Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement

Abstract

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12-17 years, N = 2359) completed a selfadministered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents' affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent-child, teacher-student and peer-peer relationships which ultimately could lead to improved academic competence and outcomes.

Student engagement at the beginning of vocational studies

“…So, it's easy to do with a friend, because then you like have to do it. (Interviewee 13) This is consistent with research reported by Jelas, Azman, Zulnaidi and Ahmad (2016), which identified the perception that there are friends whom one can turn to and share experiences with as a positive factor for cognitive engagement and academic achievement.…”

The Educational Situation Quality Model: Recent Advances

“…should also be considered. Jelas et al (2016) examined adolescents’ perceptions of learning supports from parents, teachers and peers simultaneously, and their effect on student engagement. The data analysis was conducted by structural equation modeling.…”

“…Empirical studies have focused on families and have proven the significant role of parents as contributors to school engagement and students’ performance at school (Bempechat and Shernoff, 2012). Family members who provide academic (e.g., assisting with homework) or motivational (e.g., recognizing effort and enhancing progress) supports help improve students’ academic performance (Jelas et al, 2016). Moreover, parents’ support and involvement may influence the way that their children perceive their own abilities or the way they value the subjects (Rodríguez et al, 2017).…”

Impact of Positive Personal Traits on University Student Engagement in Mexico, Colombia, and El Salvador

“…University student engagement has become a construct of interest in research (Kahn, 2014). Previous studies have shown that it is directly linked to academic success (Jelas et al, 2016). Hence, it is essential to understand what leads students to engage in their academic activities.…”