Academic engagement: A diary study on the mediating role of academic support
| Autor: | Isabel Carmona-Cobo, Mauricio Robayo-Tamayo, Francisco J. Román, Bernardo Moreno-Jiménez, Eva Garrosa, Luis Manuel Blanco-Donoso |
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| Rok vydání: | 2020 |
| Předmět: |
curiosity
Mediation (statistics) Social Psychology media_common.quotation_subject 05 social sciences Multilevel model 050301 education Student engagement academic support Psicología Education Academic support diary study Developmental and Educational Psychology Positive relationship Curiosity 0501 psychology and cognitive sciences academic engagement Psychology self-efficacy 0503 education Social psychology 050104 developmental & child psychology media_common |
| Zdroj: | Learning and Individual Differences. 80:101887 |
| ISSN: | 1041-6080 |
| Popis: | © 2020 Elsevier Inc. Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day mediates the relationship between the levels of self-efficacy and curiosity, measured early in the day, and the level of academic engagement measured at the end of the day. Ninety-four undergraduates filled in a general questionnaire and subsequently completed a daily questionnaire, for 5 consecutive academic days (470 diary entries). The multilevel analysis showed a positive relationship between self-efficacy and curiosity and academic engagement. In addition, the results revealed a positive relationship between academic support and academic engagement. Finally, the results showed partial mediation of academic support in the relationship between self-efficacy and academic engagement and in the relationship between curiosity and academic engagement. The results can be used to improve teaching and learning programs in colleges and universities. This research was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES (Brazil), through a scholarship granted to the first author (process n° 99999.004301/2015-03) |
| Databáze: | OpenAIRE |
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