An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception

Abstract

Predominantly, a school provides pedagogical support to its students, though perceptions about the school’s internal environment can incessantly influence a student’s aggregated learning experience. The present study aims to investigate the impact of the campus environment on students’ study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students’ campus environment perceptions positively predicted adolescents’ study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students’ study engagement that in turn promotes quality learning.

The Classroom Climate, Students’ Mathematics Achievement, Students’ Knowledge of Cognition and Regulation Cognition: A Mediation Analysis

“…This suggests that students with high perception of close relationships with classmates, do more inquiry, have equal learning opportunities with other students in the classroom, are likely to plan, manage information, monitor their comprehension, use debugging strategies and evaluate their understandings which in turn leads to improved mathematics achievement. These results echo our expectations as well as previous findings from Zhou et al (2021), Fariba Mirzaei et al (2012 and Nurulhuda and Saemah (2017) which indicated that students' regulation cognition, is positively linked to their reports of closeness with their classmates and the emphasis of inquiry activities in the classroom. This finding can be justified by taking into account the quality of studentstudent relationships and the role of inquiry skill in improving the students' academic performance.…”

“…This finding can be justified by taking into account the quality of studentstudent relationships and the role of inquiry skill in improving the students' academic performance. According to Zhou et al (2021), a cohesive relationship can foster more supportive environment which in turn promotes interaction between students and other elements in the environment and form positive study engagement behaviors. In other words, the bond of friendship among classmates promotes a sense of togetherness to succeed in learning and encourages them to use the most effective learning strategies such as regulation cognition.…”

“…This is due to lack of higher order thinking skills (HOTS) elements applied to students in the classroom (Abdul Halim et al, 2017) It is noteworthy that students' regulation cognition also serves as a mediator in different contexts related to learning outcomes, including students' academic achievement. A large scale study involving a total number of 1800 students from junior high schools, senior high schools and college (Zhou et al, 2021) revealed that students' perception of the learning environment predicted study engagement and this association was mediated by intentional self-regulation. Therefore, establishing a caring, trusting and cohesive student-teacher relationship and emphasizing student's practical skills would be helpful for study engagement which is regarded as one of the crucial factors for students' performance.…”

The Influence of Body Investment on Depression in Chinese College Students: A Moderated Mediating Effect

“…Orbach et al [10] found no correlation between body investment and depression-although authors suggest this lack of association may be due to limitations with sample sizes and depression measures-this non-significance may also suggest that not all body investment affects depression. This is because it is not necessarily the objective reality that affects an individual's attitude and behavior, but how they perceive their own experience [11]. Self-esteem is a person's evaluation of themself, mainly based on how much they like or dislike themselves.…”

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

“…Student engagement has been defined as the physical or mental energy and effort students apply and invest in their academic environment [3]. Also, student engagement envelops the disposition and energy that students maintain in a learning process, persistence in the face of obstacles, and the value given to learning [4]. A higher level of student engagement generates deep learning, active participation, and a positive response to challenges [4].…”