| Autor: |
Rumi Matsushima, Hitomi Ozaki |
| Předmět: |
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| Zdroj: |
Information & Technology in Education & Learning; 2023, Vol. 3 Issue 1, p1-7, 7p |
| Abstrakt: |
This study examines the influence of class orientation and academic engagement on students’ sense of fulfillment in learning and self-growth at the university level. A total of 212 university students were asked which idea of class orientation suited them better: “I like classes where it is easier to get units even if I am not interested in classes,” or “I like classes where I am interested even if it is difficult to get units.” They were also administered a scale that measured academic engagement, sense of fulfillment in learning, and self-growth at the university level. The findings revealed that holding a more autonomous idea of class orientation promotes academic engagement, specifically cognitive and social engagement (for friends), which then leads to a sense of fulfillment in learning and self-growth at the university level. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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