Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Abstract

This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. The participants in this study included 906 high school students (42.7% male) from 42 classrooms in South Korea. We established that achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at both the student and classroom levels. However, teachers’ academic pressure had a positive impact on academic engagement only at the classroom level. Cross-level interaction effects between the student and classroom levels, achievement value (LV 1) and autonomy support (LV 2), teachers’ academic pressure (LV1) and achievement value (LV 2), and those on teachers’ academic pressure at both levels were also identified.

Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model

“…Lee et al, 2009) and labelled as antipathy, it has not been considered in burnout research. Furthermore, most of the items that measure antipathy in KABI are measured with the predicate ‘hate’, so some researchers (M. Lee, 2020; M. Lee et al, 2020) questioned the term ‘antipathy’ and tried to elaborate the concept of academic hatred by applying the typical characteristics of ‘hate’ to the academic context. ‘Hate’ is a secondary emotion that combines emotion and cognitive evaluation and has the characteristic of an emotional attitude that can persist beyond simple emotion (Ekman, 1992).…”

“…This concept is based on the control-value theory (Pekrun, 2000) and reflects the Korea’s competitive academic context, the emotions students experience in this context, and the individual’s cognitive evaluation of these. It is based on the theoretical view that various academic emotions can be caused depending on how much students perceive their control of their academic context and whether they value academic tasks and outcomes and themselves as learners (M. Lee et al, 2020). In conclusion, students who feel physical or psychological threats owing to their studies would feel powerless when realising that they can no longer change their negative and threatening academic situation on their own, thus leading them to experience academic hatred (M. Lee, 2020; M. Lee et al, 2020).…”