Peers' perceived support, student engagement in academic activities and life satisfaction: A structural equation modeling approach

Abstract

This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale (PPSS), Student Engagement in Academic Activities scale (SEAAS), and Brief Multi-dimensional Students Life Satisfaction Scale (BMSLSS). Structural equation modeling was used to analyse the data. According to the results, there are significant positive correlations between components of peers' perceived support, student engagement in academic activities, and life satisfaction in pairs. In two examined models, the direct and indirect effects of peers' perceived support on student engagement in academic activities and life satisfaction were significantly positive. In addition, life satisfaction and student engagement in academic activities had a mediating role and bi-directional effect in the surveyed models. In sum, the results of this research endorse not only the importance of peers' perceived support in enhancing student engagement in academic activities and life satisfaction but also the cross-effect of student engagement in academic activities and life satisfaction variables on each other.

Daily Life Changes and Life Satisfaction among Korean School-Aged Children in the COVID-19 Pandemic

“…Further, academic engagement affected children’s life satisfaction both before and during the COVID-19. This confirms previous findings that students’ engagement in academic activities positively relates to the life satisfaction level [ 73 , 74 ].…”

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

“…Intrapersonal reasons include factors such as learning difficulties (Hakkarainen, Holopainen & Savolainen, 2013), the use of weak learning strategies (Montague, 2007), or lack of interest in the future profession (Van Bragt, Bakx, Teune, Bergen & Croon, 2011). Moreover, interpersonal reasons, which are particularly crucial in dropout, include factors such as lack of friendship networks (Hakimzadeh, Besharat, Khaleghinezhad & Jahromi, 2016;Juvonen, Espinoza & Knifsend, 2012) and parental support (Hodkinson & Bloomer, 2001;Leino, 2015) as well as the lack of support (Niittylahti, Annala & Mäkinen, 2019) they receive at school, teachers' contradictory expectations (Learned, 2016), and difficulties in teacher-student relationships in the classroom (Nurmi, 2012;Wubbels, Brekelmans, den Brok & Tartwijik, 2006). All these factors may contribute to a student's motivation risk of school dropout.…”

Aulas afectivas e inclusivas y bienestar adolescente: una revisión sistemática

“…El 37.5% de los artículos objeto de esta revisión (N=11) concuerdan en que las relaciones entre calidez afectiva de aula y bienestar emocional de los estudiantes son estrechas. La operativización del constructo "calidez afectiva de aula" se vincula a estas características: ambiente jovial y bullicioso en el que priman las interacciones entre iguales, la comunicación profesorado-grupo de estudiantes, el sentimiento de apoyo percibido por los escolares por parte de sus profesores, el consenso en las normas de funcionamiento del grupo clase, y el apoyo emocional por parte del profesorado (Çengel y Türkoglu, 2016;Hakimzadeh et al, 2016;Bardach et al,2018;Pöysä et al, 2019). El constructo "bienestar emocional" hace referencia a la realización del propio potencial psicológico resultante de la satisfacción de las necesidades básicas del ser humano.…”