Predicting Academic Engagement Based on Academic Optimism, Competency Perception and Academic Excitement in Students

Abstract

Academic engagement as a basis for reformist efforts in the field of education is very important in achieving learning experience so that indirectly guarantees students' academic achievement. Therefore, purpose of this study was to prediction of academic engagement based on academic optimism, perception competence and achievement emotions in students. The descriptive-correlation method was used. Methodology: The statistical population consists of all male students studying of Hewraman region in year academic 2019-20 to 1476 student. In this study, according to random cluster sampling method, 100 married students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to academic engagement scale (AES) of Reeve (2013), perception competence scale of Harter (1982), academic optimism scale (AOS) of Tschannen-Moran, Bankole, Mitchell and Moore (2013) and achievement emotions questionnaire (AEQ) of Pekrun, Goetz & Perry (2005). Findings: The data were analyzed by tests of Pearson correlation and multivariate regression. Results: Findings showed that there was positive and significant correlation between spdemic optimism, perception competence and positive achievement emotions with academic engagement (P<0/01). There was negative and significant correlation between negative with academic engagement (P<0/01). Regression analyses also revealed that %79/2 of variance of academic engagement was explained by academic optimism, perception competence and achievement emotions. Conclusion:This study confirmed the significant contribution of academic optimism, perception competence and achievement emotions in academic engagement of students. The results of this research can help planners and implementers of education organization to adopt appropriate educational policies in order to engage students in academic studies and the factors affecting it.

Emotional Pathways to Engagement: Predicting Academic Engagement through Academic Emotions among High School Girls

“…The emotional climate created by teachers in the classroom can influence students' willingness to engage in learning activities, underscoring the importance of emotion regulation skills among educators. Additionally, academic emotions have been found to mediate the relationship between various educational constructs-such as academic optimism, competency perception, and academic excitement-and student engagement (Kamari et al, 2021;Sabbaghi et al, 2020). These findings highlight the complex interplay between emotions, perceptions of competence, and engagement, offering insights into potential pathways for enhancing student engagement through emotional and cognitive support.…”

“…Teachers' ability to regulate their emotions can impact students' emotional experiences and, consequently, their level of engagement in learning activities (Wang & Ye, 2021). Studies have also explored the mediating role of academic emotions in the relationship between various constructs, such as academic optimism, competency perception, and academic excitement, and students' engagement (Sabbaghi et al, 2020). Understanding these intricate connections can offer valuable insights into strategies for enhancing academic engagement among students.…”

The Role of Career Adaptability and Academic Engagement in College Student’s Life Satisfaction

“…Hence, active teaching-learning practices, including the development of projects, the organization of visits to community institutions, or the use of technology to create innovative learning assets/outputs [7], could be considered to foster higher education students' academic engagement and life satisfaction. Teachers' attention to the needs of their students, modeling of respectful and empathic relations, autonomy-supportive practices, and combination of academic content with students' career goals, suggestions, experiences, and curiosity might contribute to their motivation, engagement, and satisfaction [35,37,42].…”

“…Prior research at the high school level from various continents (e.g., Asia [37,38], North America [39] and Europe [40]) has revealed that students who are more engaged in academic tasks are more satisfied, more committed to the school activities, and more optimistic about the future. High school students who are more academically engaged also show better academic results (e.g., [38][39][40]).…”

“…High school students who are more academically engaged also show better academic results (e.g., [38][39][40]). Empirical studies [37][38][39] and an integrative review [39] considering higher education students from European, North, and South American contexts have similarly suggested that engagement in academic activities is positively linked to academic achievement and adjustment. On the other hand, students who participate less frequently in class and academic tasks tend to demonstrate a higher risk of dropout [40][41][42].…”