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In the initial stage of their federally funded research project, the authors detail how they developed and validated a set of assessment tools aimed at measuring undergraduate students' academic engagement and their own definition of academic success. To ensure the tools were measuring what they were intended to, and that they were reliable, the authors enlisted content experts, including a librarian with academic engagement expertise, three educational psychologists with specialization in college students' engagement, self-regulation, and related fields, and two psychometricians with knowledge of psychological measurement. The authors also reflect on the lessons they learned from the process of developing and validating the assessment tools. [ABSTRACT FROM AUTHOR]

The study of variables like engagement and resilience has become increasingly relevant in higher education in recent years, given their crucial role in fostering active participation in the teaching-learning process. Therefore, the aim of this study is to determine the mediating role of resilience in the generation of academic engagement processes, analyzing variables such as satisfaction, social integration and self-regulated learning. To this end, structural equations were carried out using SmartPLS 4 with a sample of 1167 Spanish university students. The results contribute to the theoretical understanding of academic engagement by highlighting the interaction between the proposed variables and the mediating role of resilience in university. Furthermore, they highlight the need for higher education institutions to implement strategies that promote resilience, social integration, and self-regulated learning, which can improve student engagement and increase retention rates. This study suggests practical implications for the development of retention policies and student support programs that focus on fostering these key aspects. [ABSTRACT FROM AUTHOR]

One's belief about intelligence (e.g., whether intelligence is malleable or fixed) impacts academic outcomes such as academic engagement. To examine exactly how this could take place, it is worth addressing the features of the academic setting, such as many opportunities to compare oneself with other students. Indeed, social comparison may affect the relation between belief in intelligence and academic engagement. We hypothesized that the belief that intelligence is malleable (i.e., growth mindset) would be positively associated with students' academic engagement through social comparisons that are linked to comforting conclusions, while the belief that intelligence is fixed (i.e., fixed mindset) would be negatively associated with students' academic engagement through social comparisons that are linked to threatening conclusions. The results demonstrated that growth mindset was positively associated with upward identification, one type of comforting social comparison, which was in turn positively associated with academic engagement. On the other hand, fixed mindset was positively associated with threatening social comparison. Based on the results, the relation between intelligence beliefs, social comparison types, and academic engagement are discussed. [ABSTRACT FROM AUTHOR]

The "Rosenthal effect" occurs when teachers' expectations are positively correlated with students' academic behaviors and performance. However, it is necessary to explore the specific relationship with academic engagement in terms of students' perceived teacher expectations. This study involving 907 students from three junior high schools in rural China reveals the relationships among perceived teacher expectations, academic self-efficacy, and academic engagement using structural equation modeling. The results indicate that perceived teacher expectations are positively related to academic engagement. Academic self-efficacy plays an indirect role in the relationship between perceived teacher expectations and academic engagement. The findings have important educational implications: they advance the relevant research on teacher expectations, and they provide feasible and practical strategies to ensure that rural students obtain a more equitable and high-quality education. [ABSTRACT FROM AUTHOR]

Recent investigators have illuminated the crucial role of positive psychology in learning English as a Foreign Language (EFL). However, little is known about academic buoyancy as a potential mediator in the relationship between foreign language anxiety and learners' academic engagement in English learning. To address this gap, we adopted a quantitative approach to explore these links. We surveyed 970 Chinese high school EFL students to measure their English learning anxiety, academic buoyancy, and learning engagement. Of the four dimensions of engagement – behavioral, emotional, cognitive, and agentic engagement – we discarded the emotional and cognitive dimensions of academic engagement in factor analyses. Structural equation modelling indicated that English learning anxiety directly predicted behavioral but not agentic engagement, and academic buoyancy partially mediated between English learning anxiety and behavioral engagement and completely mediated between English learning anxiety and agentic engagement. These results provide insights for EFL teachers seeking to enhance students' language learning experiences. [ABSTRACT FROM AUTHOR]

Academic engagement plays a crucial role in students' learning and performance. One of the most popular measures for assessing this construct is the Utrecht Work Engagement Scale for Students (UWES-S), which is based on a tridimensional conceptualization consisting of dedication, vigor, and absorption. However, prior research on its factor structure has yielded inconsistent results, and the substantial correlations between dimensions raise doubts about their empirical distinctiveness. Thus, questions remain whether academic engagement is experienced as a global construct, or as its three components. The present study addressed this issue by examining the dimensionality of both UWES-S17 and UWES-S9 using a comprehensive factor-analytic framework. One- to four-factor CFA and ESEM models, along with corresponding bifactor-CFA and bifactor-ESEM models, were tested using data from 453 Ecuadorian university students. The results indicated that ESEM yielded superior fit indices and less correlated factors compared to CFA. However, discriminant validity test did not support the distinctiveness of UWES-S factors, and bifactor analyses consistently demonstrated a strong general factor and weak or collapsed specific factors. These findings were remarkably consistent across both UWES-S versions. Collectively, the results suggest that academic engagement, as currently operationalized by the UWES-S, can be considered as a unidimensional rather than a multidimensional construct. Implications for conceptualization, measurement, and research on academic engagement are discussed. [ABSTRACT FROM AUTHOR]

Prior studies showed that general basic psychological need satisfaction or social support affected academic engagement. However, it remains unknown how the mutual reinforcement between the perception of internal needs and external support influences adolescents’ academic engagement, as well as whether academic engagement can shape psychological resources and a positive environment. This study aims to examine the bidirectional longitudinal relations between general basic psychological need satisfaction, social support, and academic engagement among Chinese adolescents. A total of 1,214 high school students (Mage = 15.46 years, SDage = 0.71) completed questionnaires at three time points with a six-month interval. Results revealed bidirectional relations between general basic psychological need satisfaction and social support with academic engagement, as well as between general basic psychological need satisfaction and social support themselves. Additionally, general basic psychological need satisfaction and social support mutually reinforced each other, indirectly predicting academic engagement; academic engagement predicted general basic psychological need satisfaction through social support and mediated the relation between social support and general basic psychological need satisfaction. This study revealed that the perception of internal needs and external support mutually promoted academic engagement which also shaped the perception of internal needs and external support. It is important to shape these two resources while considering the role of academic engagement in developing resources. [ABSTRACT FROM AUTHOR]

Focusing on the academic engagement and its influence mechanism for left-behind children can enhance their autonomy and passion, which is crucial for their future growth. Nevertheless, the factors that impact the academic engagement of left-behind children and the intricate interaction between these factors and their underlying mechanisms remain unclear. This study seeks to investigate the interconnectedness and cyclical functions of left-behind children's beliefs about adversity, teacher–student relationship, and academic engagement, considering both intrapersonal and interpersonal resources and the dynamic growth of children. A total of 613 left-behind children (Mage = 9.52, SD = 0.78) completed the measurements of adversity about beliefs,teacher–student relationships and academic engagement, and the data were provided in three waves (T1, T2, and T3). The results indicated an interaction between left-behind children's beliefs about adversity, teacher-student relationships and academic engagement. Specifically, teacher-student relationships and beliefs about adversity positively predicted left-behind children's academic engagement, and academic engagement significantly predicted left-behind children's teacher-student relationships and beliefs about adversity. The findings support the developmental resources model and the developmental ecology theory, and also suggest that there may be a virtuous cycle between beliefs about adversity, teacher-student relationships and left-behind children's academic engagement, respectively. These findings extend existing research on left-behind children's learning and have theoretical and practical value for improving left-behind children's academic engagement. [ABSTRACT FROM AUTHOR]

Depression, anxiety, and stress (DAS) have been linked to poor academic outcomes. This study explores the relationships among DAS, academic engagement, dropout intentions, and academic performance — measured by Grade Point Average (GPA) — in medical students. It aims to understand how these factors relate to each other and predict academic performance. Data were collected from 351 medical students (74.9 % female) through an online survey. The average age was 20.2 years. Psychometric instruments measured DAS, academic engagement, and dropout intentions. Structural equation modeling was used to test the relationships between these variables and their prediction of GPA. DAS was negatively associated with academic engagement β ̂ = − 0.501 p < 0.001 and positively associated with dropout intentions β ̂ = 0.340 p < 0.001. Academic engagement positively predicted GPA β ̂ = 0.298 p < 0.001 and negatively associated with dropout intentions β ̂ = − 0.367 p < 0.001. DAS had a nonsignificant direct effect on GPA β ̂ = − 0.008 p = 0.912. However, the indirect effect of DAS — via academic engagement — on GPA and dropout intention was statistically significant. The study's limitations include the use of a convenience sample and the collection of all variables, except GPA, at the same time point, which may affect the generalizability of the results. The study supports the important role of DAS in its association with academic engagement and dropout intentions, which can predict GPA. Addressing DAS could enhance academic engagement and reduce dropout rates, leading to better academic performance. • Depression, anxiety, and stress negatively correlate with academic engagement among medical students. • Depression, anxiety, and stress are associated with dropout intention. • Higher academic engagement predicts higher GPA and lower dropout intention. • Depression, anxiety, and stress have an indirect relationship with dropout intention and GPA through academic engagement. [ABSTRACT FROM AUTHOR]

A systematic review was conducted using PsychInfo, ERIC, and Google Scholar using the terms "classroom" and "direct observation". The search yielded 1,006 articles published between 1935 and 2022 with a total of seven observation codes (Behavioral Observation of Students in Schools, Classroom Observation of Engagement, Disruptive and Disrespectful Behavior, Direct Observation Form, Revised Edition of the School Observation Coding System, Response to Interpersonal and Physically Provoking Situations and the State-Event Classroom Observation System) meeting full inclusion criteria. The current article reviews the structure, content, training requirements and available psychometric evidence of each of the seven aforementioned observation codes. Each observation code was evaluated using criteria for each indicator for psychometric evidence. A synthesis of the reviewed literature indicates the need for increased attention to the psychometric evidence of observation codes, measurement invariance across racial/ethnic groups, and the acceptability of observation methods for school-based practitioners. Recommendations for the use of each observation code based on a synthesis of the reviewed studies and future directions for research in observational assessment are provided. Impact Statement This paper reports the results of a systematic review of observation codes designed to assess student academic behaviors in classroom settings. Results indicate robust evidence for interobserver agreement, but far less consistent evidence for other important indicators of psychometric evidence including criterion-related validity and treatment sensitivity. The study highlights the need for further research on the psychometric evidence of observation methods, measurement invariance across racial/ethnic groups and the acceptability of methods for school-based practitioners. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to present a causal model of academic engagement based on school climate, epistemological beliefs, and problemsolving styles, with the mediating role of academic self-efficacy. Methods and Materials: This study was of a correlational type and employed the structural equation modeling (SEM) method. The statistical population included all high school students in Bushehr County during the 2022-2023 academic year, totaling 1,350 individuals. Based on Cochran's formula, a sample of 299 students was selected through cluster random sampling. Data were collected using the Academic Engagement Questionnaire by Reeve, the School Climate Questionnaire, the Epistemological Beliefs Questionnaire by Schommer, the Problem-Solving Styles Questionnaire by Cassidy and Long, and the Academic Self-Efficacy Questionnaire by Jinks and Morgan. Data analysis was conducted using Pearson correlation, regression analysis, and path analysis methods. Findings: The research findings indicated that school climate has a direct effect on academic self-efficacy. Epistemological beliefs have a direct effect on academic self-efficacy. Constructive problem-solving styles do not have a significant effect on academic self-efficacy in high school students. Nonconstructive problem-solving styles have a significant positive effect on academic self-efficacy in high school students. Academic self-efficacy has a direct effect on academic engagement. School climate has a direct effect on academic engagement. Epistemological beliefs have a direct effect on academic engagement. Constructive problem-solving styles have a significant effect on academic engagement in high school students. Non-constructive problem-solving styles do not have a significant positive effect on academic engagement in high school students. School climate indirectly affects academic engagement through the mediating role of academic self-efficacy. Epistemological beliefs indirectly affect academic engagement through the mediating role of academic self-efficacy. Constructive problem-solving styles do not have an indirect effect on academic engagement considering the mediating role of academic self-efficacy. Nonconstructive problem-solving styles have an indirect effect on academic engagement considering the mediating role of academic self-efficacy. Conclusion: The study confirms that school climate, epistemological beliefs, and problem-solving styles significantly influence academic engagement, with academic self-efficacy playing a critical mediating role. These findings highlight the importance of fostering a positive school environment and developing students' self-efficacy and epistemological beliefs to enhance academic engagement and performance. [ABSTRACT FROM AUTHOR]

The relationship between peer support and academic engagement has been widely explored. However, scarce research examined this relationship for college students, and little was known about the underlying mechanism under this relationship. This study aimed to examine the effect of peer support on academic via the mediation of academic motivation and the moderator of academic anxiety. This model was examined among 4581 Chinese college students (mean age = 20.22, SD = 0.92) who completed the measurement of peer support, academic motivation, academic engagement and academic anxiety. The results revealed that for Chinese college students, peer support significantly positively predicted academic engagement (r =.755, p <.001) and academic motivation could mediate the relationship between peer support and academic engagement (β =.036, 95% CI [0.493, 0.638]). Moreover, as a moderator, academic anxiety weakened the correlation between peer support and academic motivation (β = −.048 95% CI [−0.062, −0.033]). The current research highlights the mechanisms underlying the relationship between peer support and academic engagement, which played a vital role in facilitating college students' academic engagement. Practitioner Points: Peer support significantly positively predicted academic engagement for Chinese college students.Academic motivation can mediate the relationship between peer support and academic engagement, indirectly improving the effect of peer support on academic engagement.Academic anxiety can moderate the relationship between peer support and academic motivation among Chinese college students. [ABSTRACT FROM AUTHOR]

Introduction: Given the significance of academic engagement in students' success, educational psychology experts have explored this construct extensively. Aim: The present study aimed to propose a structural model to predict academic engagement based on self-regulation and perceived social support, with educational stress serving as a mediating factor. Methods: This was a descriptive and correlational study. The statistical population consisted of second-year high school students in Tehran during the 2021–2022 academic year, from which a sample of 407 students was selected through random cluster sampling. Data collection tools were the Academic Engagement Questionnaire, the Self-Regulation Questionnaire, the Perceived Social Support Multifaceted Scale, and the Educational Stress Scale for Adolescents. The data were analyzed using structural equation modeling (SEM). Results: The results showed that the indirect path coefficients between perceived social support (P<0.01, β=0.115) and self-regulation (P < 0.01, β = 0.140) with academic engagement mediated by educational stress were positive and statistically significant. Conclusion: Academic engagement was influenced by self-regulation and perceived social support, with academic stress serving as a mediating factor among students. To enhance academic performance, it is recommended to consider additional contributing factors by informing parents, teachers, and trainers through schools, workshops, and media. These efforts can help create supportive environments that reduce academic stress and foster students' self-regulation [ABSTRACT FROM AUTHOR]

In the realm of academic engagement, this study directs its focus toward a policy instrument that has received surprisingly scant attention within the literature, despite its substantial investment: European Union-funded research projects. These projects are designed to foster collaboration and establish a framework that supports and fortifies the creation and dissemination of exceptional knowledge and cutting-edge technologies. These endeavors are anticipated to fuel economic growth, spur social development, and address global challenges. Within this study, we delve into the impact of team experience and diversity on the research performance of consortia — groups of organizations — that have been successfully awarded funding within the FP7 and H2020 funding schemes. In order to dissect the influence of learning, our analysis is confined to consortia that have collaborated on multiple occasions. Drawing from data sourced from Community Research and Development Information Service, our findings unveil that beyond the monetary allocation, an array of team attributes and environmental factors play a role in augmenting team performance. Plain English Summary: The European Union (EU) invests millions of euros annually in research projects, aiming to foster collaboration among European institutions and countries. These initiatives seek to generate and share advanced knowledge and technologies, fostering economic growth, social development, and global problem solving. Consortia, formed by various organizations, apply for and often secure funding across multiple program cycles. Our study explores the factors that contribute to the successful collaboration of these consortia, leading to positive outcomes like increased learning, improved coordination, and a higher number of scientific publications. The findings indicate that a range of team qualities and environmental factors play a role in improving team performance. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Mental health among higher education students is a critical public health concern, with numerous studies documenting its impact on student well-being and academic performance. However, comprehensive research on the factors contributing to mental health deterioration, including barriers to seeking psychological help, remains insufficient. Gathering evidence on this topic is crucial to advancing policies, advocacy, and improving mental health services in higher education. Objective: This review explores the unique challenges faced by vulnerable student groups and highlights the factors influencing student well-being and academic engagement, including those exacerbated by the COVID-19 pandemic. The review also addresses barriers to accessing mental health services across various regions and provides evidence-informed recommendations for improving mental health policies and services in higher education, covering both well-researched and underexplored contexts. Methods: This narrative review synthesizes findings from over 50 studies on mental health in higher education. A targeted search was conducted using PubMed, Google Scholar, PsycINFO, CINAHL, and Scopus for studies published between 2013 and 2023. Data were analyzed through a deductive thematic content analysis approach, focusing on key predetermined themes related to student well-being, barriers to mental health services, and recommendations for policy improvements. Results: Several factors influence the mental health of higher education students, with vulnerable groups—including women, minorities, socioeconomically disadvantaged, international, and first-year students—experiencing higher levels of depression, anxiety, and stress. Factors that impact students' well-being and academic performance include academic pressure, financial stress, lack of social support, isolation, trauma, lack of inclusive practices, and pandemic-related stressors. Institutional barriers, inconsistent well-being measures, data-sharing issues, and regulatory limitations hinder students' access to mental health services, while stigma and lack of trust in mental health professionals impede care. Conclusion: Improving mental health strategies in higher education requires enhancing mental health services, addressing socioeconomic inequalities, improving digital literacy, standardizing services, involving youth in service design, and strengthening research and collaboration. Future research should prioritize detailed intervention reports, cost analyses, diverse data integration, and standardized indicators to improve research quality and applicability. [ABSTRACT FROM AUTHOR]

Academic engagement stands as a pivotal factor in fostering college students' academic success and bolstering their competitiveness in the job market. However, college students are generally insufficiently invested in academic pursuits. Future time perspective (FTP) has been shown to be correlated to students' academic engagement, and career adaptation is an essential competency for college students during the vocational transition phase. Accordingly, this study aimed to investigate the longitudinal relationship between FTP and academic engagement, and to explore the potential mediating role of career adaptability in this relationship. This three-wave longitudinal design included data from 259 first-year Chinese college students regarding their FTP, career adaptability, and academic engagement over six-month intervals (Time 1, October 2021; Time 2, April 2022; Time 3, October 2022). Cross-lagged models indicated that (1) FTP significantly and positively predicted subsequent academic engagement across all time points, (2) academic engagement significantly and positively predicted subsequent FTP across all time points, and (3) the relationship between FTP at Time 1 and academic engagement at Time 3 was mediated by career adaptability at Time 2. Thus, a significant temporal and bidirectional association exists between FTP and academic engagement with career adaptability as a mediator. These findings extend FTP and career construction theories to non-Western cultures and have implications for interventions targeting academic engagement and dropout rates. [ABSTRACT FROM AUTHOR]

Objective: The present study aims to investigate the role of mobile game usage on mental health, academic engagement, and aggression among high school students in Tabriz. Methods and Materials: This applied research is descriptive and correlational in nature. The statistical population comprised all female high school students in Tabriz during the 2021-2022 academic year. Based on the Morgan table and using cluster sampling, 251 students were selected and examined. Data were collected using the Goldberg Mental Health Questionnaire (1972), the Buss and Perry Aggression Questionnaire (1992), the Zarang Academic Engagement Questionnaire (2012), and a researcher-developed mobile game usage questionnaire. Data analysis was performed using Pearson's correlation coefficient and multiple (simultaneous) regression analysis. Findings: The results showed a significant positive correlation between mobile game usage and mental health indicators (somatic symptoms, anxiety, social dysfunction, and depression) and aggression components (physical aggression, verbal aggression, anger, and hostility). Additionally, a significant negative correlation was found between mobile game usage and academic engagement, including cognitive, emotional, and behavioral engagement. Furthermore, regression analysis results indicated that mobile game usage variables could predict changes in students' mental health, aggression, and academic engagement. Conclusion: Therefore, mobile games play an important role in students' mental health, aggression, and academic engagement. [ABSTRACT FROM AUTHOR]

Methods and Materials: The statistical population of this correlational-descriptive study included all students of the Faculty of Educational Sciences and Humanities at the University of Wasit, Iraq, in 2023. From this population, a sample of 306 students (115 female students and 185 male students) was selected using a multi-stage cluster random sampling method. Data were collected through the Academic Performance Questionnaire (Pham & Taylor, 1999), Academic Self-Concept Questionnaire (Chen & Thompson, 2004), Academic Engagement Questionnaire (Reeve & Tseng, 2011), Academic Resilience Questionnaire (Samuels, 2006), Emotional Self-Regulation Questionnaire (Hoffman & Kashdan, 2010), and Self-Esteem Questionnaire (Rosenberg, 1965) and were analyzed using Pearson correlation coefficient and stepwise regression analysis. Findings: The findings of the study indicated that there was a significant positive relationship between all research variables and academic performance (P<0.001). Additionally, the results of the stepwise regression analysis showed that in four steps, academic engagement, self-esteem, academic resilience, and emotional selfregulation could collectively predict 72% of the variance in academic performance, with academic engagement having the highest predictive power at 63%. Conclusion: Based on the findings of this study, it is suggested that the policymakers of higher education at the University of Wasit prioritize the enhancement of academic engagement and the strengthening of personality and psychological variables such as self-esteem and self-regulation, as well as contextual factors such as academic self-concept and academic resilience, to empower students and advance educational goals and academic success. [ABSTRACT FROM AUTHOR]

Objective: The sense of school belonging is a type of psychological need that has been confirmed to have positive psychological outcomes and supports the positive functioning of students in learning environments. Therefore, identifying individual and motivational factors that affect this sense is important. This study aimed to develop a structural model of school belonging based on academic identity, with the mediating role of students' academic engagement. Methods and Materials: This correlational study utilized structural equation modeling. The statistical population included all female high school students in Khorramabad during the 2023-2024 academic year. Among them, 800 students were selected through multistage cluster sampling. They were then evaluated using the School Belonging Questionnaire (Barry et al., 2004), Academic Identity Scales (Vaz & Isakson, 2008), and Academic Engagement Scale (Reeve, 2013). Structural equation modeling was used for data analysis. Findings: A positive and direct relationship was found between successful academic identity and academic engagement with school belonging, while a confused academic identity had a direct and negative relationship with school belonging (P<0.001). Successful and follower academic identities had a positive and direct relationship with academic engagement; confused and delayed academic identities had a direct and negative relationship with academic engagement (P<0.001). Academic engagement mediated the relationship between academic identity and school belonging. The overall model fit indices also indicated that the proposed model had a good fit. Conclusion: Based on the study's findings, it can be concluded that students' academic identity and academic engagement contribute to their sense of school belonging. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with the psychological well-being of high school students in Al-Diwaniyah, Iraq. Methods and Materials: This applied, descriptive-correlational study employed a structural equation modeling design. The statistical population included all high school students in Al-Diwaniyah, Iraq, during the first semester of the 2023-2024 academic year. A total of 250 students were selected using a multi-stage cluster random sampling method, and finally, 194 students completed the questionnaires. The questionnaires used in this study included Ryff's Psychological Well-Being Scale (1989), Solomon and Rothblum's Academic Procrastination Scale (1984), Fredericks et al.'s Academic Engagement Scale (2004), Nguyen et al.'s Psychological Capital Questionnaire (2012), and Rosenberg's Self-Esteem Scale (1965). Data were analyzed using SPSS version 26 and AMOS version 24. Findings: The results indicated a significant positive relationship between psychological capital and academic engagement with self-esteem and psychological well-being (p < .01) and a significant negative relationship between academic procrastination with self-esteem and psychological wellbeing (p < .01). Additionally, there was a significant positive relationship between self-esteem and psychological well-being (p < .01). Furthermore, selfesteem partially mediated the relationship between psychological capital, academic engagement, and academic procrastination with psychological wellbeing. Conclusion: Based on the findings of the present study, it can be concluded that fostering self-esteem through the development of psychological capital, increasing academic engagement, and reducing procrastination can improve the psychological well-being of high school students in Al-Diwaniyah, Iraq. [ABSTRACT FROM AUTHOR]

Background & Objective: One of the most considerable concerns of higher education systems is how to enhance students' academic engagement and flow. The present study aimed to examine the roles of emotional and autonomy support provided by teachers in students' academic engagement and flow. Material & Methods: The study sample included students enrolled at Kashan University of Medical Sciences in winter 2023. A total of 356 students were chosen as participants using proportional stratified random sampling technique. The data collection instruments were Black and Deci's Perceived Autonomy Support Questionnaire, Sakiz's Teacher Emotional Support Questionnaire, Reeve and Tseng's Academic Engagement Questionnaire, and Martin and Jackson's Academic Flow Questionnaire. The data were analyzed using Structural Equation Modeling (SEM) in Amos-22 software. Results: The SEM results indicated that the proposed model had a good fit. Perceived autonomy support predicted academic engagement (ß =.692, p <0.01) and academic flow (ß = 0.335, p < 0.01), and perceived emotional support predicted academic engagement (ß = 0.226, p < 0.01) and academic flow (ß = 0.312, p < 0.01). Conclusion: The results highlight the importance of the roles of perceived autonomy and emotional support in students' academic engagement and flow. Therefore, medical science universities are recommended to improve the quality of students' learning to achieve higher levels of academic success by giving professors essential guidelines on how to provide students with more autonomy and emotional support. [ABSTRACT FROM AUTHOR]

This study examined the impact of positive psychology variables, namely trait emotional intelligence (EI), positive affect and self‐care, on academic engagement (AE) in an online learning environment during COVID‐19. The study involved 717 undergraduates in Lebanon and utilised structural equation modelling for data analysis. The results demonstrated that positive affect and self‐care mediated the relationship between trait EI and AE. In women, both self‐care and positive affect were mediators, whereas in men, positive affect was the only mediator. For students who received a mix of synchronous and asynchronous lessons, both self‐care and positive affect mediated the relationship between trait EI and AE. However, for those who received only synchronous lessons, positive affect was the sole mediator. Furthermore, AE significantly predicted academic performance (AP) in both models. These findings suggest the importance of interventions that enhance trait EI, positive emotions and self‐care to improve AE and ultimately AP in online learning. [ABSTRACT FROM AUTHOR]

Academic libraries have long supported faculty's use of reading lists. The need for this support has only increased with the growing popularity of distance learning as well as the shifting resource use patterns brought on by online learning during the covid-19 pandemic. However, reading list software can be prohibitively expensive while not always meeting faculty needs, and traditional print-based course reserves can only be accessed in person in the library, creating unnecessary barriers for students. This article explores alternatives to commercial reading list software. Librarians can consider promoting these tools to help faculty meet their instructional goals and help students easily access and interact with library resources. Librarians may want to intervene in helping faculty with this work because it can promote collaboration, increase use statistics for library resources, ensure copyright and licensing compliance, and help librarians better develop collections to support students' research. [ABSTRACT FROM AUTHOR]

Drawing on the job demands–resources theory, this study pioneered the investigation of the influence of academic psychological capital (including self‐efficacy, hope, resilience, and optimism) on PhD students' creativity (including novelty and usefulness). It further explored the mediating role of academic engagement (including vigour, dedication, and absorption) in this relationship. A sample of 376 PhD students at two comprehensive universities in Jiangsu province, mainland China, responded to an online survey. Results showed that: (1) PhD students' self‐efficacy, resilience, and optimism positively predicted novelty, and all four dimensions of academic psychological capital positively predicted the usefulness dimension of creativity; and (2) dedication mediated the effects of hope and optimism on both novelty and usefulness; however, vigour and absorption did not mediate the association between academic psychological capital and creativity. The findings highlight the significance of academic psychological capital and academic engagement, especially dedication, in optimising PhD students' creativity. [ABSTRACT FROM AUTHOR]

The current research aimed to model the causal relationships between the dimensions of self-vitality (physical, mental, emotional, and social) and academic engagement and academic buoyancy. The number of participants in the research was (500) male and female students from the Faculty of Education, Helwan University. The researcher prepared three scales: the self-vitality scale, the academic engagement scale, and the academic buoyancy scale. The results revealed the fitness of the proposed model for the causal relationships between the research variables to the nature of the research data, as well as the presence of a statistically significant direct effect of physical, mental, and social vitality on academic engagement, the presence of a statistically significant direct effect of physical, emotional, and social vitality on academic buoyancy, the presence of a statistically significant direct effect of academic engagement on academic buoyancy, and also the presence of a statistically significant indirect effect of physical, mental, and social vitality on academic buoyancy through academic engagement. [ABSTRACT FROM AUTHOR]

Perfectionism is widely recognised as a key factor in students' learning experiences, but such evidence is primarily derived from cross-sectional studies testing unidirectional links. To fill in the gap, our study used a longitudinal design and made the initial attempt to examine the bi-directional links between two types of perfectionism (personal standards and concerns over mistakes), two types of academic motivation (intrinsic and extrinsic motivation), and academic engagement. Results from the cross-lagged panel analysis among Chinese university students found that personal standards and intrinsic motivation were positively and reciprocally related. Another reciprocity was revealed: intrinsic motivation positively predicted later extrinsic motivation, while extrinsic motivation negatively predicted later intrinsic motivation. Besides, our study revealed several unidirectional links: intrinsic motivation positively predicted later academic engagement, extrinsic motivation positively predicted later concerns over mistakes, and academic engagement negatively predicted later concerns over mistakes. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between challenge-hindrance stressors and innovative behavior of medical postgraduates in China, examining the mediating role of academic engagement and the moderating effect of relaxation. Drawing from a sample of 437 medical postgraduates from three Chinese universities, our findings revealed that challenge stressors positively correlated with innovative behavior, while the direct relationship between hindrance stressors and innovative behavior was not statistically significant. Furthermore, academic engagement mediated the relationship between two types of stressors and innovative behavior. Challenge stressors enhanced academic engagement, which in turn fostered innovative behavior. Conversely, hindrance stressors were found to diminish academic engagement, which in turn indirectly limited innovative behavior. Additionally, relaxation was identified as a moderating factor that helped mitigate the negative effects of hindrance stressors on academic engagement and indirectly on innovative behavior. These results suggested that academic engagement as a mechanism played a pivotal role in determining how different stressors influenced innovative behavior, underscoring the need for stress management, particularly through relaxation techniques, to maintain high levels of academic engagement and innovative behavior. This study offers practical insights for medical education policymakers and educators in China, emphasizing the importance of balancing stressors and incorporating relaxation practices to enhance the innovative capabilities of medical postgraduates in demanding academic environments. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For many students, the start of a university course is a positive experience, as it is a challenge that involves academic commitment and the achievement of a university degree. However, for other students, access to university becomes a stressful experience that manifests itself in signs of anxiety. Previous studies have shown the influence of high levels of anxiety on the degree of academic engagement for good study performance, with positive or negative moderators such as psychological well-being or self-efficacy. The overall aim of this study is to analyse self-efficacy and psychological well-being as moderators between anxiety and academic engagement, as well as the relationships between the variables. In the present study, 751 first-year students of the Faculty of Education Sciences of the University of Granada (Spain), of whom 90.7% are women and 9.3% are men, all aged between 18 and 47 years old (M = 21.05, SD = 3.57), completed the Utrecht Work Engagement Scale-Student questionnaires (UWES-S), Maslach Burnout Inventory-Student Survey (MBI-SS), State–Trait Anxiety Inventory (STAI) and Psychological Well-being Scale. The correlations between scales were studied using Pearson's correlation coefficient. To assess the moderating effect of self-efficacy and psychological well-being on the relationship between anxiety and academic engagement, structural equations were used with the maximum likelihood method. In relation to the analysis carried out, the findings show the importance of self-efficacy and psychological well-being as moderators between anxiety and academic engagement. Self-efficacy showed a moderating effect on the relationship between anxiety and academic engagement, so the interaction between anxiety and self-efficacy meant that in situations of high anxiety and high efficacy, academic engagement was virtually unaffected. [ABSTRACT FROM AUTHOR]

More than ever, universities and policymakers are paying attention to faculty members' engagement in industries' projects because university–industry collaboration (UIC) is seen as the key to economic development. However, the UIC differs from country to country, and researchers may have different motivations. This study explored the relationship between university researchers' motivations and varied UIC channels. A questionnaire was administered to the relevant faculty in public universities in two cross-border regions of Portugal and Spain. Drawing on data gathered from 841 researchers, the results reveal differences in these academics' motivations to engage in different channels. Pecuniary motivations (i.e., access to funding and commercialization) drive UIC through joint and contract research, while non-pecuniary motivations (i.e., learning opportunities and access to resources) inhibit cooperation through the same two engagement channels. In addition, joint and contract research involvement also depends on researchers' age, academic status, department size, and field of study. This study provides empirical evidence on the motivations and channels of UIC in two cross-border regions of Portugal and Spain. Furthermore, it presents important results for universities and policymakers who need to increase motivation and improve UIC channels. [ABSTRACT FROM AUTHOR]

Teachers are primary instructors in teaching activities, and their teaching behaviors exert a significant impact on student academic achievement. According to the self-determination theory, autonomy-supportive teachers are able to satisfy the basic psychological needs of students, facilitate their learning motivation and academic engagement, and greatly enhance their academic achievement. The meta-analysis of this study encompassed 37 empirical studies investigating teacher autonomy support and student academic achievement, involving 53 independent samples and 18,278 participants. The results revealed three key aspects. Firstly, teacher autonomy support was positively related to need satisfaction, academic motivation, academic engagement, and academic achievement. The effect size for autonomy support was more pronounced in relation to need satisfaction, academic motivation, and academic engagement compared to its impact on academic achievement. Secondly, need satisfaction and academic motivation played significant mediating roles in the relationship between teacher autonomy support and student academic achievement, while no significant mediating effect was observed for academic engagement. Thirdly, the age, economic, and cultural backgrounds of students did not moderate the relationship between autonomy support and academic achievement. Therefore, it is advised that future educational endeavors prioritize providing students with increased autonomy support. This may contribute to the fulfillment of their basic psychological needs, igniting learning motivation and enhancing academic engagement and achievement. [ABSTRACT FROM AUTHOR]

Copyright of Iranian Journal of Educational Research is the property of University of Hormozgan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: One of the burgeoning areas of interest within the realm of education pertains to student engagement, a central component of positive psychology (PP). Another fundamental concept in the PP literature is school connectedness, which underscores the belief students hold regarding the care shown by adults and peers in the educational environment towards their academic progress and personal welfare. Additionally, mindfulness, a pivotal term in the field of PP, offers noteworthy advantages such as enhancing working memory and reducing stress levels, consequently fostering academic involvement. Given the significance of school connectedness and mindfulness in academic engagement, the present study endeavors to examine the association between school connectedness and academic engagement in high school students, with mindfulness serving as a mediator. Methods: A total of 300 high school students from Bandar Abbas participated in the study, responding to scales measuring mindfulness, school connectedness, and academic engagement. Subsequently, structural equation modeling was employed to illuminate potential relationships. Results: The results indicated a significant correlation between school connectedness and academic engagement. Furthermore, the findings demonstrated that both school connectedness and mindfulness serve as positive and significant predictors of academic engagement. Moreover, the results substantiated the mediating role of mindfulness. Conclusions: These findings offer valuable insights for educators in enhancing classroom practices.

In Indonesia, the percentage of students dropping out from private universities is always much higher than that of public universities, and the second-highest number of dropouts comes from the engineering field. This study aims to improve the sustainability of engineering faculty in Indonesian private universities by obtaining variables that affect engineering student retention and finding the pattern for each category of student retention. Data was gathered through a questionnaire from 297 engineering faculty students. The questionnaire consists of 34 independent variables using academic performance, attitudes and satisfaction, academic engagement, social and family support, and four categories of student retention (persister, stop-out, slow-down, leaver) as dependent variables. According to discriminant analysis, grade point average (GPA) and student satisfaction in social relationships with fellow students influence engineering student retention. To increase engineering student retention, increasing student satisfaction in social relations with fellow students needs to be prioritized over GPA because the leaver and stop-out categories have a similar pattern, namely high GPA but low satisfaction with social relations with fellow students. Through this research, several efforts are proposed that need to be made by institutions to improve engineering student retention and the sustainability of engineering faculty in Indonesia. [ABSTRACT FROM AUTHOR]

The objective of the current investigation is to ascertain the effect of psychological ca​pital training on students’ academic engagement and positive emotions. The experimental investigation employed a pretest-posttest and control group design. In the latter part of 2022, the statistical population of the research comprised all middle school male students in Bandar-e Emam Khomeyni city. The 60 students in this study were randomly assigned to the experimental and control groups, with each group consisting of 30 students. The students were selected through multistage random sampling. The experimental group participated in ten sessions of psychological capital education, each lasting 90 minutes. The academic engagement questionnaire (AES) and the achievement emotions questionnaire (AEQ) were incorporated into the investigation. The data were analyzed using SPSS-25 software for multivariate and univariate ANCOVA. The results indicated that the engagement and positive academic emotions of students were significantly impacted by psychological capital training (p0.152). The present study’s results suggest that the training of psychological capital through the use of hope, optimism, self-efficacy, and resilience training could be considered an effective intervention for enhancing academic engagement and positive academic emotions in students.

Abstract Background Remote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM). Method This study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs. Results The results showed that stress negatively influenced academic engagement (β=-0.107*) and digital skills (β=-0.328***). In addition, digital skills (β = 0.470**) and mobile self-efficacy (β = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (β=-0.154**), and both variables act as sequential mediators in this relationship (β=-0.348***). Conclusion This study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.

Abstract Background Academic involvement and academic procrastination are two behavioral variables and are among the challenges of higher education, especially medical education. The purpose of the current research is to investigate the mediating role of goal orientation in the relationship between formative assessment with academic engagement and procrastination in Iranian medical students. Methods The present correlational study of path way type, was performed on 388 students of Zanjan University of Medical Sciences in the 2021 selected by a convenient sampling method. Four questionnaires of Goal orientation scale )21-item), the classroom assessment approaches questionnaire (12-item), the Procrastination Assessment Scale– Students (44-item) and the student engagement scale (10-item) were used to collect data. The data were analyzed with SPSS-26 and LISREL-10.2 software. Results The results of the path analysis showed formative assessment have significant direct effect on mastery orientation (β = 0.40), performance-approach (β = 0.14), avoidance orientation (β = -0.28), academic engagement (β = 0.32) and academic procrastination (β = 0.12). Also mastery orientation (β = 0.13), performance-approach (β = 0.12), avoidance orientation (β = -0.25) have a significant direct effect in the variance of academic engagement. As well mastery orientation (β = -0.43), performance-approach (β = -0.15), avoidance orientation (β = 0.30) have a significant direct effect in the variance of academic procrastination. These results confirm the direct hypotheses. Indirect effect of formative assessment to academic engagement (0.21) and academic procrastination (0.27) was significant. Conclusion It is recommended according to the results practitioners provide the basis for promoting academic engagement and decrease academic procrastination through the application of formative assessment and Improve classroom goal orientation.