The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement

Abstract

The aim of the present study was to investigate the mediating role of school engagement in the relationship between attitude toward learning and academic achievement. The study was carried out on 438 high school students. The Scale of Attitudes Toward Learning and the School Engagement Scale were applied to the participants, and students' academic achievement scores were obtained from the school administration. In the study, the Pearson product-moment correlation coefficient and the ordinary least squares regression-based approach and Bootstrap method were used to determine the effects of the mediation model. According to the research findings, a relationship between attitude toward learning, academic achievement, and school engagement was found. It was determined that school engagement plays a partial mediating role in the relationship between attitude toward learning and academic achievement. The results revealed the importance of school engagement in improving students' attitude toward learning and academic achievement, and it was recommended to discuss and interpret the results.

Effect of Gender on Students’ Test Scores in Progresa

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Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda

“…Adelabu (2007) observed that when a sense of school engagement is positive, students tend to participate more in school activities. Erdoğdu (2019) found that when the attitude towards learning is positive, individuals are more academically successful.…”

The Impact of Traditional- and Adaptive-Responsive Online Homework Systems on Student Performance in General Chemistry: Analyzing Extra Credit Participation

“…Over the past few years, student success in chemistry and other science, technology, engineering and mathematics (STEM) fields has declined, with possible reasons being the poor perception of the field, and students' lack of engagement with these fields (Gill, 2011;PECK). It is therefore imperative that educational institutions look for ways to continue to improve engagement and retention of concepts (Erdoğdu, 2019). One of these methods has been the use of technology in the classroom (Chandran, Treagust, & Tobin, 1987;Magalhães, Ferreira, Cunha, & Rosário, 2020;Revell, 2013), which has manifested in a variety of ways, including flipped classrooms (utilizing class time for worked problems and providing online resources to replace the traditional lecture) that allow students to access the material before and after entering the lecture hall (Hibbard, Sung, & Wells, 2015;Schiller, 2013).…”