You can’t ignore us: what role does family play in student engagement and alienation in a Ghanaian university?

Asare, Samuel; Nicholson, Helen; Stein, Sarah

doi:10.1080/1360080x.2017.1377968

Cited by 5 publications

(3 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…, Ethiopia(Tadesse, Manathunga and Gillies 2018), Ghana(Asare, Nicholson and Stein 2017), Italy(Gilardi and Guglielmetti 2011), Korea (Choi and Ree 2014), Libya (Almarghani and Mijatovic 2017), Singapore (Wong and Kaur 2017), South Africa (Tlhoaele et al 2014, Wawrzynski, Heck and Remley 2012), Sweden (Bergmark and Westman 2018), Taiwan (Hsieh 2014) and Thailand (Hallinger and Lu 2013).As with student retention, a number of literature reviews have been published (e.g Trowler 2010, Wimpenny and Savin-Baden 2013, Zepke and Leach 2010,. as well as special issues of journals (e.g Macfarlane and Tomlinson 2017)…”

mentioning

confidence: 99%

Student retention and engagement in higher education

Tight

2019

Journal of Further and Higher Education

184

View full text Add to dashboard Cite

This article reports on a systematic review of research into student retention and student engagement in higher education. It discusses the origins and meaning of these terms, their relation to each other, their application and practice, and the issues and critiques which have arisen. The two concepts are seen as alternative ways of seeing and researching the same underlying issue. While student engagement is a more recent focus for research, it has now overtaken student retention in importance. As the responsibility for the financing of higher education has shifted from the state to the student, so the understanding of student retention and engagement has shifted from being the student's responsibility to that of the higher education institution.

show abstract

mentioning

confidence: 99%

Student retention and engagement in higher education

Tight

2019

Journal of Further and Higher Education

184

View full text Add to dashboard Cite

show abstract

“…Besides the existing studies as closely scrutinized by the researchers of this study, are largely focusing on the general population of students, not on SWDs. Asare, Nicholson and Stein (2017) conducted a study in one large public research HEI in Ghana by taking 469 undergraduate students through quota sampling to see the role of parents over the engagement of the students. They found out that continued financial and social support and monitoring of academic performance of parents was found to be predictor factor of student engagement.…”

Section: Literature Review the Concept Of Engagementmentioning

confidence: 99%

Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions

Abera

Mohajer

Negassa

et al. 2020

IJELS

View full text Add to dashboard Cite

The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.

show abstract

“…In the context of Ghana, in the exception of studies of Azila-Gbettor and Abiemo (2020), Azila-Gbettor et al (2021) and Ansong et al (2017) that examined students' study engagement and emotional and behavioral engagement, respectively, little attention has been focused on cognitive, emotional and behavioral dimensions of SE and other types of engagement such as intellectual, peer engagement and student-staff engagement. Furthermore, studies in Ghana examined different issues in relation to engagement including family role in students' engagement (Asare et al , 2017), use of social media as an effective teaching instrument in student engagement (Manu et al , 2021) and use of students' engagement to explain perceive gains of transnational education (Owusu-Agyeman and Amoakohene, 2021).…”

Section: Introductionmentioning

confidence: 99%

Predicting students' engagement from hope and mindfulness

Azila-Gbettor¹,

Mensah²,

Atatsi³

et al. 2021

JARHE

View full text Add to dashboard Cite

PurposeThe study examines a mediated mechanism for enhancing students' engagement i.e. peer, intellectual and academic engagement within a higher education setup via the interaction of hope and mindfulness.Design/methodology/approachData were conveniently collected using self-reported questionnaires from a sample of 542 students. PLSc-SEM was used to test the stated hypotheses.FindingsResults from the analysis showed hope and mindfulness positively predict student academic, peer and intellectual engagements. Furthermore, mindfulness positively mediates the effect of hope on academic, peer and intellectual engagements.Practical implicationsThis study demonstrates that management of higher institutions must develop effective and efficient policies targeted at enhancing students' hope and mindful awareness.Originality/valueThis paper is the first to examine a model involving mindfulness, hope and peer, intellectual and academic engagement.

show abstract

You can’t ignore us: what role does family play in student engagement and alienation in a Ghanaian university?

Cited by 5 publications

References 32 publications

Student retention and engagement in higher education

Student retention and engagement in higher education

Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions

Predicting students' engagement from hope and mindfulness

Contact Info

Product

Resources

About