Abstract:Motivation is the paramount medium and obligatory precondition that provoke critical thinking among the students. The

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The ridge regression estimator, one of the commonly used alternatives to the conventional ordinary least squares estimator, avoids the adverse effects in the situations when there exists some considerable degree of multicollinearity among the regressors. There are many software packages available for estimation of ridge regression coefficients. However, most of them display limited methods to estimate the ridge biasing parameters without testing procedures. Our developed package, lmridge can be used to estimate ridge coefficients considering a range of different existing biasing parameters, to test these coefficients with more than 25 ridge related statistics, and to present different graphical displays of these statistics.

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There is a growing body of literature on the predictors of student academic performance. The current study aims to extend this line of inquiry, and has linked stakeholders’ participation, goal directness and classroom context with students’ academic outcomes. Using the multistage sampling technique, the researchers collected cross-sectional data from 2,758 high school students. This study has employed regression analysis (simple linear regression and hierarchical linear regression modeling) to test the study hypotheses. The results revealed that learning context produces highest variance in students’ engagement (R2 = 59.5%) and their academic performance (R2 = 42%). It is further evident that goal directness has the highest influence on students’ academic performance (Std. β = 0.419) while learning climate of the classroom frequently affects their engagement (Std. β = 0.38) in studies. Results also illustrated that students’ overall engagement (R = 99.1%: Model-5 = 0.849) and cognitive induction (R2 = 79.2%: Model-5 = 0.792) yield highest variance in their academic performance. Although stakeholders’ participation causes low variance in students’ academic performance but the role of parents, teachers, peers and students (themselves) remained significant. Further, student engagement mediates the direct relationship (s) of independent and outcomes variable. The findings of the present research could be potentially useful for policymakers and schools to ensure the elevation in students’ engagement and their academic performance in studies.