Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance

Doğan, Uğur

doi:10.1080/09720073.2015.11891759

Cited by 165 publications

(140 citation statements)

References 29 publications

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“…These empirical studies have explored the dimensions (i.e., behavioural, cognitive, and emotional) separately from each other, or combined them in one single scale. From a cross-sectional perspective, for instance, Dogan's (2015) The impact of the three aforementioned dimensions of engagement on students' performance has been also evident from longitudinal data. For example, Chase et al's (2014) three-wave study over three years with 710 secondary students (grades 10-12) has provided evidence for the positive reciprocal relationships between cognitive, emotional, and behavioural dimensions of engagement and academic performance operationalized by GPA.…”

Section: The Association Between Behavioural Emotional and Cognitivmentioning

confidence: 99%

Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations

Alrashidi¹,

Phan²,

Ngu³

2016

IES

150

122

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Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the current literature: one entails students' cognitive, behavioural, and emotional engagement

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Section: The Association Between Behavioural Emotional and Cognitivmentioning

confidence: 99%

Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations

Alrashidi¹,

Phan²,

Ngu³

2016

IES

150

122

View full text Add to dashboard Cite

show abstract

“…Higher education needs students to have greater engagement with their academic activities (Zaqout and Abbas, 2012;Kashif and Basharat, 2014;Dogan, 2015). Literature studying university student engagement in non-WEIRD countries is scarce.…”

Section: Discussionmentioning

confidence: 99%

Impact of Positive Personal Traits on University Student Engagement in Mexico, Colombia, and El Salvador

et al. 2020

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A large number of determinants influence the academic engagement of university students. However, positive influences that can be encouraged by the university have not been thoroughly studied. Most psychological research has been conducted in developed countries. Given the importance of understanding and encouraging university students in Latin America, it is essential to increase the quantity of research focused on personal traits and their association with better performance by university students. Two positive traits that have been shown to improve performance in a variety of areas are emotional intelligence and orientation to happiness. However, little is known about the relationship between these two positive aspects and university student engagement. The aim of this study was to determine the impact of emotional intelligence and orientation to happiness on university student engagement in three Latin American countries: Mexico, Colombia, and El Salvador. A total of 621 students answered a quantitative instrument that evaluates the three variables of interest. A model of structural equations was carried out in order to verify the direct impact that emotional intelligence and orientation to happiness have on university student engagement. The model explained 38% of the variance of university student engagement, indicating that these two positive personal traits can enhance interest and performance in scholarly activities by university students. Higher education in Latin America often focuses on increasing the knowledge of their students; however, these results indicate that promoting personal development, such as greater orientation toward happiness and emotional intelligence, can produce better results.

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“…The enthusiasm 'factor' has been shown to increase student achievement (Darling-Hammond, 1999;Stronge, 2007) and findings from this study support the idea that teachers believe that enthusiasm and passion engage students in their learning. Student engagement with their learning has been shown to have positive effects on academic performance (Dogan, 2015;Lee, 2014). Specifically in senior-secondary physical education, students who were highly motivated and engaged with the learning task performed better on written assessment tasks (Thorburn, 2003).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2018

AJTE

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This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semistructured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A socialecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level influences identified were positive student-teacher relationships and student access to the teacher outside of class time. The emergent themes highlight the teacher perceptions of the key factors of effective teaching in this context. Professional learning opportunities to improve effectiveness of pre-service and in-service teachers of senior-secondary physical education are discussed.

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Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance

Cited by 165 publications

References 29 publications

Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations

Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations

Impact of Positive Personal Traits on University Student Engagement in Mexico, Colombia, and El Salvador

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