Student Engagement Models: Parental Support, Academic Self-Efficacy, and the Teacher-Student Relationship

Eny Purwandari,; Khoirunnisa,

doi:10.25217/ji.v8i2.4010

2023

DOI: 10.25217/ji.v8i2.4010

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Student Engagement Models: Parental Support, Academic Self-Efficacy, and the Teacher-Student Relationship

Eny Purwandari,

Khoirunnisa

Abstract: Student engagement is the basis for academic and social success in online learning. The study aimed to examine the measurement and structural models and empirically test the relationship between parental support, academic self-efficacy, teacher-student relationship, and student engagement. The number of research samples was 323 junior high school students in Cirebon City, coming from 4 schools (public and private) which were obtained by multistage cluster random. The instrument uses a scale of student engageme… Show more

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Cited by 2 publications

References 40 publications

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Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

Wang,

Yang

et al. 2024

Sci Rep

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This research explored the link between teacher-student relationships and learning engagement, considering perceived social support as a mediator and academic self-efficacy as a moderator. A total of 930 college students completed the Academic Self-Efficacy Scale, Teacher-Student Relationships Questionnaire, Multidimensional Scale of Perceived Social Support, and College Student Learning Engagement Questionnaire. Mediating and moderating effects were investigated using SPSS19.0 and one of its process plugins 3.5. The findings indicated (1) teacher-student relationships positively predicted learning engagement; (2) perceived social support mediated the link between teacher-student relationships and learning engagement; and (3) academic self-efficacy moderated the initial phase of the pathway to the mediating role of perceived social support. Moreover, the mediating effect was more significant at elevated academic self-efficacy levels. Establishing harmonious relationships between teachers and students, nurturing students’ confidence in their academic abilities , and expanding students’ access to social support were essential to boosting the educational involvement of college students. The study findings will help educators enhance college students’ engagement in learning and provide recommendations for educators to conduct educational and teaching activities.

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Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

Wang,

Yang

et al. 2024

Sci Rep

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The Role of Peer Relationships in Problematic Internet Use among Adolescents: A Scoping Review and Meta-analysis

Andrianie,

Japar,

Pratisti

et al. 2024

TOPSYJ

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Background The swift advancement of technology, particularly the internet, has significantly influenced various aspects of human life, resulting in both positive and negative consequences. In Indonesia, adolescents represent the largest group of internet users, with usage durations exceeding four hours per day, making them vulnerable to issues such as Problematic Internet Use (PIU). During adolescence, peer relationships play a crucial role in social development. Objective This study aims to explore how peer relations can influence problematic internet use among adolescents and identify strategic factors that contribute to reducing PIU based on systematic review findings. Additionally, the research seeks to quantify the relationship between peer relations and problematic internet use among adolescents through meta-analysis. The hypothesis posits a correlation between peer relations and problematic internet use among adolescents. Methods The research employs scoping review and meta-analysis techniques. Results Scoping review results indicate that, overall, peer relationships can have both positive and negative impacts on PIU. A more positive relationship between adolescents and their peers tends to correlate with lower levels of PIU. Conversely, adolescents with problematic peer relationships are more likely to develop PIU behaviours. Meta-analysis results further strengthen these findings, demonstrating a significant correlation between peer relationships and problematic internet use among adolescents (r = 0.191; p = 0.020; 95% CI). Conclusion Despite the significant correlation, the influence of peer relationships on problematic internet use appears to be relatively low. This suggests the existence of other factors that contribute to PIU behaviours beyond peer relationships.

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Student Engagement Models: Parental Support, Academic Self-Efficacy, and the Teacher-Student Relationship

Cited by 2 publications

References 40 publications

Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

The Role of Peer Relationships in Problematic Internet Use among Adolescents: A Scoping Review and Meta-analysis

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