First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

Trigo, Luísa Ribeiro; Rosário, Pedro; Núñez, José Carlos; Gaeta, M.; Fuentes, Sónia

doi:10.3389/fpsyg.2019.02669

Cited by 39 publications

(27 citation statements)

References 64 publications

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“…It is also possible that students’ engagement played a role in mediating the relationship between background variables and students’ academic achievement as contended by Ribeiro et al (2019). 66 …”

Section: Discussionmentioning

confidence: 99%

Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study

Bayoumy¹,

Alsayed²

2021

AMEP

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Background Learning engagement, motivation and academic achievement are vital growing areas in academic research. Evidence suggests that students’ engagement and motivation are positively linked to improved quality of learning. However, limited number of research studies have been conducted within this scope. Therefore, the present study was conducted to investigate the relationship of learning engagement, motivation and academic performance among university nursing students. Participants and Methods A descriptive design, with a comparative correlational approach for data analysis, was used to describe and compare study outcomes. Data was collected from 425 students at King Saud bin Abdul-Aziz University for Health Sciences campuses in Riyadh, Jeddah and Alhasa. Study instruments included background data sheet, students’ engagement in schools (SESQ-ENG), engagement facilitators (SEI), academic motivation (AMS), and academic achievement as measured by cumulative and last semester grade point average (cGPA, sGPA). Results Overall, level of engagement was moderate (mean = 3.70±0.63) with significant differences among campuses (F = 18.88, p≤001). Students’ perceptions of engagement facilitators and academic motivation were high (mean= 2.98 ±0.49, 4.89 ±1.03, respectively), and both varied by campus (F=6.35, p=0.002, F=9.85, p≤.001, respectively). Engagement, motivation, and academic achievement showed medium to large correlations (i.e., between 0.20 and 0.63). Multiple regression equation including age, academic progress, academic engagement, motivation and engagement facilitators significantly explained 24% of variance in cGPA (F (5, 226) =14.209, p < 0.001) and 22% of the variance in sGPA (F (5, 214) = 12.202, p < 0.001). Conclusion This study showed significant associations of students’ engagement, facilitating conditions (e.g., engagement-fostering aspects), and students’ motivation with significant effect on academic achievement. It is hoped that findings of this study could be used as quality indicators to direct school efforts towards achieving excellence in nursing education.

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Section: Discussionmentioning

confidence: 99%

Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study

Bayoumy¹,

Alsayed²

2021

AMEP

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“…In view of the above, it is indispensable to determine the resources that could be acting as protective factors to avoid early leaving and low academic performance ( Im et al, 2016 , Lombardi et al, 2019 ). Thus, engagement has been established as an indispensable dimension, focused on quality and level of learning, improvement of students’ academic performance, persevering instead of leaving school, and implying their personal and cognitive development ( Kahu, 2013 , Ribeiro et al, 2019 , Rosário et al, 2016 ). In education, engagement is defined as a positive and satisfactory motivational construct, determined by factors such as vigor, dedication and absorption ( Schaufeli and Bakker, 2003 , Schaufeli et al, 2002 ).…”

mentioning

confidence: 99%

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

Fuentes

Linares

Jurado

et al. 2021

International Journal of Clinical and Health Psychology

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Background/Objective The burnout syndrome has been related to development of transgressive attitudes toward norms that facilitate risk behaviors in youth, such as drinking alcohol. On the contrary, academic engagement is related to positive attitudes toward authority which can slow down its use. The objective was analyze the relationships between burnout and academic engagement, attitudes toward authority and use of alcohol. Method : The sample included a total of 1,287 high school students who anonymously filled out the Maslach Burnout Inventory-Student Survey, the Utrecht Work Engagement Scale for Students and the Scale of Attitudes toward Institutional Authority in adolescents, along with questions on drinking alcohol. Results : It was observed that cynicism had a significant effect on positive attitude toward rule-breaking, and this in turn, on frequency of drinking. The engagement dedication factor was shown to have a significant direct effect on positive attitude toward institutional authority, and this on drinking frequency. Conclusions : Promoting measures for decreasing burnout in youth and stimulating academic engagement could have repercussions on attitudes toward rules and the presence of risk behavior.

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“…This percentage is similar to that of other psychology courses (on average 65%) that also incentivize attendance. To some degree at least, this could be seen as an objective indicator of behavioral engagement (Ribeiro et al, 2019;Bond et al, 2020). Previous studies also found SRS use and out-of-class activities to be positively associated with engagement (Heng, 2014;Bond et al, 2020) and, in turn, with achievement (Lei et al, 2018).…”

Section: Discussionmentioning

confidence: 93%

“…These activities are designed to make learning of the course material more effective, with an impact on academic performance. To our knowledge, the effect of such complementary activities on academic performance has yet to be thoroughly examined, although there is some evidence supporting their usefulness ( Heng, 2014 ; Ko et al, 2015 ; Ribeiro et al, 2019 ). For instance, Heng (2014) found a positive contribution of out-of-class educational activities (e.g., time spent on course-related tasks, reading before lectures) to undergraduates’ academic performance, explaining around 20% of the variance in achievement (exam performance).…”

Section: Introductionmentioning

confidence: 99%

Using Mobile Devices in Teaching Large University Classes: How Does It Affect Exam Success?

et al. 2020

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The aim of this study was to examine the role of mobile-based student response systems in teaching to improve university students' academic outcomes. Mobile devices can be useful tools for conveying content to large classes, with a potential impact on academic outcomes. This study involved a total of 294 undergraduates taking a psychology course. The course involved lessons in the classroom, which included answering quizzes (quiz activities) and activities such as preparing reports and laboratory experiences (out-of-class activities). Quizzes were administered using a mobile technology system. Data were collected on the motivational beliefs (theory of intelligence) and self-regulated learning strategies of students who voluntarily completed the online questionnaires. The results of the linear models showed that using the quizzes positively affected the performance in the final exams (involving closed and open questions). The same was true for the out-of-class activities. The motivation and strategy scores correlated moderately with out-of-class activities, but not with quiz activities. These results offer insight on the use of technology during lessons and other course-related activities to promote academic achievement.

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First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

Cited by 39 publications

References 64 publications

Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study

Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

Using Mobile Devices in Teaching Large University Classes: How Does It Affect Exam Success?

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