Designing a Causal Model for Fostering Academic Engagement and Verification of its Effect on Educational Performance

Abstract

Academic engagement explains the extent to which learners identify with and value academic conclusions, and take part in academic and non-academic activities. The present study explores, quantitatively, a causal model of both psycho-social and motivational factors in academic engagement and their potential impacts on academic achievement outcome. The sample of this research consisted of 480 undergraduate students at Alzahra University, Tehran, Iran who were selected by stratified random sampling method. The instruments which used in this study were The Academic Success Inventory, Boekaerts" Motivation control scale (1987), Kuhl's Action Control scale (ACS-90) (1994), Pintrich et al.'s Motivated Strategies for Learning Questionnaire (MSLQ) (1991), Schraw & Dennison's Metacognitive awareness inventory (MAI) (1994), Boekaerts' Intended/actual goals scale (1987), Zimbardo & Boyd's future time perception inventory (ZPTI) (1999), & Schaufeli, et al"s Academic Engagement scale (2002). Structural equation modeling (SEM) through AMOS-22 was used for data analysis. The results indicated that motivational control-emotional states & competencies, self-efficacy, metacognition, action control-initiative persistence & disengage persistence-had significant effects on academic engagement. Also academic engagement can affect academic performance mediating

The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

“…The behavioral engagement is elucidated as the noticeable educational presentation and sharing activities and tasks which is evaluated through visible educational act containing: student’s positive behavior; participation; attempt to focus on activities; involvement in class negotiations; contribution in educational and co-curricular tasks; persistence; and resiliency, when confronted with challenging actions ( Khademi Ashkzari et al, 2018 ).…”

The four pillars of tertiary student engagement and success: a holistic measurement approach

“…Student engagement has been referred to in the literature as: 'student involvement', 'academic integration', the 'student experience', 'research-led teaching' and 'academic engagement' (Fredricks and McColskey 2012;Khademi Ashkzari, Piryaei, and Kamelifar 2018;Trowler 2010). Recent conceptualisations have begun to more consistently adopt the terminology of 'student engagement', 'student partnership' and 'student collaboration' (Healey, Flint, and Harrington 2014;Kahu 2013).…”

“…This can include the level of positive attention and interest paid to tertiary communications, and time spent planning and organising academic pursuits (Zepke, Leach, and Butler 2010). Students that are cognitively engaged demonstrate an increased understanding of the value and importance of academic work through their perceptions, beliefs, thought processing and strategies employed during academic tasks (Ashkzari et al 2018;Kahu 2013). As such, cognitively engaged students are more likely to demonstrate higher order thinking given their ability to be cognisant of the content, meaning and application of academic tasks (Christenson, Reschly, and Wylie 2012;Kuh et al 2006).…”

“…The higher education literature has arguably recently returned to this conceptualisation that takes into account ontological perspectives of the tertiary experience and its contribution to who and what students are becoming (Barnacle and Dall'Alba 2017). This perspective has been discussed under the nomological frameworks of 'student involvement', 'academic integration', the 'student experience', 'research-led teaching' and 'academic engagement' (Fredricks and McColskey 2012;Khademi Ashkzari, Piryaei, and Kamelifar 2018;Trowler 2010) and more recently, 'student engagement', 'student partnership' and 'student collaboration' (Healey, Flint, and Harrington 2014;Kahu and Nelson 2018).…”

Predicting student engagement from self-efficacy and autonomous motivation: A cross-sectional study

“…This study was motivated by two main reasons. First, studies on student engagement have blossom globally, since scholars have enumerated its implications in higher educational context including delivery of high-quality learning experience (Kuh, 2009), student retention and perseverance (Khademi Ashkzari et al, 2018), enhancement of institutional reputation (Kuh et al, 2006), acquisition of employability skills (Towl & Senior, 2010) among others. Although studies have recognised and studied different types of student engagement (Cloete et al, 2015), surprisingly, little attention has been paid to intellectual engagement (IE) and peer engagement (PE) proposed by Krause and Coates (2008).…”