Influence of Facilitating and Hindering Variables of Academic Engagement in Spanish Secondary Students

Alonso, Marta Oporto; Andújar, Marina Fernández; Calderón, Caterina

doi:10.29333/iji.2022.1513a

Cited by 5 publications

(7 citation statements)

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“…confirmed that adaptive behaviors became more influential in the engagement of college students during COVID-19. The positive and significant relations between adaptive cognition and behavior were observed and found in other studies such asMartin et al (2023),Singh et al (2022),Alonso et al, 2022, andSuharno et al (2023).…”

supporting

confidence: 77%

Student Engagement in the Context of Post-Covid: A Case of Higher Education Institutions

Pham,

Chau

2024

INT J INSTRUCTION

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The impact of covid-19 has called for an urgent need to further understand the relationship between students' motivated behavior and their engagement. This study aimed to investigate the links between adaptive cognition and adaptive behavior and the engagement of college and university students during and after the covid-19 pandemic. The recent study was framed within several relevant theories, namely the self-determination theory, the need achievement theory, and the job demand-resource theoretical model. Structural equation modeling with JASP software version 0.14.1 was employed as a robust method to investigate complex relationships in the proposed research model. Data were collected through an online survey using a structured questionnaire. Respondents comprised 263 students registered at two higher education institutions in Viet Nam. Analysis results yielded the positive and significant influence of adaptive cognition ( = 0.224) and adaptive behavior ( = 0.489) on student engagement. Furthermore, anxiety predicted student engagement in our theoretical model, and the relationship was positive ( = 0.132). We also found a strongly influential relationship between adaptive cognition and adaptive behavior ( = 0.783). These findings proposed a critical implication: to promote student engagement in the context of post-covid, management bodies and leaders in higher education institutions should adopt a comprehensive approach in which the provision of psychological conditions is an integral part.

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supporting

confidence: 77%

Student Engagement in the Context of Post-Covid: A Case of Higher Education Institutions

Pham,

Chau

2024

INT J INSTRUCTION

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“…Conforme a otro artículo, en el contexto asiático se evidencia una relación y un efecto indirecto longitudinal de la motivación escolar intrínseca percibida por los estudiantes en el compromiso y el rendimiento escolar calificado por los maestros en un grupo de 606 adolescentes filipinos de nivel secundario (Datu et al, 2018). Un trabajo más reciente en adolescentes de España precisó efectos significativos de regresión lineal de la motivación académica intrínseca en el compromiso de los escolares (Oporto Alonso et al, 2022). Estas variables psicoeducativas mencionadas refuerzan la evidencia de modelos predictivos que incluyan conceptos relacionados con la psicología positiva, como la fortaleza, el optimismo, la esperanza y la resiliencia, que favorecen la salud mental de los estudiantes.…”

Section: Discussionunclassified

“…Sin embargo, los estudios anteriores no exploraron hipótesis de diferencias entre grupos de edad y sexo en las relaciones entre variables y, específicamente, en el rol mediador que refiere la motivación académica entre la asociación de la inteligencia emocional y el compromiso académico. Esta investigación evaluó tales aspectos y precisó que no hay diferencias de sexo y edad en las relaciones de estudio, pues -según la literatura revisada-pueden existir diferencias entre la motivación y el compromiso académico en adolescentes (Kessels y Van Houtte, 2021;Oporto Alonso et al, 2022;Santos et al, 2021). Este trabajo permite concluir la equivalencia entre las relaciones de las variables en estudio.…”

Section: Discussionunclassified

“…Además, se han encontrado estudios que evidencian la relación significativa del compromiso académico con la autoeficacia, las emociones positivas, las metas académicas y el rendimiento académico (Martín et al, 2021;Usán y Salavera, 2018). Otras investigaciones en adolescentes de Europa refieren que los estudiantes con un mayor compromiso presentan menores niveles de estrés académico en comparación con aquellos alumnos que no están comprometidos con sus actividades escolares (Oporto Alonso et al, 2022;Serrano y Andreu, 2016).…”

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Efectos de la motivación académica y de la inteligencia emocional en el compromiso académico en adolescentes peruanos de educación secundaria

Ramos-Vera,

Ayala-Laguna,

Serpa-Barrientos

2023

Estudios sobre Educación

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El estudio tiene como objetivo evaluar los efectos directos e indirectos de la motivación académica y la inteligencia emocional en el compromiso académico. Es una investigación cuantitativa y predictiva, mediante el análisis de ecuaciones estructurales (SEM), compuesta por 416 estudiantes peruanos que respondieron a tres instrumentos para evaluar las variables. Los resultados refirieron efectos significativos de la inteligencia emocional y la motivación en el compromiso escolar; simultáneamente la inteligencia emocional predijo la motivación con óptimos índices de bondad de ajuste. También se realizó un análisis multigrupo SEM que determinó la invarianza estructural del modelo predictivo en función del sexo y la edad. Se concluye que el rol mediador de la motivación académica entre la inteligencia emocional y el compromiso académico es importante para un mejor rendimiento académico. El modelo mediador fue equivalente entre mujeres y hombres, así como entre adolescentes más jóvenes y mayores.

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“…Engagement refers to persistence, which is valid for face-to-face, practical, online, or blended contexts (Bowden 2021;Milman, 2016). The association of engagement with desired outcomes, particularly with regard to student performance and persistence, has been empirically established (Bond, 2020;McGrath & Burd, 2012;Oporto Alonso et al, 2022;Sharkness & DeAngelo, 2011). It plays a role in continued enrolment in a course and the continued intention and willingness to complete it (Shin, 2003).…”

Section: Hands-on Activitiesmentioning

confidence: 99%

Integrating a Game-Based App to Enhance Translation Learners’ Engagement, Motivation, and Performance

Chen¹

2023

INT J INSTRUCTION

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This study investigated whether learning translation skills with a game-based learning app called CHEN-slate improves university learners' motivation, course engagement, and overall course performance. In all, 75 undergraduate Taiwanese EFL students participated in this study. A survey and individual semistructured interviews were employed to collect data. Regression analysis and content analysis semistrutctured interview were used to analyze the data. According to the Regression results, student attitude towards using the app was a strong predictor of course engagement and translation learning motivation. Moreover, the overall course grade of the learners was enhanced through higher course engagement, which was increased by their learning motivation, especially extrinsic motivation based on the regression results. The findings have provided pedagogical implications for English-Chinese translation instructors seeking to enhance learner motivation, engagement, and performance by adopting digital game-based learning. Suggestions for future studies to promote the adoption of using gamebased app in translation courses for university EFL students are provided.

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Influence of Facilitating and Hindering Variables of Academic Engagement in Spanish Secondary Students

Cited by 5 publications

References 0 publications

Student Engagement in the Context of Post-Covid: A Case of Higher Education Institutions

Student Engagement in the Context of Post-Covid: A Case of Higher Education Institutions

Efectos de la motivación académica y de la inteligencia emocional en el compromiso académico en adolescentes peruanos de educación secundaria

Integrating a Game-Based App to Enhance Translation Learners’ Engagement, Motivation, and Performance

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