexed: 01/16/2023] Open
Abstract
The number of Indonesian students in higher education has been increasing rapidly. However, many Indonesian university students report experiencing mental distress. Research on student wellbeing found that self-compassion (i.e., being kind towards oneself in challenging times) and academic engagement (i.e., a commitment and purposeful effort toward study) are essential to students’ mental wellbeing. With the present study, we aimed to assess the mental wellbeing of Indonesian students. A convenience sample of 156 Indonesian students completed self-report measures on mental wellbeing, self-compassion and academic engagement (consisting of vigour, dedication and absorption). To contextualise their mental wellbeing, data from Indonesian students were compared with those from 145 UK students using Welch t-tests. Correlation, regression and mediation analyses were then performed to examine the relationships among these variables. Indonesian students had higher levels of self-compassion and absorption and a lower level of dedication than UK students. Self-compassion and academic engagement explained 36% of variance in mental wellbeing. Self-compassion and vigour were identified as significant predictors of mental wellbeing, whereas self-compassion was the strongest predictor. Lastly, vigour did not mediate the pathway from self-compassion to mental wellbeing. Interventions to support self-compassion and academic engagement, especially vigour, in Indonesian students are recommended to support their mental wellbeing.
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Affiliation(s)
- Yasuhiro Kotera
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK;
| | - Jenai Lieu
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK; (J.L.); (A.K.); (K.B.); (G.H.T.L.); (J.J.)
| | - Ann Kirkman
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK; (J.L.); (A.K.); (K.B.); (G.H.T.L.); (J.J.)
| | - Kristian Barnes
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK; (J.L.); (A.K.); (K.B.); (G.H.T.L.); (J.J.)
| | - Gillian H. T. Liu
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK; (J.L.); (A.K.); (K.B.); (G.H.T.L.); (J.J.)
| | - Jessica Jackson
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK; (J.L.); (A.K.); (K.B.); (G.H.T.L.); (J.J.)
| | - Juliet Wilkes
- College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK; (J.L.); (A.K.); (K.B.); (G.H.T.L.); (J.J.)
- Correspondence:
| | - Riswani Riswani
- Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau, Pekanbaru 28293, Indonesia;
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Luo A, Zhou M. Role of residential college participation in sense of belonging and academic learning. J Am Coll Health 2022:1-4. [PMID: 35816745 DOI: 10.1080/07448481.2022.2098034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Revised: 06/23/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
Objective: The present study examined the relationships among students' participation in Residential College (RC) activities, their sense of belonging, academic engagement, and academic achievement. Participants: Two hundred and forty-six undergraduate students from a public university in Macau participated in this study. Methods: A set of survey questions were responded by each participant via an online link. Results: Participation in RC activities cultivated students' sense of belonging toward RC which in turn contributed to their sense of belonging toward the university. Students' academic engagement mediated the relationship between sense of belonging toward UM and academic achievement. Conclusions: These findings confirmed previous studies demonstrating the important role of RC participation in student learning and development, and shed lights on the optimization of RC system in the university as well as student development in higher education.
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Affiliation(s)
- Anna Luo
- Faculty of Education, University of Macau, Taipa, Macao
| | - Mingming Zhou
- Faculty of Education, University of Macau, Taipa, Macao
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29
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Li B, Miao G. On the Role of Chinese English as a Foreign Language: Teachers' Well-Being and Loving Pedagogy in Their Academic Engagement. Front Psychol 2022; 13:941226. [PMID: 35880189 PMCID: PMC9307991 DOI: 10.3389/fpsyg.2022.941226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 06/08/2022] [Indexed: 12/02/2022] Open
Abstract
Positive emotions are regarded as vital issues in English as a foreign language (EFL) instruction. This study attempted to consider the relationships between Chinese EFL teachers' psychological well-being, loving Pedagogy, and work engagement as the constructs of positive psychology in academic contexts. It also tried to examine the contribution of psychological well-being and loving pedagogy in work engagement. To this end, 414 Chinese EFL teachers including participated in this study. The three questionnaires called Dispositions toward Loving Pedagogy Scale, Index of Psychological Well-Being at Work, and Self-report Engagement Questionnaire were distributed among learners. The findings showed significant relationships between well-being, loving pedagogy, and work engagement. Moreover, the results indicated that teachers' psychological well-being significantly predicted their work engagement. This study provided some implications for teachers, teacher educators, and educational policy-makers to raise their awareness of adopting loving pedagogy and boosting teacher well-being for the enhancement of teacher involvement in academic contexts.
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Affiliation(s)
- Bo Li
- Public Foreign Language Teaching and Research Department, Jilin University of Finance and Economics, Changchun, China
| | - Guoxin Miao
- Public Foreign Language Teaching and Research Department, Jilin University of Finance and Economics, Changchun, China
- College of the Humanities, Jilin University, Changchun, China
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30
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Gong Z, Jiao X, Xia X, Yu H, Lv C. The Relationship Between Academic Encouragement and Academic Self-Efficacy: A Moderated Mediation Model. Front Psychol 2022; 13:644243. [PMID: 35874360 PMCID: PMC9302875 DOI: 10.3389/fpsyg.2022.644243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Accepted: 06/07/2022] [Indexed: 11/13/2022] Open
Abstract
To explore the influence mechanism and boundary conditions of academic encouragement on college students' academic self-efficacy, this study did a questionnaire survey and used the four scales, namely, Academic Encouragement Scale (AES), Course Subscale of the College Self-Efficacy Inventory (CCSI), Adult Hope Scale (AHS), and Campus Connectedness Scale (CCS). The questionnaires were distributed both online and offline. A total of 355 questionnaires were distributed, with 267 valid returns. Among them, 139 were women (52.1%) and 128 were men (47.9%), and the age range is 18-24 years old. As for the grade level, 123 were first-year college students (46.1%), 58 were second-year college students (21.7%), and 86 were third-year college students (32.2%). The results of this study showed the following. (1) Campus connectedness or hope mediated the relations between (challenge-focused or potential-focused) encouragement and academic self-efficacy. (2) Academic engagement could not moderate the above mediation models.
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Affiliation(s)
| | | | | | | | - Cixian Lv
- Normal College, Qingdao University, Qingdao, China
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31
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Qiao R. A Theoretical Analysis of Approaches to Enhance Students' Grit and Academic Engagement. Front Psychol 2022; 13:889509. [PMID: 35859821 PMCID: PMC9289543 DOI: 10.3389/fpsyg.2022.889509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
The role of teachers in developing positive traits in EFL students has been widely endorsed in the literature. Two such traits that have pivotal roles in language teaching and learning are grit and academic engagement. Despite the proliferation of correlational studies on these constructs, theoretical and systematic review studies on the role of EFL teachers' approaches in strengthening and enhancing these variables are scant. To fill this wide gap, the present study aimed to review the theoretical and empirical underpinnings of students' grit and engagement and their teachability. In so doing, the definitions, conceptualizations, and dimensions of the two variables were presented. Moreover, a number of practical teaching approaches were suggested to EFL teachers in various contexts. Finally, implications, research gaps, and future directions of this research strand are provided to enhance EFL stakeholders' knowledge of teachability of grit, engagement, and many other positive psychological traits.
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Affiliation(s)
- Rui Qiao
- School of Foreign Languages, Xinyang College, Xinyang, China
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32
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Wang X. Enhancing Chinese EFL Students' Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation. Front Psychol 2022; 13:914682. [PMID: 35756226 PMCID: PMC9226431 DOI: 10.3389/fpsyg.2022.914682] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 05/20/2022] [Indexed: 11/13/2022] Open
Abstract
Students' personal, emotional, and psychological traits are perceived to be highly influential in their academic engagement; therefore, many investigations have been conducted into the role of students' characteristics in their level of engagement. Yet, the role of L2 enjoyment and academic motivation as two instances of students' emotional traits was disregarded. To narrow this gap, this article aimed to assess the effects of these two constructs on Chinese EFL students' academic engagement. To accomplish this, three pre-designed scales were virtually administered to 490 Chinese students. Using the Spearman Rho test, significant correlations were discovered among the variables. Further, through regression analysis, the predictive power of dependent variables was also assessed. Chinese students' academic engagement was proved to be favorably predicted by L2 enjoyment and academic motivation. The implications and limitations are finally discussed.
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Affiliation(s)
- Xiaotao Wang
- School of Foreign Languages, Shangqiu Normal University, Shangqiu, China
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33
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Zhang C, Mao L, Li N, Gu X. Chinese EFL Students' Social-Emotional Competence, Grit, and Academic Engagement. Front Psychol 2022; 13:914759. [PMID: 35756262 PMCID: PMC9231457 DOI: 10.3389/fpsyg.2022.914759] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 05/09/2022] [Indexed: 11/13/2022] Open
Abstract
Regarding the constructive function of students' academic engagement in learning a foreign language, understanding the individuals' intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners' academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students' grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students' grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.
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Affiliation(s)
- Cheng Zhang
- School of Law, Chongqing University, Chongqing, China
| | - Lizhi Mao
- School of Law, Chongqing University, Chongqing, China
| | - Nanshu Li
- School of Law, Chongqing University, Chongqing, China
| | - Xiaoye Gu
- Department of Sports, University of International Business and Economics, Beijing, China
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34
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Liu W, Gao Y, Gan L, Wu J. The Role of Chinese Language Learners' Academic Resilience and Mindfulness in Their Engagement. Front Psychol 2022; 13:916306. [PMID: 35719511 PMCID: PMC9201491 DOI: 10.3389/fpsyg.2022.916306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 05/12/2022] [Indexed: 11/20/2022] Open
Abstract
One of the growing area of interest in the educational area is student engagement which is the major construct of positive psychology (PP) vital in growing energetic, innovative, and pleasurable learning, but unluckily, all students are not engaged in terms of cognition, emotion, and behavior in learning. Another concept in the PP literature is resilience which emphasizes institutes' and people's powers and self-constraint to conform to accidental conditions. Furthermore, mindfulness as a significant term in PP has critical benefits such as improving working memory, improving wellbeing, and lowering tension. Considering the importance of mindfulness and engagement in academic environments and that such a notion in foreign language learning is neglected, the current study attempts to inspect the effect of mindfulness and resilience on the engagement of Chinese foreign language students. To meet this objective, 1,693 EFL learners participated in this study. They responded to the mindfulness scale, resilience scale, and engagement questionnaire. Subsequently, the Spearman Rho test was exploited to shed light on probable relationships. The findings indicated that there was a significant correlation among the variable of the study. Moreover, a linear multiple regression analysis was run to examine the predictor roles of mindfulness and resilience in learners' engagement. The findings revealed that both mindfulness and resilience are positive and reliable predictors of engagement. In a nutshell, the central position of resilience and mindfulness in language learning was verified, and based on the findings; a few suggestions are made considering the results of the research.
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Affiliation(s)
- Wei Liu
- School of Foreign Languages, Hubei University of Education, Wuhan, China
| | - Yonggang Gao
- School of Foreign Languages, China University of Geosciences Wuhan, Wuhan, China
| | - Lu Gan
- School of Foreign Languages, China University of Geosciences Wuhan, Wuhan, China
| | - Jinwen Wu
- School of Foreign Languages, China University of Geosciences Wuhan, Wuhan, China
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35
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Jia H. English as a Foreign Language Learners' Well-Being and Their Academic Engagement: The Mediating Role of English as a Foreign Language Learners' Self-Efficacy. Front Psychol 2022; 13:882886. [PMID: 35686071 PMCID: PMC9170669 DOI: 10.3389/fpsyg.2022.882886] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 03/30/2022] [Indexed: 11/13/2022] Open
Abstract
Well-being is a crucial necessity within the educational setting that is also taken into account as a central aspect of people's inclination in the subject of positive psychology (PP) study which is vital for the learners' affective equilibrium and proper development and improvement. Likewise, learners' engagement has been demonstrated to have a fundamental function in education. A great amount of attention has been given to this concept and its possible indicators because of its role at the core of learners' educational achievement. Alternatively, it is commonly maintained that self-efficacy has turned into a significant mental concept enhancing the educational cycle and educational presentation that influences learners' decisions regarding their educational assignment and manners and their way of thinking and feeling when it comes to education. This review attempts to survey the role of learners' self-efficacy as a mediator on their well-being and academic engagement. In conclusion, some suggestions and commendations have been proposed for language-teaching participants in scholastic situations.
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Affiliation(s)
- Hui Jia
- Henan Institute of Science and Technology, Xinxiang, China
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36
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Zhang F. A Theoretical Review on the Impact of EFL/ESL Students' Self-Sabotaging Behaviors on Their Self-Esteem and Academic Engagement. Front Psychol 2022; 13:873734. [PMID: 35602726 PMCID: PMC9114735 DOI: 10.3389/fpsyg.2022.873734] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Accepted: 04/13/2022] [Indexed: 11/13/2022] Open
Abstract
Learner emotions have been considerably emphasized in SLA research and practice with the advent of positive psychology. This has led to a surge of scholarly interest in this strand of research over the past years all around the world. However, the impact of students' negative emotions such as self-sabotage that actually occur in english as a foreign language (EFL) classrooms on the construction and development of positive learner emotions like self-esteem and academic engagement has been mostly overlooked by second/foreign language researchers. Against this shortcoming, the present review article presented the theoretical and empirical underpinnings of these three crucial variables in SLA focusing on their conceptualizations, dimensions, typologies, related studies, and research gaps. Finally, the study offers a number of practical implications to [EFL/english as a second language (ESL)] teachers, students, teacher trainers, and SLA researchers in order to increase their awareness of learner emotions and the power of such feelings in language teaching and learning processes.
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Affiliation(s)
- Fuhua Zhang
- School of Foreign Language Studies, North China University of Water Resources and Electric Power, Zhengzhou, China
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37
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Abstract
This review aimed at examining the related studies on the effect of English as a foreign language learners' (EFL) psychological well-being and academic engagement as positive emotional constructs on learners' grit. The positive significant effect of psychological well-being on learners' grit has been confirmed in the literature review. Studies have shown that resilience, enjoyment, engagement, lack of depression, interest, and world meaningfulness can act as mediator variables in the relationship between psychological well-being and grit. Furthermore, few studies have been done on the effect of academic engagement on learners' grit. The studies showed that some factors such as meticulousness, self-control, self-confidence, and motivation act as mediators in the relationship between academic engagement and grittiness. In the end, the pedagogical implications are expounded to promote the quality of language learning quality. This review also provides some suggestions for further research to clarify our perspective over positive emotional variables and their relationships with each other.
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Affiliation(s)
- Jiaying Huo
- College of International Cooperation, Xi'an International University, Xi'an, China
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38
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Cho S, Lee M, Lee SM. Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model. Psychol Rep 2022:332941211054776. [PMID: 35212248 DOI: 10.1177/00332941211054776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
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.
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Abstract
Since students' academic success is tied to their academic motivation and engagement, determining the predictors of these two variables seems critical. So, several inquiries have inspected the role of students' emotional and personal variables in their academic motivation and engagement. Nonetheless, the function of L2 enjoyment as an important emotional factor has remained elusive. Moreover, no inquiry has reviewed this issue neither systematically nor theoretically. To fill these lacunas, this review study aims to explain definitions, dimensions, and theoretical frameworks of L2 enjoyment, student academic motivation, and student academic engagement. This study also intends to outline the positive consequences of L2 enjoyment for students' academic engagement and motivation. Relying on the theoretical and empirical evidence, the positive role of L2 enjoyment in raising EFL students' engagement and motivation was firmly affirmed. Finally, the implications of the findings are discussed.
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Affiliation(s)
- Shanshan Liu
- Foreign Languages Department, Liaocheng University Dongchang College, Liaocheng, China
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40
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Amerstorfer CM, Freiin von Münster-Kistner C. Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Front Psychol 2021; 12:713057. [PMID: 34777094 PMCID: PMC8580851 DOI: 10.3389/fpsyg.2021.713057] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 10/06/2021] [Indexed: 11/13/2022] Open
Abstract
Students' academic engagement depends on a variety of factors that are related to personal learner characteristics, the teacher, the teaching methodology, peers, and other features in the learning environment. Components that influence academic engagement can be cognitive, metacognitive, affective, social, task-related, communicative, and foreign language-related. Rather than existing in isolated spheres, the factors contributing to an individual's academic engagement intertwine and overlap. The relationships students cultivate with others are prominent in several of these areas. Positive interpersonal relationships enhance individuals' enthusiasm for learning (Mercer and Dörnyei, 2020), which benefits sustainable learning success and self-confidence. The relationships between students and teachers and the perceptions students have of their teachers seem to be particularly influential on students' engagement in academic undertakings. Problem-based learning (PBL), a teaching approach particularly suitable for tertiary education, involves students in authentic problem-solving processes and fosters students' self-regulation and teamwork. Intensive relationship-building is one of the key characteristics of this student-centered approach (Amerstorfer, 2020). The study reported in this article explores the connection between the academic engagement of 34 students and their perceptions of three instructors in a teacher education program for pre-service English teachers in Austria. An online questionnaire was used to investigate the participants' perceived academic engagement (effort, dedication, learning success) in a university course that implements PBL as its underlying teaching methodology in comparison to conventional teaching approaches. The study further examines how the students perceived the course instructors' caring, credibility, communication style, and feedback, which leads to new information about how PBL shapes student-teacher relationships. Due to Covid-19, the otherwise face-to-face course was taught online.
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Abstract
Learners have internal motivational resources that, when maintained, can enhance engagement, enthusiasm, resilience, and success. Learner engagement in educational tasks is a remarkable issue supporting the overall success of learners in higher education. Furthermore, building resilience in learners necessarily requires teachers' efforts. Therefore, teacher support for autonomy is critical for augmenting appropriate outcomes, and it is deemed as a strong predictor of learners' particular resources along with their motivational styles and educational achievement. As there is a dearth of studies that have considered teacher autonomy support and its noteworthy influence on learners' resilience and engagement, the current review endeavors to concentrate on this motivational style in higher education. Successively, several implications are offered to illuminate the issue for teachers, students, teacher trainers, and educational administrators.
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Affiliation(s)
- Qiangqiang Ma
- School of Marxism, Jilin University of Finance and Economics, Changchun, China
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Golaszewski NM, Bartholomew JB, Errisuriz VL, Korinek E, Jowers E. Predictors of on-task Behaviors: Evaluating Student-level Characteristics. Health Behav Policy Rev 2021; 8:159-67. [PMID: 34734099 DOI: 10.14485/hbpr.8.2.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Objective In this study, we examined students' fitness, body mass index (BMI), and demographics as predictors of observed time on-task (TOT) behaviors as an indicator of behavioral inattention. Methods We collected demographics, fitness estimates, and BMI from 2020 fourth-graders (Mean age = 8.6 (SD = 0.5); 47% girls; 49% white) from 28 schools. We measured TOT through momentary time sampling observations. Three-level linear models were conducted to determine whether characteristics predicted differences in TOT. We tested interactions between characteristics and TOT. Results Older students exhibited greater percent of TOT (estimate = 2.34, SE = 1.02, df = 919, t = 2.30, p < .05). Additionally, boys spent less percent TOT (estimate = -3.59, SE = 1.03, df = 906, t = -3.49, p < .05). There were no differences by race/ethnicity, SES, BMI, fitness, or time of day and percent TOT. Furthermore, none of the interactions were statistically significant (p > .15). Conclusions Girls and older students spent more TOT. These findings are of interest to educators and psychologists working on the development of research-based guidelines aimed to support elementary students' engagement in the classroom.
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Peng C. The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter? Front Psychol 2021; 12:778174. [PMID: 34777184 PMCID: PMC8581174 DOI: 10.3389/fpsyg.2021.778174] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 10/05/2021] [Indexed: 11/13/2022] Open
Abstract
Given the undeniable role of English as a foreign language (EFL) students' academic motivation and engagement in L2 success, identifying the antecedents of these positive academic behaviors seems essential. Accordingly, many empirical studies have probed into the impact of students' personal factors on their motivation and engagement. Yet, not much attention has been paid to the role of teachers' communication behaviors, notably praise. Additionally, no review has been performed in this regard. The present review study intends to address these gaps by explaining teacher praise and its positive outcomes for EFL students' motivation and engagement. In light of the empirical and theoretical evidence, the role of teacher praise in improving students' academic motivation and engagement was proved. The paper concludes with some pedagogical implications.
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Affiliation(s)
- Chunju Peng
- English Department, Hainan Medical University, Haikou, China
- Department of Postgraduate Studies, Faculty of Education, Languages and Psychology, SEGi University, Kota Damansara, Malaysia
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Rickert NP, Skinner EA. Parent and teacher warm involvement and student's academic engagement: The mediating role of self-system processes. Br J Educ Psychol 2021; 92:e12470. [PMID: 34697805 DOI: 10.1111/bjep.12470] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 10/08/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Parents, teachers, and researchers all share the goal of optimizing students' academic engagement (Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes, 2016, Routledge, New York, NY). While separate lines of research have demonstrated the importance of high-quality relationships and support from parents and teachers, few studies have examined the collective contributions of adults' warm involvement or the processes by which support from both parents and teachers shapes students' engagement. According to the self-system process model of motivational development, warm involvement from key social partners fosters students' sense of relatedness, competence, and autonomy, (Minnesota Symposium on Child Psychology, Vol. 23: Self processes in development, 1991, University of Chicago Press, Chicago, IL; Theory and Research in Education, 2009, 7, 133), which subsequently fuels their engagement with academic tasks and challenges (Journal of Educational Psychology, 2003, 95, 148). AIMS The current study sought to examine whether a sense of relatedness, competence, or autonomy could explain the relation between parents' and teachers' warm involvement and changes in students' academic engagement across a school year. SAMPLE Data was drawn from 1011 third, fourth, fifth, and sixth graders. METHOD Students reported on adult warm involvement, self-system processes, and engagement in the fall and spring of a single school year. RESULTS Structural equation␣models demonstrated that parent and teacher warm involvement each uniquely, positively, and indirectly predicted changes in students' academic engagement through a combination of students' sense of relatedness, competence, and autonomy, though these patterns differed slightly across adults. CONCLUSIONS Implications for optimizing students' academic engagement are discussed, including the need for intervention efforts focused on both parents and teachers and students' self-system processes.
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Affiliation(s)
- Nicolette P Rickert
- Department of Psychology, Georgia Southern University, Statesboro, Georgia, USA
| | - Ellen A Skinner
- Department of Psychology, Portland State University, Portland, Oregon, USA
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Abstract
This study examined the differences in critical thinking levels among students with different levels of academic engagement in STEAM courses. In this study, 30 college students were selected as subjects. Before experimenting, they received the academic engagement test and were divided into high, medium, and low groups based on their performance. Then, each group received three STEAM sessions and was asked to complete a topic discussion task. The results show that there are significant differences in the critical thinking level of students with different levels of academic engagement. Specifically, the students with a medium level of academic engagement had the highest critical thinking. Research has shown that the level of academic engagement affects the critical thinking of students in STEAM courses.
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Affiliation(s)
- Jingrong Sha
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Hong Shu
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Zhaocao Kan
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China.,College of Teacher Education, East China Normal University, Shanghai, China
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46
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Gan S. The Role of Teacher-Student Relatedness and Teachers' Engagement on Students' Engagement in EFL Classrooms. Front Psychol 2021; 12:745435. [PMID: 34526947 PMCID: PMC8435604 DOI: 10.3389/fpsyg.2021.745435] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 08/09/2021] [Indexed: 11/13/2022] Open
Abstract
Relationships in language contexts or interactions between teachers and learners might play an eminent role in EFL learners' language ability development. The current review brings to the fore an overview of teacher-student relationships and factors that contribute to this interaction. It has been revealed that EFL teachers' and learners' expectations, beliefs, personality, knowledge, and the language teaching context all play a role in creating an adequate relationship among teachers and learners. This overview suggests several practical tasks to develop a positive relationship between teachers and learners in EFL classrooms.
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Affiliation(s)
- Shiyuan Gan
- Foreign Language College, Changchun University, Changchun, China
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Zhang A, Yang Y. Toward the Association Between EFL/ESL Teachers' Work Engagement and Their Students' Academic Engagement. Front Psychol 2021; 12:739827. [PMID: 34484090 PMCID: PMC8415979 DOI: 10.3389/fpsyg.2021.739827] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 07/23/2021] [Indexed: 11/17/2022] Open
Abstract
Given the fact that EFL/ESL students' academic engagement is of high importance for their learning success, numerous studies have been carried out to identify factors contributing to students' engagement. However, the role of teacher personal factors, notably teacher work engagement has received scant attention. Moreover, no review study has been conducted on this issue. Accordingly, the present review intends to explicate the multidimensional essence of teacher work engagement and student academic engagement and the association between these constructs. In light of the theoretical and empirical evidence, the role of EFL/ESL teachers' work engagement in improving their students' academic engagement was proved. The pedagogical implications of the findings are also highlighted.
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Affiliation(s)
- Aizhen Zhang
- School of International Studies, Henan Finance University, Zhengzhou, China
| | - Yang Yang
- School of Education, Henan Finance University, Zhengzhou, China
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48
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Heidari E, Mehrvarz M, Marzooghi R, Stoyanov S. The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID-19 pandemic. J Comput Assist Learn 2021; 37:1154-1166. [PMID: 34230741 PMCID: PMC8250506 DOI: 10.1111/jcal.12553] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 03/23/2021] [Accepted: 03/28/2021] [Indexed: 05/26/2023]
Abstract
During the COVID-19 crisis, digital informal learning is important for students' academic engagement. Although scholars have highlighted the importance of students' digital competence in improving digital informal learning (DIL), the mediating role of DIL between digital competence and academic engagement has remained ambiguous. The purpose of this study is to investigate the relationship between students' digital competence and their academic engagement with the mediating role of DIL in the higher education context. This study used a descriptive correlational design, and the data were analyzed using structural equation modelling (SEM). The study sample included 308 students from Shiraz University, Iran. The results showed that digital competence positively and significantly correlated with students' DIL and their academic engagement. Furthermore, DIL, as the mediator variable, was found to mediate the relationship between students' digital competence and their academic engagement. Since higher education institutions have a key role in improving students' academic engagement, particularly in the COVID-19 pandemic, academic administrators should pay more attention to students' digital competencies and provide them with efficient and user-friendly DIL platforms that can increase their academic engagement.
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Affiliation(s)
- Elham Heidari
- Department of Educational Administration and PlanningShiraz UniversityShirazIran
| | | | | | - Slavi Stoyanov
- Faculty of Educational SciencesOpen University of the NetherlandsHeerlenNetherlands
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Gao Y. Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students' Motivation and Academic Engagement: A Theoretical Review. Front Psychol 2021; 12:723432. [PMID: 34349713 PMCID: PMC8326753 DOI: 10.3389/fpsyg.2021.723432] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Accepted: 06/28/2021] [Indexed: 12/03/2022] Open
Abstract
Following the recent special issue in the journal of Frontiers in Psychology, named “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” this review is carried out to describe two prime instances of teacher interpersonal behaviors, namely teacher confirmation and stroke, their underlying frameworks, and contributions to desirable student-related outcomes. In light of rhetorical-relational goal theory and the school of positive psychology, it is stipulated that language teacher confirmation and stroke are facilitators of EFL/ESL students’ level of motivation and academic engagement. Providing empirical evidence, the argument regarding the pivotal role of language teacher confirmation and stroke in EFL/ESL contexts was proved. Reviewing the available literature on the aforementioned variables, some pedagogical implications were suggested for teacher trainers, educational supervisors, and pre- and in-service language teachers. Finally, the limitations and drawbacks of the reviewed studies were identified and some avenues for further research were recommended, accordingly.
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Affiliation(s)
- Yun Gao
- School of Foreign Languages, Xinyang College, Xinyang, China
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Kang X, Wu Y, Li L. Validation and Prediction of the School Psychological Capital Among Chinese College Students. Front Psychol 2021; 12:697703. [PMID: 34305758 PMCID: PMC8299118 DOI: 10.3389/fpsyg.2021.697703] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Accepted: 06/18/2021] [Indexed: 12/01/2022] Open
Abstract
This study validated the school psychological capital (PsyCap) scale in the Chinese context and examined the predictive effect of PsyCap resources on academic engagement and achievement emotions. Self-report data for PsyCap resources, student engagement, enjoyment, anxiety, and boredom toward English learning were collected from 1,000 sophomores. Item-level analyses and confirmatory factor analysis were used to verify the validity of the school PsyCap scale, and structural equation modeling was applied to reveal the predictive effect of school PsyCap resources on academic engagement and achievement emotions. Results showed that the school PsyCap scale retained superior psychometric properties. Besides, PsyCap resources were demonstrated to have a positive relationship to academic engagement and enjoyment, and a negative relationship to anxiety and boredom. The effectiveness of the school PsyCap scale was verified among Chinese college students, and besides the traditional predictors, school PsyCap is also critically important for students’ academic engagement and achievement emotions. Limitations and implications are discussed.
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Affiliation(s)
- Xia Kang
- Teacher Education and Learning Leadership Unit, Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Yajun Wu
- School of Foreign Languages and Literature, Yunnan Normal University, Kunming, China
| | - Lisheng Li
- School of Foreign Languages and Literature, Yunnan Normal University, Kunming, China
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