Showing 3 results for Academic Engagement
Atefeh Ghenaati, Naser Nastiezaie,
Volume 12, Issue 33 (6-2019)
Abstract
Background and Objective: One of the major education quality indicators is students’ academic engagement, which could be influenced by students' academic buoyancy and effective teacher features. The present study aimed to investigate the relationship between effective teacher features and academic engagement mediated by academic buoyancy of post-graduate students at Sistan and Baluchestan University.
Materials and Methods: This research is applied in terms of objective and a structural equation-based correlational study in terms of research method. Using stratified random sampling method and according to Cochran’s sampling formula, 341 postgraduate students were included in the study and filled in three questionnaires of effective teacher features, academic engagement, and academic buoyancy. Correlation coefficient of the structural equation model was used to analyze the data. SPSS software version 16 and LISREL software were used to run the analyses.
Results: There were significant correlation coefficients between the effective teacher features and academic engagement (r = 0.56, p <0.001), effective teacher features and academic buoyancy (r = .328 p <0.001), academic buoyancy and academic engagement (r=0.486, p <001). The direct effects of the effective teacher features on academic engagement (t =8.02, β = 0.98), effective teacher features on academic buoyancy (t =4.23, β =0.45) and academic buoyancy on academic engagement (t =4.43, β = 0.45) were significant. The indirect effect of the effective teacher features on academic engagement with regard to the mediating role of academic buoyancy (β = 0.157) was also significant.
Conclusion: University professors can enhance the academic buoyancy and academic engagement of their students through employing cultural-educational, training, research and service-executive indicators.
Zahra Jafari, Saeed Moshtaghi, Kourush Zarea,
Volume 13, Issue 39 (1-2021)
Abstract
Background and Objective: Learning environment has an important role in the process of teaching and learning. The purpose of this study was to examine the relationship of nursing students’ perception of the instructional environment on their academic engagement in Ahvaz Jundishapur University of Medical Sciences in 2018-19 academic years.
Materials and Methods: This study is a descriptive correlational research. The statistical population consisted of nursing and midwifery school students of Ahvaz Jundishapur University of Medical Sciences of whom 291 students were selected based on Morgan table and through random sampling. Data collection tools were standardized questionnaires of Dundee Ready Education Environment (DREEM) and Academic Engagement Scale (Schaufeli et al, 1996). Descriptive statistics, Pearson correlation coefficient and multiple linear regression were employed for data analysis.
Results: The mean of total score obtained from nursing instructional environment was 125.26±12.81 from 200 (MAX) that signified positive aspects to be more than negative. Findings showed that students’ perceptions of the learning environment would predict their academic engagement (R=0.518, R2=0.269, p<0.01). Calculation of regression coefficients revealed that the five components perception of learning and instruction (DREEM model) had a significant role in predicting students' academic engagement (R=0.518, R2=0.269, P<0.01).
Conclusion: Given the role of perception of the learning environment in predicting students’ academic
engagement, it is important to pay attention to the role and adjustment of academic environment.
Dr Majid Sadoughi, Mrs Najmeh Eskandari,
Volume 17, Issue 56 (9-2024)
Abstract
Background & Objective: One of the most considerable concerns of higher education systems is how to enhance students’ academic engagement and flow. The present study aimed to examine the roles of emotional and autonomy support provided by teachers in students’ academic engagement and flow.
Material & Methods: The study sample included students enrolled at Kashan University of Medical Sciences in winter 2023. A total of 356 students were chosen as participants using proportional stratified random sampling technique. The data collection instruments were Black and Deci’s Perceived Autonomy Support Questionnaire, Sakiz’s Teacher Emotional Support Questionnaire, Reeve and Tseng’s Academic Engagement Questionnaire, and Martin and Jackson’s Academic Flow Questionnaire. The data were analyzed using Structural Equation Modeling (SEM) in Amos-22 software.
Results: The SEM results indicated that the proposed model had a good fit. Perceived autonomy support predicted academic engagement (ß =.692, p <0.01) and academic flow (ß = 0.335, p < 0.01), and perceived emotional support predicted academic engagement (ß = 0.226, p < 0.01) and academic flow (ß = 0.312, p < 0.01).
Conclusion: The results highlight the importance of the roles of perceived autonomy and emotional support in students’ academic engagement and flow. Therefore, medical science universities are recommended to improve the quality of students’ learning to achieve higher levels of academic success by giving professors essential guidelines on how to provide students with more autonomy and emotional support.
