How Behavioral and Psychological Factors Influence STEM Performance in K-12 Schools: A Mediation Model

Lu, Chun; Yang, Wei; Wu, Longkai; Yang, Xiao

doi:10.1007/s10956-023-10034-3

Cited by 1 publication

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“…Although the Peruvian government has approved the gradual return to face-to-face classes in universities, some higher education experts argue that the virtual or blended modality may continue to be offered at universities in the coming years (Navarro, López, & Caycho, 2021). However, the necessary learning outcomes cannot be ensured by online learning alone (Lu, Yang, Wu, & Yang, 2023;Riner, Hur, & Kohlmeier, 2022). The adaptability of online learning has been a challenge for universities due to the low levels of digital skills of teachers and students (Bonilla-Guachamín, 2020).…”

Section: Introductionmentioning

confidence: 99%

The relationship between perceived learning, academic performance and academic engagement in virtual education for university students

Navarro,

Vega,

Bayona

et al. 2024

JEELR

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This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement (β = 0.447, p < 0.01) and emotional engagement (β = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning (β = 0.035, p = 0.840). On the other hand, academic performance was predicted by behavioral engagement (β = 0.393, p < 0.05) but not by cognitive (β = -0.164, p = 0.301) or emotional (β = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning.

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Section: Introductionmentioning

confidence: 99%