FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Zhao, H
   Liu, XX
   Qi, CH
AF Zhao, Hui
   Liu, Xiaoxian
   Qi, Chunhui
TI "Want to Learn" and "Can Learn": Influence of Academic Passion on
   College Students' Academic Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; academic passion; academic self-efficacy; teacher
   developmental feedback; college students
ID SELF-EFFICACY; MEDIATING ROLE; POSITIVE EMOTIONS; AUTONOMY SUPPORT; WORK
   ENGAGEMENT; BURNOUT; MOTIVATION; ROLES; PERFORMANCE; FEEDBACK
AB Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.
C1 [Zhao, Hui; Liu, Xiaoxian; Qi, Chunhui] Henan Normal Univ, Fac Educ, Xinxiang, Henan, Peoples R China.
C3 Henan Normal University
RP Zhao, H (corresponding author), Henan Normal Univ, Fac Educ, Xinxiang, Henan, Peoples R China.
EM zhaohui@htu.edu.cn
OI Zhao, Hui/0000-0002-1601-9422
FU Soft Science Research Project of Henan Province (Science and Technology
   Department of Henan Province) [202400410067]; Youth Science Foundation
   of Henan Normal University (Henan Normal University) [2021QK23]; PHD
   Initial Fund of Henan Normal University (Henan Normal University)
   [QD18044]
FX This study was supported by Soft Science Research Project of Henan
   Province (Science and Technology Department of Henan Province; Project
   ID. 202400410067), Youth Science Foundation of Henan Normal University
   (Henan Normal University; Project ID. 2021QK23), and PHD Initial Fund of
   Henan Normal University (Henan Normal University; Project ID. QD18044).
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NR 50
TC 12
Z9 12
U1 14
U2 157
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 17
PY 2021
VL 12
AR 697822
DI 10.3389/fpsyg.2021.697822
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA TC0LW
UT WOS:000668337800001
PM 34220656
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Closson, LM
   Boutilier, RR
AF Closson, Leanna M.
   Boutilier, Rory R.
TI Perfectionism, academic engagement, and procrastination among
   undergraduates: The moderating role of honors student status
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Perfectionism; Conscientiousness; Neuroticism; Procrastination; Academic
   engagement
ID ACHIEVEMENT-MOTIVATION; HIGH-ABILITY; SELF; DEPRESSION; MODEL; WORK
AB This study examined whether honors student status moderated associations between perfectionism and both academic engagement and procrastination among undergraduate students (N = 492, Maze = 21.83 years). Results revealed that perfectionism predicted academic engagement and procrastination, beyond the effects of conscientiousness and neuroticism. Self-oriented perfectionism (SOP) was negatively associated with procrastination but was positively associated with academic engagement, whereas socially-prescribed perfectionism (SPP) was positively associated with procrastination but was negatively associated with academic engagement. Honors student status moderated the relations between perfectionism and academic engagement. Specifically, the positive association between SOP and academic engagement was stronger for non-honors students than for honors students. In addition, the negative association between SPP and academic engagement was significant for honors students but not for non-honors students. The findings suggest that perfectionistic tendencies play an important role in understanding academic engagement, especially among honors students.
C1 [Closson, Leanna M.; Boutilier, Rory R.] St Marys Univ, Halifax, NS, Canada.
C3 Saint Marys University - Canada
RP Closson, LM (corresponding author), St Marys Univ, Dept Psychol, 923 Robie St, Halifax, NS, Canada.
EM leanna.closson@smu.ca
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NR 35
TC 33
Z9 52
U1 15
U2 109
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JUL
PY 2017
VL 57
BP 157
EP 162
DI 10.1016/j.lindif.2017.04.010
PG 6
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FH9NF
UT WOS:000411538300016
DA 2024-07-15
ER

PT J
AU Chen, CM
   Bian, F
   Zhu, YJ
AF Chen, Chunmei
   Bian, Fei
   Zhu, Yujie
TI The relationship between social support and academic engagement among
   university students: the chain mediating effects of life satisfaction
   and academic motivation
SO BMC PUBLIC HEALTH
LA English
DT Article
DE University students; Social support; Academic engagement; Life
   satisfaction; Academic motivation
ID SCHOOL ENGAGEMENT; COLLEGE-STUDENTS; STRESS; ADOLESCENTS; CLASSROOM;
   EXPERIENCES; PERCEPTIONS; PERSONALITY; PERFORMANCE; TECHNOLOGY
AB Background University students' academic engagement has a significant impact on their academic performance and career development.
   Methods In order to explore the influential mechanisms of social support on university students' academic engagement and the mediating role of academic motivation and life satisfaction, this study used the Adolescent Social Support Scale, University Students' Academic Engagement Scale Questionnaire, Adolescent Student Life Satisfaction Scale and University Students' Academic Motivation Questionnaire, to conduct a questionnaire survey and empirical analysis on 2106 Chinese university students.
   Results (1) social support significantly and positively predicts academic engagement; (2) social support influences academic engagement through the mediating effect of life satisfaction; (3) social support influences academic engagement through the mediating effect of academic motivation; (4) life satisfaction and academic motivation play a chain mediating role in the effect of social support on academic engagement.
   Conclusions This study contributes to understanding the underlying mechanisms of the relationship between social support and academic engagement, which in turn provides insights for universities and the departments concerned to make measures to improve the level of university students' academic engagement.
C1 [Chen, Chunmei] Jimei Univ, Teachers Coll, Xiamen 361021, Fujian, Peoples R China.
   [Bian, Fei] Shenzhen Polytech Univ, Inst Tech & Vocat Educ, Shenzhen 518055, Guangdong, Peoples R China.
   [Zhu, Yujie] Jimei Univ, Sch Marine Culture & Law, Xiamen 361021, Fujian, Peoples R China.
C3 Jimei University; Shenzhen Polytechnic University; Jimei University
RP Bian, F (corresponding author), Shenzhen Polytech Univ, Inst Tech & Vocat Educ, Shenzhen 518055, Guangdong, Peoples R China.; Zhu, YJ (corresponding author), Jimei Univ, Sch Marine Culture & Law, Xiamen 361021, Fujian, Peoples R China.
EM bianfei2011@szpu.edu.cn; 1121034524@qq.com
RI Sun, Yue/KHU-8159-2024; zhang, yingying/KGM-8162-2024; zhu,
   yujie/KBC-4009-2024
OI zhang, yingying/0000-0001-7479-3398; 
FU The 2022 Guangdong Province Education Science Planning Project
   [2022GXJK105]; CSTVE; New - Era TVET Institute of China 2022 Annual Key
   Project [SZ22B05]
FX 2022 Guangdong Province Education Science Planning Project (Project No.
   2022GXJK105); CSTVE and New - Era TVET Institute of China 2022 Annual
   Key Project (Project No. SZ22B05).
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NR 121
TC 0
Z9 0
U1 57
U2 59
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD NOV 29
PY 2023
VL 23
IS 1
AR 2368
DI 10.1186/s12889-023-17301-3
PG 13
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Public, Environmental & Occupational Health
GA CE6S8
UT WOS:001123617800003
PM 38031093
OA gold
DA 2024-07-15
ER

PT J
AU Wilcox, G
   McQuay, J
   Blackstaffe, A
   Perry, R
   Hawe, P
AF Wilcox, Gabrielle
   McQuay, Jocelyn
   Blackstaffe, Anita
   Perry, Rosemary
   Hawe, Penelope
TI Supporting Academic Engagement in Boys and Girls
SO CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE academic engagement; social support; gender; anxiety
ID SOCIAL SUPPORT; SCHOOL ENGAGEMENT; STUDENT RELATIONSHIPS; MIDDLE;
   GENDER; MOTIVATION; CHILDHOOD; ANXIETY; SCALE
AB Understanding how social support and anxiety influence academic engagement in boys and girls is important to ensure that we effectively promote academic engagement. This study examined the relationship between gender, social support, anxiety, and academic engagement in elementary and junior high school students. Students in Grades 5 to 9 (N = 1,904) completed self-reports measuring academic engagement, anxiety, and perceived social support from family, friends, and school staff. Results indicated that girls were more likely to perceive social support and to score higher on the anxiety scale than boys were. Grade level was a significant predictor of academic engagement for boys but not for girls, while anxiety classification was a significant predictor of academic engagement for girls but not for boys. This study highlights the importance of understanding the multiple factors that influence academic engagement to provide targeted prevention and intervention strategies and how these factors differ for boys and girls.
C1 [Wilcox, Gabrielle; McQuay, Jocelyn; Perry, Rosemary] Univ Calgary, 2500 Univ Dr NW, Calgary, AB T1N 1N4, Canada.
   [Blackstaffe, Anita] Univ Calgary, Cumming Sch Med, Calgary, AB, Canada.
   [Hawe, Penelope] Univ Calgary, OBrien Inst Publ Hlth, Calgary, AB, Canada.
   [Hawe, Penelope] Univ Sydney, Menzies Ctr Hlth Policy, Sydney, NSW, Australia.
   [Hawe, Penelope] Univ Sydney, NHMRC Australian Prevent Partnership Ctr, Sydney, NSW, Australia.
C3 University of Calgary; University of Calgary; University of Calgary;
   University of Sydney; University of Sydney
RP Wilcox, G (corresponding author), Univ Calgary, 2500 Univ Dr NW, Calgary, AB T1N 1N4, Canada.
EM gwilcox@ucalgary.ca
RI Wilcox, Gabrielle/AAO-4036-2020
OI Wilcox, Gabrielle/0000-0002-9295-2011
FU Canadian Institutes of Health and Research (CIHR); International
   Collaborative Centre for the Study of Social and Physical Environemnts
   and Health [CDA-66152]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was funded through Canadian Institutes of Health and Research (CIHR).
   The title was "International Collaborative Centre for the Study of
   Social and Physical Environemnts and Health" reference number CDA-66152.
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
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NR 38
TC 7
Z9 8
U1 8
U2 48
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0829-5735
EI 2154-3984
J9 CAN J SCH PSYCHOL
JI Can. J. Sch. Psychol.
PD SEP
PY 2018
VL 33
IS 3
BP 179
EP 192
DI 10.1177/0829573517703239
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GP2OB
UT WOS:000440673100001
DA 2024-07-15
ER

PT J
AU Ren, YZ
   Shi, JL
   Liu, AY
   Wang, XY
   Ying, JF
   Wu, XC
AF Ren, Yizhen
   Shi, Jialin
   Liu, Aiyi
   Wang, Xinyi
   Ying, Jiefeng
   Wu, Xinchun
TI Coparenting and Adolescent Academic Engagement: The Mediating Role of
   Parent-Child Communication Among a National Sample of Chinese Families
SO CHILD & FAMILY SOCIAL WORK
LA English
DT Article; Early Access
DE academic engagement; coparenting conflict; coparenting support;
   parent-child communication
ID FATHER INVOLVEMENT; MENTAL-HEALTH; CONFLICT; STRESS; PERFORMANCE;
   ATTACHMENT; ADJUSTMENT; AMERICAN; SYMPTOMS; STUDENTS
AB The relationship and related mediating mechanism between parental coparenting and adolescent academic engagement have yet to be elucidated during the pandemic. The present study is set to investigate the relationship between parental coparenting and adolescent academic engagement within Chinese families. Then it examines the mediating effects of parent-child communications in relationships. As a part of the national online survey in China, fathers, mothers and adolescents from 700 families across the country participated in the online survey. Both parents reported their coparenting support and conflict, while adolescents rated the level of open and problematic parent-child communication and their own academic engagement. Paternal coparenting conflict was related to adolescent academic engagement through both open and problematic communications. Paternal and maternal coparenting support was related to adolescent academic engagement through the mediating effect of open communication. Maternal coparenting conflict was related to adolescent academic engagement through problematic communication. Moreover, paternal coparenting support was positively directly related to adolescent academic engagement in the overall model. The research findings supported the effects of parental coparenting on adolescent academic engagement through the mediating effects of open and problematic parent-child communication. Paternal coparenting support had a greater impact on adolescent academic engagement.
C1 [Ren, Yizhen; Shi, Jialin; Liu, Aiyi; Ying, Jiefeng; Wu, Xinchun] Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.
   [Wang, Xinyi] Minjiang Teachers Coll, Dept Humanities & Social Sci, Fuzhou, Peoples R China.
C3 Beijing Normal University
RP Wu, XC (corresponding author), Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.
EM xcwu@bnu.edu.cn
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NR 71
TC 0
Z9 0
U1 9
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1356-7500
EI 1365-2206
J9 CHILD FAM SOC WORK
JI Child Fam. Soc. Work
PD 2024 MAY 3
PY 2024
DI 10.1111/cfs.13186
EA MAY 2024
PG 12
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA PM9N0
UT WOS:001214613400001
DA 2024-07-15
ER

PT J
AU Zhen, R
   Li, L
   Ding, Y
   Hong, W
   Liu, RD
AF Zhen, Rui
   Li, Lu
   Ding, Yi
   Hong, Wei
   Liu, Ru-De
TI How does mobile phone dependency impair academic engagement among
   Chinese left-behind children?
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Social media; Academic engagement; Underlying mechanism
ID SMARTPHONE ADDICTION; SELF-REGULATION; PARENTAL MIGRATION; EXECUTIVE
   FUNCTION; PROCRASTINATION; ADOLESCENTS; PERFORMANCE; STUDENTS; IMPACTS;
   SATISFACTION
AB Mobile phone dependency (MPD) and low academic engagement are two common social and psychological problems among left-behind children in rural China. However, the relation between MPD and academic engagement in this population remains unclear, although studies have indicated that technology addiction is associated with increased academic problems. To elucidate the relationship between MPD and academic engagement and its underlying mechanism, this study examined the mediating roles of inattention, academic persistence, and procrastination in the relation between MPD and academic engagement. We recruited 1505 left-behind children to complete self-report questionnaires. A structural equation model was established to examine the multiple mediating effects. The results showed that MPD had three 1-step indirect and negative effects on academic engagement via inattention, academic persistence, and academic procrastination. MPD had three 2-step indirect and negative relationships to academic engagement via inattention to academic persistence, inattention to academic procrastination, and academic persistence to procrastination. MPD also had a 3-step indirect and negative relationship to academic engagement via inattention, academic persistence, and procrastination. These findings suggest that inattention, academic persistence, and academic procrastination mediated the relationship between MPD and academic engagement in left-behind children in rural China and further indicate that MPD can elicit a constellation of academic problems, which, in turn, result in low academic engagement.
C1 [Zhen, Rui] Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou 311121, Peoples R China.
   [Zhen, Rui] Zhejiang Key Lab Res Assessment Cognit Impairment, Hangzhou 311121, Peoples R China.
   [Li, Lu] Xiaochi Binjiang Sr High Sch Hubei Prov, Huanggang 435501, Peoples R China.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
   [Hong, Wei; Liu, Ru-De] Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100785, Peoples R China.
C3 Hangzhou Normal University; Fordham University; Beijing Normal
   University
RP Liu, RD (corresponding author), Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100785, Peoples R China.
EM liurude@126.com
RI D, Y/JJC-2699-2023
FU Nudge Project for Young and Middle-aged Teachers of College of Education
   in Hangzhou Normal University [18JYXK016]
FX Nudge Project for Young and Middle-aged Teachers of College of Education
   in Hangzhou Normal University (Grant No. 18JYXK016).
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NR 72
TC 18
Z9 18
U1 13
U2 89
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD SEP
PY 2020
VL 116
AR 105169
DI 10.1016/j.childyouth.2020.105169
PG 7
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA PP1MH
UT WOS:000605632200030
DA 2024-07-15
ER

PT J
AU Zhen, R
   Liu, RD
   Ding, Y
   Jiang, RH
   Jiang, SY
   Hong, W
AF Zhen, Rui
   Liu, Ru-De
   Ding, Yi
   Jiang, Ronghuan
   Jiang, Shuyang
   Hong, Wei
TI Gratitude and academic engagement among primary students: Examining a
   multiple mediating model
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Gratitude; Teacher-student relationship; Academic self-efficacy;
   Academic anxiety; Academic engagement
ID COUNTING BLESSINGS; SCHOOL ENGAGEMENT; POSITIVE AFFECT; SELF-EFFICACY;
   MATH ANXIETY; ADOLESCENTS; PREDICTORS
AB The current study investigated 745 primary students by using a gratitude scale, a teacher-student relationship scale, an academic self-efficacy scale, an academic anxiety scale, and an academic engagement scale to examine the multiple mediating roles of the teacher-student relationship, academic self-efficacy, and academic anxiety in the relationship between gratitude and academic engagement. Our findings indicated that gratitude had a direct and positive impact on academic engagement. In addition, gratitude could exert a positive effect on academic engagement by boosting the teacher-student relationship. Gratitude could positively affect academic engagement through a two-step path from the teacher-student relationship to academic self-efficacy. The positive effect of gratitude on academic engagement could also be achieved through a three-step path from the teacher-student relationship to academic anxiety via academic self-efficacy. Therefore, parents and educators can foster students' experience and expression of gratitude in school life to further improve their academic engagement. The research findings and limitations were discussed in detail.
C1 [Zhen, Rui] Hangzhou Normal Univ, Coll Educ, Inst Psychol Sci, Hangzhou 3211121, Peoples R China.
   [Liu, Ru-De; Jiang, Ronghuan; Jiang, Shuyang; Hong, Wei] Beijing Normal Univ, Fac Psychol, Sch Psychol, Inst Dev Psychol,Beijing Key Lab Appl Expt Psycho, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
C3 Hangzhou Normal University; Beijing Normal University; Fordham
   University
RP Liu, RD (corresponding author), Beijing Normal Univ, Fac Psychol, Sch Psychol, Inst Dev Psychol,Beijing Key Lab Appl Expt Psycho, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM liurude@126.com
RI D, Y/JJC-2699-2023; Jiang, Shuyang/GXV-0429-2022
FU Project of Humanities and Social Sciences Key Research Base in Ministry
   of Education of the People's Republic of China [15JJD190001]; Nudge
   Project for Young and Middle-aged Teachers of College of Education in
   Hangzhou Normal University [18JYXK016]
FX This study was supported by the Project of Humanities and Social
   Sciences Key Research Base in Ministry of Education of the People's
   Republic of China (Grant No. 15JJD190001), and the Nudge Project for
   Young and Middle-aged Teachers of College of Education in Hangzhou
   Normal University (Grant No. 18JYXK016). We thank the students and
   teachers of the participating schools for their time and support.
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NR 65
TC 25
Z9 25
U1 12
U2 116
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAY
PY 2021
VL 40
IS 5
BP 2543
EP 2551
DI 10.1007/s12144-019-00202-3
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA SG9RY
UT WOS:000653778400049
DA 2024-07-15
ER

PT J
AU Heidari, E
   Mehrvarz, M
   Marzooghi, R
   Stoyanov, S
AF Heidari, Elham
   Mehrvarz, Mahboobe
   Marzooghi, Rahmatallah
   Stoyanov, Slavi
TI The role of digital informal learning in the relationship between
   students' digital competence and academic engagement during the COVID-19
   pandemic
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE academic engagement; digital competence; digital informal learning;
   higher education; structural equation modelling
AB During the COVID-19 crisis, digital informal learning is important for students' academic engagement. Although scholars have highlighted the importance of students' digital competence in improving digital informal learning (DIL), the mediating role of DIL between digital competence and academic engagement has remained ambiguous. The purpose of this study is to investigate the relationship between students' digital competence and their academic engagement with the mediating role of DIL in the higher education context. This study used a descriptive correlational design, and the data were analyzed using structural equation modelling (SEM). The study sample included 308 students from Shiraz University, Iran. The results showed that digital competence positively and significantly correlated with students' DIL and their academic engagement. Furthermore, DIL, as the mediator variable, was found to mediate the relationship between students' digital competence and their academic engagement. Since higher education institutions have a key role in improving students' academic engagement, particularly in the COVID-19 pandemic, academic administrators should pay more attention to students' digital competencies and provide them with efficient and user-friendly DIL platforms that can increase their academic engagement.
C1 [Heidari, Elham; Marzooghi, Rahmatallah] Shiraz Univ, Dept Educ Adm & Planning, Shiraz, Iran.
   [Mehrvarz, Mahboobe] Shiraz Univ, Sch Educ & Psychol, Shiraz, Iran.
   [Stoyanov, Slavi] Open Univ Netherlands, Fac Educ Sci, Heerlen, Netherlands.
C3 Shiraz University; Shiraz University; Open University Netherlands
RP Mehrvarz, M (corresponding author), Shiraz Univ, Sch Educ & Psychol, Shiraz, Iran.
EM m.mehrvarz@shirazu.ac.ir
RI Mehrvarz, Mahboobeh/AAO-4820-2021; Stoyanov, Slavi/I-8871-2019; Heidari,
   Elham/ABF-1727-2021
OI Mehrvarz, Mahboobeh/0000-0001-6921-2878; Stoyanov,
   Slavi/0000-0002-1190-5871; Heidari, Elham/0000-0001-5216-9674
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NR 57
TC 38
Z9 41
U1 15
U2 80
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0266-4909
EI 1365-2729
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD AUG
PY 2021
VL 37
IS 4
BP 1154
EP 1166
DI 10.1111/jcal.12553
EA APR 2021
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TG3PB
UT WOS:000641039200001
PM 34230741
OA Green Published
DA 2024-07-15
ER

PT J
AU Truta, C
   Parv, L
   Topala, I
AF Truta, Camelia
   Parv, Luminita
   Topala, Ioana
TI Academic Engagement and Intention to Drop Out: Levers for Sustainability
   in Higher Education
SO SUSTAINABILITY
LA English
DT Article
DE academic dropout; academic engagement; sustainable education; students
   at risk; students' satisfaction; academic context
ID UNIVERSITIES; INVOLVEMENT; SCHOOL; STAFF
AB The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students' achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.
C1 [Truta, Camelia; Topala, Ioana] Transilvania Univ Brasov, Dept Psychol Educ & Teaching Training, 29 Eroilor Blvd, Brasov 500036, Romania.
   [Parv, Luminita] Transilvania Univ Brasov, Dept Mfg Engn, 29 Eroilor Blvd, Brasov 500036, Romania.
C3 Transylvania University of Brasov; Transylvania University of Brasov
RP Parv, L (corresponding author), Transilvania Univ Brasov, Dept Mfg Engn, 29 Eroilor Blvd, Brasov 500036, Romania.
EM camitruta@unitbv.ro; luminita.parv@unitbv.ro; ioana.stroe@unitbv.ro
RI Parv, Luminita/AAX-1242-2020; Truta, Camelia/AAC-8333-2022; Parv,
   Luminita/G-7203-2019
OI Truta, Camelia/0000-0002-7189-2507; Parv, Luminita/0000-0001-6127-1339
FU Institutional Development Fund [CNFIS-FDI-2018-0503]
FX This work was partially supported by the Institutional Development Fund
   (grant CNFIS-FDI-2018-0503).
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NR 41
TC 49
Z9 62
U1 9
U2 48
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD DEC
PY 2018
VL 10
IS 12
AR 4637
DI 10.3390/su10124637
PG 11
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA HG9OL
UT WOS:000455338100303
OA gold
DA 2024-07-15
ER

PT J
AU Alkharj, S
   Alsalamah, YS
   Allari, R
   Alharbi, MS
   Alslamah, T
   Babkair, L
   Labani, S
   Fawaz, M
AF Alkharj, Sarah
   Alsalamah, Yasir S.
   Allari, Rabia
   Alharbi, Maryam Saad
   Alslamah, Thamer
   Babkair, Lisa
   Labani, Safiah
   Fawaz, Mirna
TI Stress and academic engagement among Saudi undergraduate nursing
   students: The mediating role of emotion regulation and emotional
   intelligence
SO NURSING OPEN
LA English
DT Article
DE academic engagement; emotional intelligence; nursing students;
   self-esteem
ID PERFORMANCE; MODEL
AB Aim: To assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students. Design: This study employed a quantitative cross-sectional research design. Methods: The study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model. Results: The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution. Results: The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.
C1 [Alkharj, Sarah] King Saud Univ Med City, Dept Mental Hlth, Nursing Affairs, Riyadh, Saudi Arabia.
   [Alsalamah, Yasir S.] Mental Hlth Hosp, Dept Nursing, Qassim Hlth Cluster, Buraydah, Saudi Arabia.
   [Alsalamah, Yasir S.] Univ Pretoria, Dept Nursing, Pretoria, South Africa.
   [Allari, Rabia] Al Ahliyya Amman Univ, Nursing Fac, Dept Acute & Chron Care Nursing, Amman, Jordan.
   [Alharbi, Maryam Saad] King Abdulaziz Med City Riyadh, King Abdullah Specialized Childrens Hosp, Pediat Oncol & Hematol, Jeddah, South Africa.
   [Alslamah, Thamer] Qassim Univ, Coll Publ Hlth & Hlth Informat, Dept Publ Hlth, Al Bukairiyah, Saudi Arabia.
   [Babkair, Lisa] King Abdulaziz Univ, Fac Nursing, Jeddah, Saudi Arabia.
   [Labani, Safiah] King Abdullah Int Med Res Ctr, Riyadh, Saudi Arabia.
   [Fawaz, Mirna] Amer Univ Middle East, Coll Hlth Sci, Kuwait, Kuwait.
C3 King Saud University; University of Pretoria; Al-Ahliyya Amman
   University; Qassim University; King Abdulaziz University; King Saud Bin
   Abdulaziz University for Health Sciences; King Abdullah International
   Medical Research Center (KAIMRC); American University of the Middle East
RP Fawaz, M (corresponding author), Amer Univ Middle East, Coll Hlth Sci, Kuwait, Kuwait.
EM mirna.fawaz@aum.edu.kw
OI Babkair, Lisa/0000-0003-0557-898X
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NR 63
TC 0
Z9 0
U1 4
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 2054-1058
J9 NURS OPEN
JI NURS. OPEN
PD MAY
PY 2024
VL 11
IS 5
AR e2167
DI 10.1002/nop2.2167
PG 12
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA OV7G3
UT WOS:001210113500001
PM 38687822
OA Green Accepted, gold
DA 2024-07-15
ER

PT J
AU Qian, HF
   Huang, WL
   He, QM
   Luo, SS
   Chen, QM
AF Qian, Huangfu
   Huang, Weilin
   He, Qianmei
   Luo, Sisi
   Chen, Qimei
TI The relationship between self-handicapping in chemistry and chemistry
   academic engagement: a moderated mediation model investigation
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article
ID TEACHER EMOTIONAL SUPPORT; ACHIEVEMENT GOALS; STUDENT MOTIVATION;
   MULTIDIMENSIONAL MODEL; AUTONOMY-SUPPORT; PERFORMANCE; BUOYANCY;
   STRATEGIES; MATHEMATICS; RESILIENCE
AB Chemistry academic engagement has received considerable attention for its role in enhancing students' learning and overall development. As a significant factor influencing students' chemistry improvement, research on chemistry academic engagement has emerged as a focal point. However, the methods to improve students' chemistry academic engagement remain limited until now. Therefore, this study aims to investigate the mechanisms of chemistry academic engagement, self-handicapping, chemistry academic buoyancy and teacher support, and offer suggestions to improve students' academic engagement. We assumed a moderated mediation model and evaluated all variables for twelve different schools in China (N = 3344, Grade 10), then analyzed the data with structural equation models (SEM). The results suggested that (1) self-handicapping in chemistry negatively predicted chemistry academic engagement; (2) chemistry academic buoyancy moderated the relationship between chemistry academic engagement and self-handicapping to a certain extent, and this indirect effect was significant irrespective of teacher support levels; (3) instrumental support moderated the mediating process in the academic buoyancy to academic engagement pathway; (4) teacher emotional support moderated the direct and indirect pathways of the mediating process from self-handicapping in chemistry to chemistry academic engagement. Finally, we analyzed the results of this research, highlighted its educational significance, recognized the limitations and made recommendations for further research.
C1 [Qian, Huangfu; Huang, Weilin; He, Qianmei; Luo, Sisi] Southwest Univ, Chongqing 400715, Peoples R China.
   [Chen, Qimei] Southwest Univ, Liangjiang Expt Middle Sch, Chongqing 401121, Peoples R China.
C3 Southwest University - China; Southwest University - China
RP Qian, HF (corresponding author), Southwest Univ, Chongqing 400715, Peoples R China.
EM chemqian16@swu.edu.cn
FU The 14th Five-Year Plan Research Project of Chongqing Education Science
   [K23YB2020027]
FX This work was sponsored by the 14th Five-Year Plan Research Project of
   Chongqing Education Science (Grant No. K23YB2020027).
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NR 113
TC 0
Z9 0
U1 6
U2 6
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
EI 1756-1108
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PD JUN 26
PY 2024
VL 25
IS 3
BP 920
EP 933
DI 10.1039/d3rp00332a
EA MAY 2024
PG 14
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA WI0I6
UT WOS:001215092600001
DA 2024-07-15
ER

PT J
AU Guo, Y
   Zhao, YH
   Yang, XT
AF Guo, Yan
   Zhao, Yuehan
   Yang, Xiantong
TI Relation between Shyness and Music Academic Engagement: The Mediation of
   Achievement Goals-A Cross-Sectional Survey Study
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE shyness; music; academic engagement; achievement goals; college students
ID PERSONALITY-TRAITS; HIERARCHICAL MODEL; STUDENT ENGAGEMENT; SOCIAL
   WITHDRAWAL; SCHOOL ADJUSTMENT; CHILDRENS SHYNESS; MOTIVATION; CLASSROOM;
   CHINESE; PARTICIPATION
AB Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.
C1 [Guo, Yan] Taiyuan Normal Univ, Dept Mus, Jinzhong 030619, Peoples R China.
   [Zhao, Yuehan] Univ Cambridge, Fac Educ, Trinity Lane, Cambridge CB2 1AG, England.
   [Yang, Xiantong] Beijing Normal Univ, Fac Psychol, Beijing 100875, Peoples R China.
C3 Taiyuan Normal University; University of Cambridge; Beijing Normal
   University
RP Zhao, YH (corresponding author), Univ Cambridge, Fac Educ, Trinity Lane, Cambridge CB2 1AG, England.; Yang, XT (corresponding author), Beijing Normal Univ, Fac Psychol, Beijing 100875, Peoples R China.
EM yz694@cam.ac.uk; xtyang93@foxmail.com
RI Yang, Xiantong/AAY-2033-2021; Yang, Xiantong/IUQ-2171-2023
OI Yang, Xiantong/0000-0002-1679-2474; Yang, Xiantong/0000-0002-1679-2474
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NR 93
TC 2
Z9 2
U1 9
U2 22
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD JAN
PY 2023
VL 20
IS 1
AR 824
DI 10.3390/ijerph20010824
PG 15
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 7Q3NY
UT WOS:000909303000001
PM 36613146
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Martin-Storey, A
   Santo, J
   Recchia, HE
   Chilliak, S
   Nardi, HC
   Da Cunha, JM
AF Martin-Storey, Alexa
   Santo, Jonathan
   Recchia, Holly E.
   Chilliak, Shayla
   Nardi, Henrique Caetano
   Da Cunha, Josafa Moreira
TI Gender minoritized students and academic engagement in Brazilian
   adolescents: Risk and protective factors
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Gender minoritized students; Academic engagement; Peer victimization;
   Student-teacher relationship; School-wide engagement; School rule
   fairness and clarity
ID HIGH-SCHOOL-STUDENTS; PEER VICTIMIZATION; TRANSGENDER YOUTH;
   SEXUAL-MINORITY; MENTAL-HEALTH; SOCIAL STRESS; ACHIEVEMENT; DISPARITIES;
   PERCEPTIONS; IDENTITY
AB Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paran ' a, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/ barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12-18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.
C1 [Martin-Storey, Alexa] Univ Sherbrooke, Dept Psychoeduc, 150 Pl Charles Le Moyne, Longueuil, PQ, Canada.
   [Santo, Jonathan] Univ Nebraska, Dept Psychol, Omaha, NE 68182 USA.
   [Recchia, Holly E.] McGill Univ, Educ & Counselling Psychol, Montreal, PQ, Canada.
   [Chilliak, Shayla] Concordia Univ, Dept Psychol, Montreal, PQ, Canada.
   [Nardi, Henrique Caetano] Univ Fed Rio Grande do Sul, Dept Psicol Social & Inst, Porto Alegre, RS, Brazil.
   [Da Cunha, Josafa Moreira] Univ Fed Parana, Dept Teoria & Fundamentos Educ, Curitiba, Parana, Brazil.
C3 University of Sherbrooke; University of Nebraska System; McGill
   University; Concordia University - Canada; Universidade Federal do Rio
   Grande do Sul; Universidade Federal do Parana
RP Martin-Storey, A (corresponding author), Univ Sherbrooke, Dept Psychoeduc, 150 Pl Charles Le Moyne, Longueuil, PQ, Canada.
EM alexa.martin@usherbrooke.ca
OI Moreira da Cunha, Josafa/0000-0002-4003-6847; Santo,
   Jonathan/0000-0002-2057-1519
FU Social Sciences and Humanities Research Council of Canada Chair
FX This research was funded via a grant to to last author through Edital
   01/2017 SECADI/MEC, and through a Social Sciences and Humanities
   Research Council of Canada Chair to the first author.
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NR 94
TC 9
Z9 9
U1 11
U2 27
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2021
VL 86
BP 120
EP 132
DI 10.1016/j.jsp.2021.03.001
EA MAY 2021
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA SJ1GT
UT WOS:000655278200008
PM 34051908
DA 2024-07-15
ER

PT J
AU Thiele, M
   Leisenring, A
AF Thiele, Megan
   Leisenring, Amy
TI Class Incorporated: Stratified Patterns of Academic Engagement at a
   Highly Selective University
SO SOCIOLOGICAL RESEARCH ONLINE
LA English
DT Article
DE academic engagement; higher education; social class
ID SELF-EFFICACY; HIGHER-EDUCATION; SOCIAL-CLASS; COLLEGE; STUDENTS;
   SUCCESS
AB This research examines the influence of social class stratification on students' self-reported academic engagement. Drawing from 44 interviews with students from the three major class groups at an elite university, we show how social class patterns academic engagement. We analyze academic engagement along the following four domains: strategies for academic achievement, beliefs in personal ability, connections to academics, and the alignments between academic activities and career plans (Wang and Castenada-Sound, 2008). Counterintuitively, compared to both upper class and students from the lower class, middle-class students reported the lowest levels of academic engagement. We discuss possible explanations for these non-linear findings. We conclude by recommending that our traditional conceptions of academic engagement need to take social class into account, and further, that policy makers consider scaffolding for all non-upper class students within elite spaces.
C1 [Thiele, Megan] San Jose State Univ, Dept Sociol & Interdisciplinary Social Sci, One Washington Sq, San Jose, CA 95192 USA.
   [Leisenring, Amy] San Jose State Univ, Coll Grad Studies, Inclus Student Success, San Jose, CA 95192 USA.
C3 California State University System; San Jose State University;
   California State University System; San Jose State University
RP Thiele, M (corresponding author), San Jose State Univ, Dept Sociol & Interdisciplinary Social Sci, One Washington Sq, San Jose, CA 95192 USA.
EM megan.thiele@sjsu.edu
RI Thiele Strong, Megan/JJC-1637-2023
OI Thiele Strong, Megan/0000-0002-5629-3602
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NR 49
TC 1
Z9 1
U1 3
U2 10
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1360-7804
J9 SOCIOL RES ONLINE
JI Sociol. Res. Online
PD JUN
PY 2022
VL 27
IS 2
BP 415
EP 433
AR 13607804211013822
DI 10.1177/13607804211013822
EA JUN 2021
PG 19
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA 1M4AZ
UT WOS:000658001500001
DA 2024-07-15
ER

PT J
AU Wang, X
   Liu, YL
   Ying, B
   Lin, J
AF Wang, Xu
   Liu, Yan-ling
   Ying, Bin
   Lin, Jie
TI The effect of learning adaptability on Chinese middle school students'
   English academic engagement: The chain mediating roles of foreign
   language anxiety and English learning self-efficacy
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Learning adaptability; Foreign language anxiety; English learning
   self-efficacy; English academic engagement; Middle school students
ID POSITIVE EMOTIONS; ACHIEVEMENT; PERFORMANCE; BURNOUT; EXPERIENCE;
   CLASSROOM; VALIDITY
AB This study investigated learning adaptability in the English language academic engagement of 17,341 middle school students from 17 provinces (cities) in China. We used the following scales in our study: learning adaptability, foreign language classroom anxiety, English learning self-efficacy, and English academic engagement. Our research resulted in two key findings. First, learning adaptability positively predicted English academic engagement. Second, foreign language anxiety and English learning self-efficacy played separate and sequential mediating roles between learning adaptability and English language academic engagement. These findings indicated that learning adaptability, foreign language anxiety, and English learning self-efficacy play key roles in Chinese middle school students' English academic engagement. Therefore, in order to improve the level of middle school students' English academic engagement, teachers and parents can carry out educational activities by cultivating student's learning adaptability, reducing their foreign language anxiety, and improving their English learning self-efficacy.
C1 [Wang, Xu; Liu, Yan-ling; Lin, Jie] Southwest Univ, Fac Psychol, Lab Mental Hlth & Social Adaptat, Chongqing 400715, Peoples R China.
   [Wang, Xu; Liu, Yan-ling; Lin, Jie] Southwest Univ, Res Ctr Mental Hlth Educ, Tiansheng Rd 2, Chongqing, Peoples R China.
   [Ying, Bin] Southwest Univ, High Sch, Chongqing 400715, Peoples R China.
C3 Southwest University - China; Southwest University - China; Southwest
   University - China
RP Liu, YL (corresponding author), Southwest Univ, Fac Psychol, Lab Mental Hlth & Social Adaptat, Chongqing 400715, Peoples R China.; Liu, YL (corresponding author), Southwest Univ, Res Ctr Mental Hlth Educ, Tiansheng Rd 2, Chongqing, Peoples R China.
EM wx786753429@163.com; ssq@swu.edu.cn; 252249292@qq.com; 791275819@qq.com
RI 刘, 艳玲/HTS-3376-2023
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NR 93
TC 24
Z9 24
U1 36
U2 326
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAR
PY 2023
VL 42
IS 8
BP 6682
EP 6692
DI 10.1007/s12144-021-02008-8
EA JUN 2021
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA F7LM4
UT WOS:000664806600004
DA 2024-07-15
ER

PT J
AU Han, ZF
   Ju, HY
AF Han, Zhengfa
   Ju, Hanyu
TI The relationship between physical activity and academic engagement among
   college students-the mediating chain effect of trait mindfulness and
   self-efficacy
SO REVISTA DE PSICOLOGIA DEL DEPORTE
LA English
DT Article
DE physical activity; academic engagement; empirical research; college
   student
ID DISPOSITIONAL MINDFULNESS; EXERCISE; ASSOCIATION; HEALTH; PERFORMANCE;
   CHILDHOOD; EDUCATION; BENEFITS; OUTCOMES; ATTENTION
AB As a vital indication of academic success and adaptive behavior, academic engagement among college students has garnered significant interest in education. Yet, the relationship between physical activity and academic engagement has received little study, particularly among college students. This study investigates the relationship between academic engagement, self -efficacy, trait mindfulness, and physical activity among college students. This study studied 469 college students using SPSS and AMOS software, CFA, correlation, Bootstrap, and other statistical methods. Physical Activity Rating Measure, Mindful Awareness Attention Scale, General Self-Efficacy Scale, and College student academic engagement scale served as the basis for this study. According to studies, college students' physical activity can have both direct and indirect effects on their academic engagement via the chain mediation of trait mindfulness and self-efficacy. It is recommended that college students engage in physical activity while attending classes to develop long-lasting and consistent fitness routines. In addition to establishing a theoretical and empirical foundation for boosting the academic engagement of college students through physical exercise, this study is expected to increase our understanding of the internal mechanisms behind the effect of physical activity on academic engagement.
C1 [Han, Zhengfa] Yongin Univ, Sports Dept, Yongin 17046, South Korea.
   [Ju, Hanyu] Kyonggi Univ, Sports Sci Dept, Suwon 162227, South Korea.
C3 Yongin University; Kyonggi University
RP Ju, HY (corresponding author), Kyonggi Univ, Sports Sci Dept, Suwon 162227, South Korea.
EM han10086han@l63.com; juhanyu123@163.com
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NR 54
TC 0
Z9 0
U1 7
U2 14
PU UNIV ILLES BALEARS
PI PALMA
PA SERVEI PUBLICACIONS INTERCANVI CIENTIFIC CAS JAI, CAMPUS UNIV, CARRETERA
   VALLDEMOSSA, K M 7 5, PALMA, ILLES BALEARS 07122, SPAIN
SN 1132-239X
EI 1988-5636
J9 REV PSICOL DEPORTE
JI Rev. Psicol. Deporte
PY 2022
VL 31
IS 4
BP 195
EP 205
PG 11
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA C5IU3
UT WOS:000962256400002
DA 2024-07-15
ER

PT J
AU Vizoso, C
   Rodríguez, C
   Arias-Gundín, O
AF Vizoso, Carmen
   Rodriguez, Celestino
   Arias-Gundin, Olga
TI Coping, academic engagement and performance in university students
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Academic engagement; coping strategies; performance; university students
ID PERCEIVED EMOTIONAL INTELLIGENCE; DEMANDS-RESOURCES MODEL; MEDIATING
   ROLE; CAREER CONSTRUCTION; STRATEGIES; BURNOUT; STRESS; MOTIVATION;
   ADAPTATION; EXTENSION
AB The aim of this study is to evaluate the relationships between coping (i.e., adaptive or maladaptive), academic engagement dimensions (i.e., vigor, dedication and absorption) and academic performance, as well as the mediating role of academic engagement dimensions in the relationship between coping and academic performance. Data were collected from a sample of 808 undergraduate students at a Spanish university. Participants completed the Coping Strategies Inventory for the measurement of coping strategies and the Utrecht Work Engagement Student Scale for the measurement of academic engagement. Academic performance was evaluated by the grade point average. Results showed that adaptive coping, academic engagement dimensions and academic performance were positively related. Maladaptive coping was negatively related to performance, but there were no significant correlations between maladaptive coping and any academic engagement dimension. Mediation analysis showed that engagement dimensions mediated the relationship between adaptive coping and performance. Adaptive coping increased academic vigor, dedication and absorption and these dimensions improved performance in turn. In conclusion, this study provides evidence of the way in which academic engagement mediates between adaptive coping and performance. The theoretical interpretation of the results and the potential applications for intervention are discussed.
C1 [Vizoso, Carmen; Arias-Gundin, Olga] Leon Univ, Dept Psychol Sociol & Philosophy, Leon, Spain.
   [Rodriguez, Celestino] Oviedo Univ, Dept Psychol, Oviedo, Spain.
RP Vizoso, C (corresponding author), Leon Univ, Dept Psychol Sociol & Philosophy, Leon, Spain.
EM cvizg@unileon.es
RI RodrÃ­guez, Celestino/B-5989-2018; Arias-Gundin, Olga/AAO-6990-2020;
   Gómez, Carmen Vizoso/N-5414-2018
OI RodrÃ­guez, Celestino/0000-0003-4137-4503; Arias-Gundin,
   Olga/0000-0002-7371-355X; Gómez, Carmen Vizoso/0000-0003-2549-8506
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NR 58
TC 49
Z9 52
U1 6
U2 140
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD NOV 10
PY 2018
VL 37
IS 7
BP 1515
EP 1529
DI 10.1080/07294360.2018.1504006
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GX5TF
UT WOS:000447812600014
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Song, L
   Yang, XT
   Zhao, YH
AF Song, Lu
   Yang, Xiantong
   Zhao, Yuehan
TI The core features, internal relations, and gender differences in music
   academic engagement: A network analysis
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Music academic engagement; Gender differences; Network analysis
ID STUDENT ENGAGEMENT; SELF-EFFICACY; SCHOOL; ACHIEVEMENT; PERCEPTIONS;
   MOTIVATION; CONFIDENCE; SUPPORT
AB The existing research results on gender differences in academic engagement are confusing, coupled with the lack of research focusing on gender differences in music academic engagement, this leads to a lack of strong evidence for music teachers when designing specific academic engagement improvement strategies. Therefore, the purpose of this study is to explore the gender differences in music academic engagement. In order to achieve this purpose, this study used network analysis to estimate the network of male and female music academic engagement, and on this basis, determined the core features and differences of male and female music academic engagement. A total of 515 students majoring in music from Chinese universities participated in this study (38.4% were female, 61.6% were male, the mean age was 19.16 years old, and the standard deviation was 1.55). The results showed that low persistence and look forward to music class were the core features unique to men, while avoidance of difficult work was the core feature unique to women. Feel good in music class was a core feature shared by both men and women. The academic engagement of male and female in the field of music were both the same and different. This study is one of the first attempts to examine gender differences in academic engagement in the field of music. Music teachers should grasp the unique core features of male and female, and design academic engagement promotion strategies in a targeted manner. (c) 2023 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Song, Lu] SEGI Univ, Fac Educ Languages Psychol & Mus, Jalan Teknol, Kota Damansara 47810, Malaysia.
   [Yang, Xiantong] Beijing Normal Univ, Fac Psychol, Beijing 100875, Peoples R China.
   [Zhao, Yuehan] Univ Cambridge, Fac Educ, Cambridge CB2 1AG, England.
C3 SEGi University; Beijing Normal University; University of Cambridge
RP Yang, XT (corresponding author), Beijing Normal Univ, Fac Psychol, Beijing 100875, Peoples R China.
EM xtyang93@foxmail.com
OI Yang, Xiantong/0000-0002-1679-2474
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NR 77
TC 1
Z9 1
U1 11
U2 16
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JUL-DEC
PY 2023
VL 28
IS 2
BP 115
EP 124
DI 10.1016/j.psicod.2023.06.002
EA SEP 2023
PG 10
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA S8YA0
UT WOS:001073956400001
DA 2024-07-15
ER

PT J
AU Bao, D
   Mydin, F
   Surat, S
   Lyu, YH
   Pan, DS
   Cheng, YH
AF Bao, Dan
   Mydin, Faridah
   Surat, Shahlan
   Lyu, Yanhong
   Pan, Dongsheng
   Cheng, Yahua
TI Challenge-Hindrance Stressors and Academic Engagement Among Medical
   Postgraduates in China: A Moderated Mediation Model
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE challenge-hindrance stressors; academic engagement; emotional
   exhaustion; recovery experiences; mastery (learning) & relaxation;
   medical postgraduates
ID SCHOOL ENGAGEMENT; METAANALYTIC TEST; WORK ENGAGEMENT; RESOURCES;
   BURNOUT; RECOVERY; CONSERVATION; SELF; EXHAUSTION; DEMANDS
AB Background: Improving academic engagement of medical postgraduates is crucial for enhancing the quality of learning and the development of medical education. Due to medical postgraduates face high levels of stress and rigorous demands, yet the mechanisms linking challenge-hindrance stressors to academic engagement in this context remain largely unexplored. This study aims to explore the comprehensive relationship between challenge-hindrance stressors and academic engagement among medical postgraduates in China. Methods: Data were collected from 437 medical postgraduates in China, to investigate their challenge-hindrance stressors, emotional exhaustion, learning, relaxation and academic engagement. Among these postgraduates, 40.3% were male and 59.7% were female, with the mean age of the participants being 25.71 years. Statistical procedures were conducted using Mplus 8.3, ensuring a robust analysis of the data collected. Results: Our study showed that both challenge and hindrance stressors are significantly positively correlated with emotional exhaustion among Chinese medical postgraduates, and emotional exhaustion is negatively associated with academic engagement. Emotional exhaustion mediates the relationship between challenge-hindrance stressors and academic engagement. Learning plays a protective role, moderating the challenge stressors and emotional exhaustion relationship and its indirect effect on academic engagement. However, relaxation was not identified as a significant moderating factor in this context. Conclusion: Our findings not only revealed emotional exhaustion as a potential mechanism underlying the relationship between challenge-hindrance stressors and academic engagement but also validated the moderating role of learning in mitigating the adverse effects of challenge stressors on emotional exhaustion and academic engagement among Chinese medical postgraduates. This comprehensive insight into the complex dynamics between different stressors and academic engagement provides both theoretical and empirical evidence for medical universities. It underscores the importance of interventions to enhance academic engagement in stressful environments and serves as a valuable reference for the development of reasonable assessment systems. These contributions are crucial for fostering a supportive educational atmosphere and promoting the well-being of medical postgraduates.
C1 [Bao, Dan; Mydin, Faridah; Surat, Shahlan] Univ Kebangsaan Malaysia, Fac Educ, Bangi, Selangor, Malaysia.
   [Bao, Dan] Hubei Univ Med, Dept Humanities & Social Sci, Shiyan, Hubei, Peoples R China.
   [Lyu, Yanhong] Fourth Mil Med Univ, Xijing Hosp, Dept Obstet & Gynecol, Xian, Peoples R China.
   [Pan, Dongsheng] Fourth Mil Med Univ, Xijing Hosp, Dept Orthopaed, Xian, Peoples R China.
   [Cheng, Yahua] Shanghai Univ Polit Sci & Law, Sch Govt, Shanghai, Peoples R China.
C3 Universiti Kebangsaan Malaysia; Hubei University of Medicine; Air Force
   Military Medical University; Air Force Military Medical University;
   Shanghai University of Political Science & Law
RP Cheng, YH (corresponding author), Shanghai Univ Polit Sci & Law, Sch Govt, Shanghai, Peoples R China.
EM chengyahua@shupl.edu.cn
OI Lyu, Yan hong/0000-0001-5607-3143
FU Postgraduate Education and Teaching Research Projects of Hubei
   University of Medicine [YJ2022009]; Education and Teaching Research
   Projects of Hubei University of Medicine [2022038]
FX <B>Funding</B> This research was funded by the Postgraduate Education
   and Teaching Research Projects of Hubei University of Medicine. (Key
   project, Grant No.: YJ2022009) . This research was funded by the
   Education and Teaching Research Projects of Hubei University of
   Medicine. (Grant No.: 2022038) .
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NR 68
TC 1
Z9 1
U1 9
U2 9
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2024
VL 17
BP 1115
EP 1128
DI 10.2147/PRBM.S448844
PG 14
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA LG2M8
UT WOS:001185564000001
PM 38505350
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Tang, H
   Datu, JAD
   Liu, ZJ
   Shen, JF
   Xing, Q
AF Tang, Hui
   Datu, Jesus Alfonso D.
   Liu, Zhijun
   Shen, Jiefei
   Xing, Qiang
TI The engaged lives of encouraged students: Academic encouragement, grit
   and academic engagement in Chinese first year undergraduate students
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic encouragement; Academic engagement; Chinese; Grit
ID SELF-EFFICACY; PERSEVERANCE; ACHIEVEMENT; UNIVERSITY; OUTCOMES; SUPPORT;
   GENDER; SCALE
AB Although research has shown that two types of academic encouragement (i.e., challenge-focused and potential-focused encouragement) generally increase academic engagement, few studies have explored how they relate to academic engagement among first-year undergraduate students. Moreover, little is known on psychological mechanisms linking encouragement to educational outcomes. This study explored the indirect effects of encouragement on academic engagement via grit's dimensions (i.e., perseverance of effort and consistency of interests) among 485 Chinese first-year undergraduate students. Results showed that overall academic encouragement, challenge-focused encouragement and potential-focused encouragement positively predicted perseverance of effort and academic engagement. However, the predictive effects of overall academic encouragement, challenge-focused encouragement and potential-focused encouragement on consistency of interests were faint. Results also indicated that overall academic encouragement, challenge-focused encouragement and potential-focused encouragement indirectly predicted academic engagement through perseverance of effort rather than consistency of interests. These findings underscore the importance of identifying pathways through which specific types of encouragement indirectly relate to academic engagement.
C1 [Tang, Hui; Shen, Jiefei] Zhaoqing Univ, Zhaoqing, Peoples R China.
   [Tang, Hui; Xing, Qiang] Guangzhou Univ, Guangzhou Higher Educ Mega Ctr, Sch Educ, 230 Wai Huan Xi Rd, Guangzhou 510006, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Hong Kong, Peoples R China.
   [Liu, Zhijun] Zunyi Med Univ, Zunyi, Guizhou, Peoples R China.
C3 Zhaoqing University; Guangzhou University; Education University of Hong
   Kong (EdUHK); Zunyi Medical University
RP Xing, Q (corresponding author), Guangzhou Univ, Guangzhou Higher Educ Mega Ctr, Sch Educ, 230 Wai Huan Xi Rd, Guangzhou 510006, Peoples R China.
EM qiang_xingpsy@126.com
RI shen, jie/JJF-0994-2023; Tang, Hui/GPX-8815-2022; Liu,
   Zhijun/AAF-4699-2021; Liu, Zhijun/HTN-7375-2023
OI Tang, Hui/0000-0003-2994-8076; LIU, Zhijun/0000-0002-4679-5123; Datu,
   Jesus Alfonso/0000-0002-8790-1113
FU Innovation and Creative Research Fund [2019WQNCX122]; "13th FiveYear
   Plan" Fund of Education Science - Department of Education of Guangdong
   Province [2020GXJK428]
FX This study was supported by the Innovation and Creative Research Fund
   [grant number 2019WQNCX122] and "13th FiveYear Plan" Fund of Education
   Science [grant number 2020GXJK428] awarded by the Department of
   Education of Guangdong Province.
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NR 63
TC 10
Z9 11
U1 16
U2 50
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD AUG
PY 2023
VL 42
IS 23
BP 19526
EP 19536
DI 10.1007/s12144-022-03057-3
EA APR 2022
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA Q9AG8
UT WOS:000784024200002
DA 2024-07-15
ER

PT J
AU Cho, S
   Lee, M
   Lee, SM
AF Cho, Soohyun
   Lee, Minyoung
   Lee, Sang Min
TI Burned-Out Classroom Climate, Intrinsic Motivation, and Academic
   Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model
SO PSYCHOLOGICAL REPORTS
LA English
DT Article
DE academic burnout; classroom climate; intrinsic motivation; academic
   engagement; JD-R model; multilevel structural equation modeling
ID MASLACH BURNOUT INVENTORY; SCHOOL BURNOUT; WORK ENGAGEMENT; STUDENTS;
   ADOLESCENTS; CONTAGION; MEDIATION; SUPPORT; CONTEXT; TEACHER
AB This study aimed to test the multilevel mediating effect of intrinsic motivation on the relationship between burned-out classroom climate and academic engagement and theoretically investigate the unresolved issues in the Job Demands-Resources model. Data were collected from 1015 high school students from 43 classes. Multilevel structural equation modeling indicated that a high level of burned-out classroom climate was related to a low level of academic engagement. In addition, intrinsic motivation mediated the path from burned-out classroom climate to academic engagement. Practical implications to improve classroom climate and academic engagement are discussed.
C1 [Cho, Soohyun] Keimyung Univ, Daegu, South Korea.
   [Lee, Minyoung; Lee, Sang Min] Korea Univ, Seoul, South Korea.
C3 Keimyung University; Korea University
RP Lee, SM (corresponding author), Korea Univ, Dept Educ, Seoul, South Korea.
EM leesang@korea.ac.kr
RI Lee, Sang Min/JTD-2543-2023
OI Lee, Sang Min/0000-0001-6148-772X; Cho, Soohyun/0000-0001-7457-5606;
   Lee, Minyoung/0000-0003-3862-8760
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF-2020S1A5A2A01043871]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Ministry of Education of the Republic of Korea and
   the National Research Foundation of Korea (NRF-2020S1A5A2A01043871)
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NR 87
TC 9
Z9 10
U1 14
U2 66
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0033-2941
EI 1558-691X
J9 PSYCHOL REP
JI Psychol. Rep.
PD AUG
PY 2023
VL 126
IS 4
BP 1954
EP 1976
AR 00332941211054776
DI 10.1177/00332941211054776
EA FEB 2022
PG 23
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA L0FO2
UT WOS:000762951400001
PM 35212248
DA 2024-07-15
ER

PT J
AU Shu, XL
   Shu, XB
   Ouyang, WH
AF Shu, Xiaoli
   Shu, Xiaobing
   Ouyang, Weihua
TI Secondary Students' Academic Engagement Through Career Construction: The
   Role of Parental Support and Career Hope
SO JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE secondary school students; career adaptability; parental support; career
   hope; academic engagement; career construction theory
ID SOCIAL SUPPORT; SCHOOL-STUDENTS; SELF-EFFICACY; ADAPTABILITY;
   ACHIEVEMENT; MIDDLE; LIFE; SATISFACTION; ADOLESCENTS; DIMENSIONS
AB Based on career construction theory, this study explored the relationship and mediating mechanisms between career adaptability and secondary school students' academic engagement. Four hundred and eight secondary school students from three Chinese secondary schools were surveyed using a three-wave time-lag design. The study found that career adaptability positively predicted academic engagement. Parental support and career hope mediated the relationship between career adaptability and academic engagement. Additionally, parental support and career hope also played a series of mediating roles between career adaptability and academic engagement. The results of this study contribute to the fields of positive psychology and occupational psychology research, extend the application of career construction theory to secondary students, and provide practical insights into increasing academic engagement and interventions for secondary students. The implications of these findings for practice and future research are discussed.
C1 [Shu, Xiaoli] Hanshan Normal Univ, Sch Educ Sci, Chaozhou, Peoples R China.
   [Shu, Xiaoli] City Univ Macau, Sch Educ, Taipa, Macau, Peoples R China.
   [Shu, Xiaobing] Southern Med Univ, Dept Emergency Med, Nanfang Hosp, Guangzhou, Peoples R China.
   [Ouyang, Weihua] Hanshan Normal Univ, Sch Math & Stat, Woshi Rd, Chaozhou 521041, Peoples R China.
C3 Hanshan Normal University; City University of Macau; Southern Medical
   University - China; Hanshan Normal University
RP Ouyang, WH (corresponding author), Hanshan Normal Univ, Sch Math & Stat, Woshi Rd, Chaozhou 521041, Peoples R China.
EM 30450830@qq.com
FU The authors appreciate the study participants and the funders of this
   project.
FX The authors appreciate the study participants and the funders of this
   project.
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NR 52
TC 0
Z9 0
U1 17
U2 24
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0894-8453
EI 1556-0856
J9 J CAREER DEV
JI J. Career Dev.
PD FEB
PY 2024
VL 51
IS 1
BP 91
EP 105
DI 10.1177/08948453231213629
EA NOV 2023
PG 15
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA DS3K3
UT WOS:001100444800001
DA 2024-07-15
ER

PT J
AU Cariveau, T
   Kodak, T
AF Cariveau, Tom
   Kodak, Tiffany
TI PROGRAMMING A RANDOMIZED DEPENDENT GROUP CONTINGENCY AND COMMON STIMULI
   TO PROMOTE DURABLE BEHAVIOR CHANGE
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE academic engagement; dependent group contingency; maintenance;
   generalization; randomized group contingencies
ID EMOTIONAL DISTURBANCE; SCHOOL STUDENTS; REINFORCEMENT; PREFERENCES
AB Low levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn.
C1 [Cariveau, Tom] Univ Oregon, Eugene, OR 97403 USA.
   [Kodak, Tiffany] Univ Wisconsin, Milwaukee, WI 53201 USA.
C3 University of Oregon; University of Wisconsin System; University of
   Wisconsin Milwaukee
RP Cariveau, T (corresponding author), Marcus Autism Ctr, 1920 Briarcliff Rd NE, Atlanta, GA 30329 USA.
EM tom.cariveau@choa.org
OI Cariveau, Tom/0000-0002-7220-3902
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NR 24
TC 12
Z9 19
U1 1
U2 20
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-8855
EI 1938-3703
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD WIN
PY 2017
VL 50
IS 1
BP 121
EP 133
DI 10.1002/jaba.352
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA EO4QR
UT WOS:000396679900009
PM 27704546
OA Green Published
DA 2024-07-15
ER

PT J
AU Sha, JR
   Shu, H
   Kan, ZC
AF Sha, Jingrong
   Shu, Hong
   Kan, Zhaocao
TI Analysis of Critical Thinking Path of College Students Under STEAM
   Course
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE STEAM; STEAM course; critical thinking; academic engagement; science
   skills
AB This study examined the differences in critical thinking levels among students with different levels of academic engagement in STEAM courses. In this study, 30 college students were selected as subjects. Before experimenting, they received the academic engagement test and were divided into high, medium, and low groups based on their performance. Then, each group received three STEAM sessions and was asked to complete a topic discussion task. The results show that there are significant differences in the critical thinking level of students with different levels of academic engagement. Specifically, the students with a medium level of academic engagement had the highest critical thinking. Research has shown that the level of academic engagement affects the critical thinking of students in STEAM courses.</p>
C1 [Sha, Jingrong; Shu, Hong; Kan, Zhaocao] Northwest Minzu Univ, Coll Educ Sci & Technol, Lanzhou, Peoples R China.
   [Kan, Zhaocao] East China Normal Univ, Coll Teacher Educ, Shanghai, Peoples R China.
C3 Northwest Minzu University; East China Normal University
RP Sha, JR (corresponding author), Northwest Minzu Univ, Coll Educ Sci & Technol, Lanzhou, Peoples R China.
EM shajr818@163.com
FU Key Laboratory of China's Ethnic Languages and Information Technology of
   Ministry of Education, Northwest Minzu University, Lanzhou, Gansu, China
   [KFKT202013, KFKT202016, KFKT202012, 1001161310]; Young Doctor
   Foundation of Higher Education in Gansu Province [2021QB-071]
FX Key Laboratory of China's Ethnic Languages and Information Technology of
   Ministry of Education, Northwest Minzu University, Lanzhou, Gansu,
   730030, China (Nos.: KFKT202013, KFKT202016, KFKT202012, 1001161310).
   The Young Doctor Foundation of Higher Education in Gansu Province
   "Research on the educational effect mechanism of the socialist core
   value 'unity of knowing and doing' of college students for nationalities
   in the new era" (No.: 2021QB-071).
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NR 26
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Z9 3
U1 6
U2 40
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 3
PY 2021
VL 12
AR 723185
DI 10.3389/fpsyg.2021.723185
PG 29
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA UR4HE
UT WOS:000696711200001
PM 34539526
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Maftei, A
   Opariuc-Dan, C
   Vrabie, T
AF Maftei, Alexandra
   Opariuc-Dan, Cristian
   Vrabie, Tina
TI Moral Disengagement and Academic Engagement: The Moderating Roles of
   Educational Anti-Mattering and Psychological Distress
SO ETHICS & BEHAVIOR
LA English
DT Article
DE students; academic engagement; moral disengagement; educational
   anti-mattering
ID UNIVERSITY-STUDENTS; COLLEGE-STUDENTS; ETHICAL BEHAVIOR; MECHANISMS;
   DEPRESSION; ANXIETY; STRESS; IDEATION; BURNOUT; GENDER
AB Research concerning the link between morality and education-related variables is scarce. Thus, the present study addressed this issue by focusing on the connection between moral disengagement and academic engagement and the moderating roles of educational anti-mattering and psychological distress. Our sample comprised 363 university students aged 18 to 29 (M = 20.86, SD = 1.57) from Bachelor's and Master's programs. Correlation analysis suggested that academic engagement was negatively associated with psychological distress and educational anti-mattering. Moderation analyses suggested that moral disengagement predicted academic engagement only at high levels of psychological distress (i.e. depression, anxiety, and stress). Educational anti-mattering, however, did not significantly moderate the link between moral disengagement and academic engagement. We discuss the theoretical and practical implications of the results in addressing students' academic engagement.
C1 [Maftei, Alexandra; Opariuc-Dan, Cristian; Vrabie, Tina] Alexandru Ioan Cuza Univ, Fac Psychol & Educ Sci, Iasi, Romania.
   [Opariuc-Dan, Cristian] Bucharest Univ, Fac Psychol & Educ Sci, Bucharest, Romania.
   [Maftei, Alexandra] Alexandru Ioan Cuza Univ, Fac Psychol & Educ Sci, Toma Cozma St 3, Iasi, Romania.
C3 Alexandru Ioan Cuza University; University of Bucharest; Alexandru Ioan
   Cuza University
RP Maftei, A (corresponding author), Alexandru Ioan Cuza Univ, Fac Psychol & Educ Sci, Toma Cozma St 3, Iasi, Romania.
EM alexandra.maftei@uaic.ro
RI Opariuc-Dan, Cristian/GSN-5499-2022; Opariuc-Dan, Cristian/A-6000-2015
OI Opariuc-Dan, Cristian/0000-0003-4079-0142; 
FU European Social Fund [POCU/993/6/13/153322]
FX AcknowledgementThis work was co-funded by the European Social Fund,
   through Operational Programme Human Capital 2014-2020, project number
   POCU/993/6/13/153322, project title "Educational and training support
   for PhD students and young researchers in preparation for insertion in
   the labor market."
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NR 105
TC 1
Z9 1
U1 4
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1050-8422
EI 1532-7019
J9 ETHICS BEHAV
JI Ethics Behav.
PD JUL 3
PY 2024
VL 34
IS 5
BP 342
EP 359
DI 10.1080/10508422.2023.2225203
EA JUN 2023
PG 18
WC Ethics; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Psychology
GA RX1R1
UT WOS:001015506000001
DA 2024-07-15
ER

PT J
AU Shen, S
   Tang, TQ
   Pu, LJ
   Mao, YQ
   Wang, ZB
   Wang, SD
AF Shen, Sha
   Tang, Tianqi
   Pu, Linjie
   Mao, Yunqing
   Wang, Zibin
   Wang, Saidi
TI Teacher Emotional Support Facilitates Academic Engagement Through
   Positive Academic Emotions and Mastery-Approach Goals Among College
   Students
SO SAGE OPEN
LA English
DT Article
DE teacher emotional support; positive academic emotions; mastery-approach
   goals; academic engagement; college students
ID SELF-DETERMINATION-THEORY; ACHIEVEMENT GOALS; SCHOOL ENGAGEMENT; SOCIAL
   SUPPORT; MEDIATING ROLE; CLASSROOM; PERCEPTIONS; ENVIRONMENT;
   MOTIVATION; EFFICACY
AB Previous research has indicated that students' academic engagement is related to their emotional support from teachers. However, there is scarce evidence on how teacher emotional support relates to students' academic engagement. Given the potential role of positive academic emotions in learning, this study investigated the mediating role of students' positive academic emotions in the relationship between teacher emotional support and academic engagement among Chinese college students. Additionally, this study examined how mastery-approach goals moderated positive academic emotions. A survey instrument containing teacher emotional support, positive academic emotions, mastery-approach goals, and academic engagement was administered to 464 Chinese college students. The results demonstrated that students' emotional support from their teachers positively influenced their academic engagement. Positive academic emotions mediated the relationship between teacher emotional support and students' academic engagement. Furthermore, the mastery-approach goals moderated the mediating role of positive academic emotions. Finally, the implications for teachers in teaching for practice and the application prospects are discussed.
C1 [Shen, Sha; Tang, Tianqi; Pu, Linjie; Mao, Yunqing; Wang, Zibin] Northwest Minzu Univ, Lanzhou, Gansu, Peoples R China.
   [Wang, Saidi] Gansu 24 Refract New Media Technol Co Ltd, Lanzhou, Peoples R China.
   [Wang, Zibin] Northwest Minzu Univ, Coll Educ Sci & Technol, 1 Xibei Xincun, Lanzhou 730030, Gansu, Peoples R China.
C3 Northwest Minzu University; Northwest Minzu University
RP Wang, ZB (corresponding author), Northwest Minzu Univ, Coll Educ Sci & Technol, 1 Xibei Xincun, Lanzhou 730030, Gansu, Peoples R China.
EM wang-zibin@xbmu.edu.cn
OI Wang, Zibin/0000-0002-7402-3040
FU The 2023 Gansu Province Philosophy and Social Science Planning Project
   [2023YB068]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the 2023 Gansu Province Philosophy and Social Science
   Planning Project, 'Research on School Education for Strengthening the
   Consciousness of the Chinese National Community' (Project No.
   2023YB068), as part of its periodic research outcomes.
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NR 80
TC 1
Z9 1
U1 17
U2 17
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2158-2440
J9 SAGE OPEN
JI SAGE Open
PD APR
PY 2024
VL 14
IS 2
AR 21582440241245369
DI 10.1177/21582440241245369
PG 11
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA QW0X0
UT WOS:001223799300001
OA gold
DA 2024-07-15
ER

PT J
AU Azadianbojnordi, M
   Bakhtiarpour, S
   Makvandi, B
   Ehteshamizadeh, P
AF Azadianbojnordi, Mah
   Bakhtiarpour, Saeed
   Makvandi, Behnam
   Ehteshamizadeh, Parvin
TI Can academic hope increase academic engagement in Iranian students who
   are university applicants? investigating academic buoyancy as a mediator
SO JOURNAL OF PSYCHOLOGISTS AND COUNSELLORS IN SCHOOLS
LA English
DT Article
DE academic hope; academic buoyancy; academic engagement; university
   applicants
ID ACHIEVEMENT; OUTCOMES
AB In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students' academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p <= .01, beta = 0.19) and academic buoyancy (p <= .01, beta = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p <= .01, beta = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners' academic engagement.
C1 [Azadianbojnordi, Mah; Bakhtiarpour, Saeed; Makvandi, Behnam; Ehteshamizadeh, Parvin] Islamic Azad Univ, Dept Psychol, Ahvaz Branch, Ahvaz, Iran.
C3 Islamic Azad University
RP Bakhtiarpour, S (corresponding author), Islamic Azad Univ, Dept Psychol, Ahvaz Branch, Ahvaz, Iran.
EM baktifiarpoursaeed@gmal.com
OI azadianbojnordi, mah/0000-0003-4832-3717
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NR 35
TC 0
Z9 0
U1 6
U2 32
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 2055-6365
EI 2055-6373
J9 J PSYCHOL COUNS SCH
JI J. Psychol. Couns. Sch.
PD DEC
PY 2022
VL 32
IS 2
BP 198
EP 206
AR PII S2055636520000312
DI 10.1017/jgc.2020.31
PG 9
WC Education & Educational Research; Social Work
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Work
GA 5Z8AF
UT WOS:000880188700008
DA 2024-07-15
ER

PT J
AU Cui, HB
   Bi, XY
   Chen, WY
   Gao, T
   Qing, ZH
   Shi, KK
   Ma, YK
AF Cui, Hongbo
   Bi, Xiaoyan
   Chen, Weiyu
   Gao, Tao
   Qing, Zaihua
   Shi, Keke
   Ma, Yankun
TI Gratitude and academic engagement: exploring the mediating effects of
   internal locus of control and subjective well-being
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE gratitude; academic engagement; internal locus of control; subjective
   well-being; mediating effects
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; POSITIVE EMOTIONS; MOTIVATION;
   HAPPINESS; BEHAVIOR; GENDER
AB This study aimed to explore the relationship between gratitude and academic engagement in Chinese students. The students of some junior high schools in Guangzhou were surveyed using the Gratitude Questionnaire-6, the School Engagement Questionnaire, the Levenson's IPC Scale, and the General Well-being Schedule. A total of 708 valid responses were collected. The results indicate a significant positive relationship between gratitude and academic engagement. Subjective well-being plays a mediating role between gratitude and academic engagement. Locus of control and subjective well-being serve as serial mediators between gratitude and academic engagement. These findings suggest that promoting students' academic engagement can be achieved by fostering gratitude and improving their internal locus of control and subjective well-being. By cultivating gratitude and enhancing these factors, educators and policymakers can create a more engaging and supportive learning environment for students.
C1 [Cui, Hongbo; Bi, Xiaoyan; Chen, Weiyu; Gao, Tao; Qing, Zaihua; Shi, Keke; Ma, Yankun] Guangzhou Univ, Sch Educ, Guangzhou, Peoples R China.
   [Cui, Hongbo] Guangzhou Univ, Mental Hlth Educ & Counseling Ctr, Guangzhou, Peoples R China.
C3 Guangzhou University; Guangzhou University
RP Ma, YK (corresponding author), Guangzhou Univ, Sch Educ, Guangzhou, Peoples R China.
EM ykma66@sina.com
FU The 2023 Positive Psychology Project of Guangdong Happiness Positive
   Psychology Research Institution [XF230009]
FX The author(s) declare financial support was received for the research,
   authorship, and/or publication of this article. 2023 Positive Psychology
   Project of Guangdong Happiness Positive Psychology Research Institution
   (XF230009).
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NR 55
TC 2
Z9 2
U1 12
U2 12
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 20
PY 2023
VL 14
AR 1287702
DI 10.3389/fpsyg.2023.1287702
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EB8I6
UT WOS:001136537200001
PM 38187428
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Kim, JY
   Kim, E
AF Kim, Jhong Yun (Joy)
   Kim, Eunbee
TI Effect of Positive Parenting Styles as Perceived by Middle School
   Students on Academic Achievement and the Mediation Effect of Self-Esteem
   and Academic Engagement
SO SUSTAINABILITY
LA English
DT Article
DE middle school students; parenting style; self-esteem; academic
   achievement; academic engagement; social emotions; performance
ID PERFORMANCE; BURNOUT; GRIT
AB This study aimed to identify how positive parenting styles as perceived by middle school students affect their academic achievement and to assess the mediation effect of self-esteem and academic engagement. Data concerning 2590 middle school first graders were obtained from the South Korea Children and Youth Panel Survey 2018, and data analysis was undertaken using the SPSS21.0, AMOS22.0, and PROCESS macro programs. This study identified significantly positive effects of positive parenting styles and academic engagement on self-esteem, and of academic engagement on academic achievement. Furthermore, self-esteem and academic engagement had a mediating effect on the relation between positive parenting styles and academic achievement. Therefore, educators should develop programs that improve positive parenting styles, and specific programs for middle school students to enhance their academic engagement and self-esteem.
C1 [Kim, Jhong Yun (Joy)] Korea Univ, BK21FOUR Grp Educ, 145 Anam Ro, Seoul 02841, South Korea.
   [Kim, Eunbee] HyupSung Univ, Wesley Creat Convergence Coll, Dept Liberal Arts, Hwaseong 18330, South Korea.
C3 Korea University
RP Kim, E (corresponding author), HyupSung Univ, Wesley Creat Convergence Coll, Dept Liberal Arts, Hwaseong 18330, South Korea.
EM joycello@hanmail.net; silverrain@korea.ac.kr
RI KIM, EUNBEE/HZM-3752-2023; KIM, EUNBEE/HZM-3589-2023
FU Hyupsung University Research Grant
FX This work was supported by the Hyupsung University Research Grant of
   2021.
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NR 54
TC 3
Z9 3
U1 13
U2 67
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD DEC
PY 2021
VL 13
IS 23
AR 13233
DI 10.3390/su132313233
PG 13
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA XV7NS
UT WOS:000735124700001
OA gold
DA 2024-07-15
ER

PT J
AU Pan, XQ
   Yao, YY
AF Pan, Xiaoquan
   Yao, Yuanyuan
TI Enhancing Chinese students' academic engagement: the effect of teacher
   support and teacher-student rapport
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; teacher support; teacher-student rapport; Chinese
   undergraduate students; empirical investigation
ID DISAFFECTION; MOTIVATION; CLASSROOM
AB Academic engagement plays an undeniable role in students' leaning outcome. Therefore, identifying the influential antecedents of promoting students' academic engagement is extremely crucial. Despite previous empirical studies have delved into the part played by several student-related and teacher-related factors in triggering Chinese students' academic engagement, the exploration on the roles of teacher support and teacher-student rapport is still scant. Thus, this study attempts to concentrate on the influence of teacher support and teacher-student rapport on undergraduate students' academic engagement in China. Three scales of the questionnaire-one each for teacher's support, student-teacher rapport, and the level of academic engagement-were completed by a total of 298 undergraduate students. Spearman Rho test was adopted to detect the correlations between the variables. Following that, multiple regression analysis was used to estimate the predictive power of the dependent variables. The result found that teacher support and teacher-student rapport exert a tremendous influence on boosting Chinese students' academic engagement. The leading implications and future directions are also presented.
C1 [Pan, Xiaoquan] Zhejiang Normal Univ, Xingzhi Coll, Jinhua, Peoples R China.
   [Yao, Yuanyuan] Zhejiang Normal Univ, Coll Foreign Languages, Jinhua, Peoples R China.
C3 Zhejiang Normal University; Zhejiang Normal University
RP Pan, XQ (corresponding author), Zhejiang Normal Univ, Xingzhi Coll, Jinhua, Peoples R China.
EM pxq@zjnu.cn
FU Zhejiang Normal University [ZC303921073]
FX Funding This work was supported by the Research Project of the 2021
   Teaching Reform of Xingzhi College, Zhejiang Normal University (Grant
   no. ZC303921073).
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NR 59
TC 0
Z9 0
U1 19
U2 55
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 15
PY 2023
VL 14
AR 1188507
DI 10.3389/fpsyg.2023.1188507
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA K4XZ0
UT WOS:001016498500001
PM 37397305
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Gao, QY
   Bao, CY
   Du, HP
   Yan, RX
AF Gao, Qiyang
   Bao, Chenye
   Du, Haiping
   Yan, Ruixiang
TI The mediating role of basic psychological needs satisfaction in the
   relationship between teacher-student relationships and academic
   engagement in China
SO ASIA PACIFIC JOURNAL OF EDUCATION
LA English
DT Article
DE Teacher-student relationships; academic engagement; basic psychological
   needs satisfaction; Chinese children; Structural equation model
ID SCHOOL ENGAGEMENT
AB Teacher-student relationships (TSRs) are positively related to students' academic engagement across different countries. However, the mediation mechanism between TSRs and academic engagement remains unclear, and research is needed to completely understand this association. Therefore, the present study aimed to investigate the association between TSRs and academic engagement and the mediating role of basic psychological needs satisfaction. A sample of 494 primary school students in China completed self-reported questionnaires on TSRs, basic psychological needs satisfaction, and academic engagement. The results showed that TSRs were positively associated with academic engagement (behavioural, emotional, and cognitive engagement). Moreover, the satisfaction of the need for autonomy was a mediator between TSRs and emotional and cognitive engagement, but not behavioural engagement; TSRs were related to the students' three subdimensions of engagement through the need for relatedness; the need for competence was a mediator only between TSRs and behavioural engagement, but not emotional and cognitive engagement. These results help uncover the mechanisms behind the role of TSRs on academic engagement.
C1 [Gao, Qiyang] Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China.
   [Gao, Qiyang; Bao, Chenye; Du, Haiping; Yan, Ruixiang] Shaoxing Univ, Sch Teacher Educ, 900 South Ave, Shaoxing 312000, Zhejiang, Peoples R China.
C3 Shaoxing University; Shaoxing University
RP Du, HP (corresponding author), Shaoxing Univ, Sch Teacher Educ, 900 South Ave, Shaoxing 312000, Zhejiang, Peoples R China.; Yan, RX (corresponding author), Harbin Normal Univ, Sch Educ & Sci, 1 Shida Rd, Harbin 150025, Peoples R China.
EM dhpgqy@126.com; 112092008@qq.com
OI Bao, Chenye/0000-0003-1460-2742
FU Youth Foundation of Social Science and Humanity, China Ministry of
   Education [20YJCZH033]
FX This work was supported by Youth Foundation of Social Science and
   Humanity, China Ministry of Education [No. 20YJCZH033].
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NR 53
TC 6
Z9 6
U1 12
U2 64
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0218-8791
EI 1742-6855
J9 ASIA PAC J EDUC
JI Asia Pac. J. Educ.
PD APR 3
PY 2023
VL 43
IS 2
BP 514
EP 525
DI 10.1080/02188791.2021.1933380
EA JUN 2021
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA G8VJ1
UT WOS:000657620600001
DA 2024-07-15
ER

PT J
AU Geng, YB
   Ying, B
   Wang, X
   Lin, J
   Zhang, MY
   Liu, YL
AF Geng, Yi-bo
   Ying, Bin
   Wang, Xu
   Lin, Jie
   Zhang, Ming-yue
   Liu, Yan-ling
TI The relationship between parent-child communication and English academic
   engagement among middle school students: a moderated mediation model
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Parent-child communication; Learning adaptability; English learning
   self-efficacy; English academic engagement; Middle school students
ID INVOLVEMENT; ACHIEVEMENT; ADJUSTMENT
AB This study constructed a moderated mediation model to explore the impact of parent-child communication on English academic engagement. We conducted a questionnaire survey among 21,270 middle school students using various measurements: English Academic Engagement Scale, Adolescent Parent-Child Communication Scale, learning adaptability questionnaire, and English Learning Self-Efficacy Scale. The results showed that learning adaptability played a mediating role between parent-child communication and English academic engagement. Moreover, the relationships between parent-child communication and English academic engagement as well as between parent-child communication and learning adaptability were all moderated by English learning self-efficacy. These findings revealed the importance of parent-child communication in middle school students' foreign language learning and suggested that more attention should be paid to improving middle school students' English learning self-efficacy and learning adaptability and, therefore, English academic engagement.
C1 [Geng, Yi-bo; Wang, Xu; Lin, Jie; Zhang, Ming-yue; Liu, Yan-ling] Southwest Univ, Fac Psychol, Lab Mental Hlth & Social Adaptat, Tiansheng Rd 2, Chongqing 400715, Peoples R China.
   [Geng, Yi-bo; Wang, Xu; Lin, Jie; Zhang, Ming-yue; Liu, Yan-ling] Southwest Univ, Res Ctr Mental Hlth Educ, Tiansheng Rd 2, Chongqing, Peoples R China.
   [Ying, Bin] Southwest Univ, High Sch, Chongqing 400715, Peoples R China.
C3 Southwest University - China; Southwest University - China; Southwest
   University - China
RP Liu, YL (corresponding author), Southwest Univ, Fac Psychol, Lab Mental Hlth & Social Adaptat, Tiansheng Rd 2, Chongqing 400715, Peoples R China.; Liu, YL (corresponding author), Southwest Univ, Res Ctr Mental Hlth Educ, Tiansheng Rd 2, Chongqing, Peoples R China.
EM ssq@swu.edu.cn
RI 刘, 艳玲/HTS-3376-2023
OI Liu, Yan-ling/0000-0001-6279-0843
FU Key Research Project on Comprehensive Education Reform of Chongqing
   Education Commission in 2020 [20JGZ01]; Fundamental Research Funds for
   the Central Universities [SWU1909106]
FX This research was funded by the Key Research Project on Comprehensive
   Education Reform of Chongqing Education Commission in 2020 (20JGZ01) and
   Fundamental Research Funds for the Central Universities (SWU1909106)
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NR 59
TC 5
Z9 5
U1 27
U2 75
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0256-2928
EI 1878-5174
J9 EUR J PSYCHOL EDUC
JI Eur. J. Psychol. Educ.
PD DEC
PY 2023
VL 38
IS 4
BP 1443
EP 1460
DI 10.1007/s10212-023-00676-7
EA JAN 2023
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA X8RT8
UT WOS:000915820600001
OA Bronze
DA 2024-07-15
ER

PT J
AU Wang, C
   Nie, YZ
   Ma, CH
   Lan, XY
AF Wang, Chen
   Nie, Yizi
   Ma, Chunhua
   Lan, Xiaoyu
TI More Parental Guan, More Academic Engagement? Examining the Moderating
   Roles of Adolescents' Gender and Reciprocal Filial Piety
SO JOURNAL OF GENETIC PSYCHOLOGY
LA English
DT Article
DE Academic engagement; parental guan; gender; reciprocal filial piety;
   Chinese adolescent
ID MEDIATING ROLE; CHINESE; ACHIEVEMENT; SOCIALIZATION; ADJUSTMENT;
   ASSOCIATIONS; DIMENSIONS; BEHAVIOR; CHILDREN; STYLE
AB In the field of child development, although prior research has extensively documented the association between parenting styles and academic engagement, little is known from the perspective of the culture-specific parenting style in Eastern countries such as China, guan (i.e., intensively rear and strictly discipline). Moreover, individual differences, such as gender-specific patterns and the role of reciprocal filial piety, of this association are less explored. Guided by the socioecological framework, the present study examines the associations of parental guan with academic engagement, and the moderating roles of adolescents' gender and reciprocal filial piety. A total of 1808 Chinese adolescents (M (age) = 12.64 years, SD = 1.51; 51.4% girls) completed self-report questionnaires. Results showed that paternal guan and maternal guan were each positively associated with academic engagement. Moderation analyses showed that high reciprocal filial piety significantly enhanced the positive association between paternal guan and academic engagement for boys, but not for girls; however, the association between maternal guan and academic engagement has not been altered by reciprocal filial piety or gender. In conclusion, both paternal and maternal guan significantly contribute to adolescents' academic engagement, and such an association between paternal guan and academic engagement is differentiated by adolescents' gender and reciprocal filial piety.
C1 [Wang, Chen; Nie, Yizi] Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China.
   [Wang, Chen; Nie, Yizi] Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China.
   [Ma, Chunhua] Northwest Minzu Univ, Coll Educ Sci & Technol, Lanzhou, Peoples R China.
   [Lan, Xiaoyu] Univ Padua, Dept Dev Psychol & Socializat, Padua, Italy.
   [Lan, Xiaoyu] Univ Oslo, Dept Psychol, Oslo, Norway.
C3 Shaoxing University; Shaoxing University; Northwest Minzu University;
   University of Padua; University of Oslo
RP Lan, XY (corresponding author), Univ Padua, Dept Dev Psychol & Socializat, Padua, Italy.; Lan, XY (corresponding author), Univ Oslo, Dept Psychol, Oslo, Norway.
EM lanxiaoyu1001@163.com
RI LAN, XIAOYU/KEH-8871-2024
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NR 50
TC 10
Z9 11
U1 8
U2 42
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-1325
EI 1940-0896
J9 J GENET PSYCHOL
JI J. Genet. Psychol.
PD JAN 2
PY 2022
VL 183
IS 1
BP 78
EP 90
DI 10.1080/00221325.2021.2007350
EA DEC 2021
PG 13
WC Psychology, Developmental; Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA XV8YG
UT WOS:000729043200001
PM 34889719
DA 2024-07-15
ER

PT J
AU King, RB
   McInerney, DM
   Watkins, DA
AF King, Ronnel Bornasal
   McInerney, Dennis M.
   Watkins, David A.
TI Studying for the sake of others: the role of social goals on academic
   engagement
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE social goals; academic engagement; achievement goals
ID ACHIEVEMENT GOALS; SEX-DIFFERENCES; INTRINSIC MOTIVATION; STUDENTS
   MOTIVATION; SELF; SCHOOL; ORIENTATIONS; COMPETENCE; AMERICAN; FILIPINO
AB Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and status goals) on the different facets of academic engagement. A total of 1147 Filipino secondary school students answered questionnaires assessing their social goals, achievement goals and academic engagement. Hierarchical regression analyses were employed to investigate the effects of social goals on academic engagement after controlling the effects of mastery and performance goals. Results indicate that certain kinds of social goals are also important predictors of academic engagement. We recommend that researchers consider investigating social goals that might be more salient in cross-cultural settings instead of focusing exclusively on mastery and performance goals.
C1 [King, Ronnel Bornasal; Watkins, David A.] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
   [King, Ronnel Bornasal; McInerney, Dennis M.] Hong Kong Inst Educ, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China.
   [Watkins, David A.] Univ Melbourne, Grad Sch Educ, Melbourne, Vic, Australia.
C3 University of Hong Kong; Education University of Hong Kong (EdUHK);
   University of Melbourne
RP King, RB (corresponding author), Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
EM bornasal@ied.edu.hk
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; McInerney,
   Dennis/0000-0003-1339-1744; KING, Ronnel Bornasal/0000-0002-0648-8508;
   McInerney, dennis/0000-0002-1108-5770
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NR 123
TC 74
Z9 80
U1 2
U2 38
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2012
VL 32
IS 6
BP 749
EP 776
DI 10.1080/01443410.2012.730479
PG 28
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 026UD
UT WOS:000310307700004
DA 2024-07-15
ER

PT J
AU Greven, A
   Strese, S
   Brettel, M
AF Greven, Andrea
   Strese, Steffen
   Brettel, Malte
TI Determining scientists' academic engagement: perceptions of academic
   chairs' entrepreneurial orientation and network capabilities
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Academic engagement; Academic chairs; Entrepreneurial orientation;
   ENTRE-U scale; Network capability
ID UNIVERSITY-INDUSTRY LINKAGES; OF-THE-LITERATURE; ORGANIZATIONAL-CLIMATE;
   TECHNOLOGY-TRANSFER; IMPACT; COMMERCIALIZATION; SCIENCE; RESEARCHERS;
   COMMITMENT; INVENTION
AB Scientists' engagement with industry is of undoubted interest to research and practice. Researchers do now recognize the organizational attributes of academic chairs as factors that potentially influence scientists' activities. However, we know little about how scientists perceive academic chairs, and how this perception affects their individual academic engagement. Based on the theoretical concept of organizational climate, we investigate differences in the academic engagement of university scientists and find support for our theory that scientists' academic engagement depends on how they perceive their academic chairs. Drawing on a dataset of 1428 university scientists, we theoretically derive and empirically validate the relationship between scientists' perceptions of their academic chair's entrepreneurial orientation and network capabilities and scientists' individual academic engagement. We find that the perception of entrepreneurial orientation and network capabilities directly affects scientists' academic engagement. Furthermore, the interaction between entrepreneurial orientation and network capability significantly enhances academic engagement. Entrepreneurial orientation and network capabilities thus emerge as important factors in an academic chair's organizational climate.
C1 [Greven, Andrea; Brettel, Malte] Rhein Westfal TH Aachen, TIME Res Area, Innovat & Entrepreneurship Grp WIN, Kackertstr 7, D-52072 Aachen, Germany.
   [Strese, Steffen] TU Dortmund Univ, Fac Business & Econ Innovat Management, Otto Hahn Str 4, D-44227 Dortmund, Germany.
C3 RWTH Aachen University; Dortmund University of Technology
RP Greven, A (corresponding author), Rhein Westfal TH Aachen, TIME Res Area, Innovat & Entrepreneurship Grp WIN, Kackertstr 7, D-52072 Aachen, Germany.
EM greven@time.rwth-aachen.de
RI Greven, Andrea/ABA-7262-2020
OI Greven, Andrea/0000-0001-9836-6104; Strese, Steffen/0000-0002-0546-0634
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NR 76
TC 14
Z9 16
U1 6
U2 51
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD OCT
PY 2020
VL 45
IS 5
SI SI
BP 1376
EP 1404
DI 10.1007/s10961-019-09750-z
PG 29
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA NO9JE
UT WOS:000569801300004
DA 2024-07-15
ER

PT J
AU Wu, YJ
   Kang, X
   Li, LS
AF Wu, Yajun
   Kang, Xia
   Li, Lisheng
TI Teacher-student relationship quality, school psychological capital, and
   academic engagement in Chinese EFL learning context: a mediation
   analysis
SO INTERACTIVE LEARNING ENVIRONMENTS
LA English
DT Article; Early Access
DE Teacher-student relationships; school PsyCap; academic engagement;
   English as a foreign language; college students
ID SELF-DETERMINATION THEORY; INTERPERSONAL RELATIONSHIPS;
   ACHIEVEMENT-MOTIVATION; NEED SATISFACTION; RESILIENCE; ADOLESCENTS;
   PERFORMANCE; UNIVERSITY; OPTIMISM; HOPE
AB Previous studies have verified that teacher-student relationship quality has a positive effect on students' academic engagement. Few studies, however, have examined whether school psychological capital mediates the linkage between teacher-student relationship and academic engagement. The present study aimed to examine the mediated role of school PsyCap between teacher-student relationship and academic engagement in a sample of 986 Chinese college students in their English as a foreign language (EFL) learning. Having controlled for gender and family resources, structural equation modelling (SEM) analysis was conducted to explore the predictive effect of the teacher-student relationship on academic engagement via mediator of school PsyCap. Results showed that the teacher-student relationship predicted school PsyCap. School PsyCap, in turn, predicted EFL learners' academic engagement. The present study provides evidence for the linkage between teacher-student relationship and academic engagement and contributes to the literature by uncovering the mediator mechanism between these two constructs. Both theoretical and practical implications are discussed.
C1 [Wu, Yajun] Foshan Univ, Sch Humanities & Educ, Foshan, Peoples R China.
   [Kang, Xia] Foshan Univ, Sch Math & Big Data, Foshan, Peoples R China.
   [Kang, Xia] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Li, Lisheng] Yunnan Normal Univ, Sch Foreign Languages & Literature, Kunming, Peoples R China.
   [Kang, Xia] Foshan Univ, Sch Math & Big Data, Foshan city, 18 Jiangwan 1st Rd, Foshan 528000, Guangdong, Peoples R China.
C3 Foshan University; Foshan University; University of Hong Kong; Yunnan
   Normal University; Foshan University
RP Kang, X (corresponding author), Foshan Univ, Sch Math & Big Data, Foshan city, 18 Jiangwan 1st Rd, Foshan 528000, Guangdong, Peoples R China.
EM kangxia15618@163.com
OI Kang, Xia/0000-0002-5226-3801; Wu, Yajun/0000-0002-3174-7575
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Z9 1
U1 27
U2 76
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1049-4820
EI 1744-5191
J9 INTERACT LEARN ENVIR
JI Interact. Learn. Environ.
PD 2023 APR 4
PY 2023
DI 10.1080/10494820.2023.2195444
EA APR 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA C4FU4
UT WOS:000961499700001
DA 2024-07-15
ER

PT J
AU Shi, R
   Xu, CF
   Wei, XL
   Zhang, SL
AF Shi, Rui
   Xu, Changfeng
   Wei, Xiaoli
   Zhang, Shilei
TI The mediating role of avoiding temptation on the relationship between
   gratitude and academic engagement
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Gratitude; Avoiding temptation; Academic engagement; Self-control
ID TRAIT SELF-CONTROL; UNIVERSITY-STUDENTS; POSITIVE AFFECT;
   COLLEGE-STUDENTS; CONTROL PREDICTS; BURNOUT; LIFE; PERFORMANCE;
   EMOTIONS; SATISFACTION
AB The present study examined the association between trait gratitude (a tendency to experience gratitude in daily life) and academic engagement (a fulfilling and positive state of mind that is study-related), with a primary focus on confirming the mediating role of avoidance of temptation (commitment to long-term goals by avoiding situations in which they might be threatened by short-term goals) in Chinese college students. A total of 348 university students volunteered to participate in the study. The participants completed the Trait Gratitude Scale, Avoidance of Temptation Scale, and the Academic Engagement Scale. The results show that people with higher levels of gratitude reported higher levels of avoidance of temptation (r = 0.31, p < 0.01) and academic engagement (r = 0.27, p < 0.01). Structural equation modeling revealed that avoidance of temptation fully mediated the associations between gratitude and academic engagement [CFI = 0.974]. The results show that 16.8% of the variance for academic engagement could be explained by this model. These results suggest that people with higher levels of gratitude tend to adopt proactive self-control strategies such as situation selection to avoid temptation, which might contribute to positive functioning (i.e., academic engagement). Implications and directions for future research on academic engagement are discussed.
C1 [Shi, Rui; Xu, Changfeng; Wei, Xiaoli] Northwest A&F Univ, Coll Humanities & Social Dev, Yangling, Shaanxi, Peoples R China.
   [Zhang, Shilei] Changan Univ, Psychol Counseling Ctr, Xian, Shaanxi, Peoples R China.
   [Zhang, Shilei] Xinjiang Normal Univ, Sch Psychol, Urumqi, Peoples R China.
C3 Northwest A&F University - China; Chang'an University; Xinjiang Normal
   University
RP Zhang, SL (corresponding author), Changan Univ, Psychol Counseling Ctr, Xian, Shaanxi, Peoples R China.; Zhang, SL (corresponding author), Xinjiang Normal Univ, Sch Psychol, Urumqi, Peoples R China.
EM johndiamond@163.com
FU National Natural Science Foundation of China [72001174, 17XJC190009,
   17YJC840030]; MOE (Ministry of Education in China) Project of Humanities
   and Social Sciences [2016M592739]; China Postdoctoral Science Foundation
   [310850170325, 300102508660, 300102509609, 2452019125]; Fundamental
   Research Funds for the Central Universities
FX This research was supported by the National Natural Science Foundation
   of China (Grant No. 72001174, Awarded to Rui Shi), Grant
   No.17XJC190009(Awarded to Shilei Zhang), 17YJC840030 from MOE (Ministry
   of Education in China) Project of Humanities and Social Sciences
   (Awarded to Rui Shi), Grant 2016M592739(Awarded to Shilei Zhang) from
   China Postdoctoral Science Foundation, Grant 310850170325, 300102508660,
   300102509609(Awarded to Shilei Zhang) and 2452019125 (Awarded to Rui
   Shi)from Fundamental Research Funds for the Central Universities.
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NR 68
TC 3
Z9 3
U1 2
U2 22
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD AUG
PY 2023
VL 42
IS 23
BP 19775
EP 19785
DI 10.1007/s12144-022-03137-4
EA APR 2022
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA Q9AG8
UT WOS:000787695100002
DA 2024-07-15
ER

PT J
AU Schoffstall, DG
   Arendt, SW
   Brown, EA
AF Schoffstall, Donald G.
   Arendt, Susan W.
   Brown, Eric A.
TI Academic engagement of hospitality students
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article
DE Academic engagement; Curriculum; Education; Study habits
ID COLLEGE; EDUCATION; MANAGEMENT; BUSINESS; PERCEPTIONS; RIGOR
AB Student academic engagement has been researched over the years, drawing limited conclusions and suggestions for improvement. In this study, researchers utilized National Survey for Student Engagement data from a large Midwestern university to examine the academic engagement of hospitality management students and compared their engagement to business students. It was found that 50% of the participating hospitality students spent 11 h or more each week preparing for classes. For both groups, finances were reported as the biggest obstacle to academic progress. The research study provides an examination of hospitality students' academic engagement. Suggestions are presented for hospitality educators. Published by Elsevier Ltd.
C1 [Schoffstall, Donald G.] Johnson & Wales Univ, Hospitality Coll, Charlotte, NC 28227 USA.
   [Arendt, Susan W.; Brown, Eric A.] Iowa State Univ, Ames, IA 50011 USA.
C3 Iowa State University
RP Schoffstall, DG (corresponding author), Johnson & Wales Univ, Hospitality Coll, 801 West Trade St, Charlotte, NC 28227 USA.
EM donald.schoffstall@jwu.edu; sarendt@iastate.edu; ebrown@iastate.edu
RI Brown, Eric/J-3379-2013
OI Brown, Eric/0000-0001-7279-6501
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NR 32
TC 15
Z9 16
U1 7
U2 23
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD JUL
PY 2013
VL 13
BP 141
EP 153
DI 10.1016/j.jhlste.2013.09.004
PG 13
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA 258NM
UT WOS:000327466000015
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Yang, JM
   Xu, JY
   Zhang, H
AF Yang, Jiemei
   Xu, Jingyi
   Zhang, Hui
TI Resiliency and academic engagement: A moderated mediation model
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; general self-efficacy; resiliency; social support
ID PERCEIVED SOCIAL SUPPORT; GENERAL SELF-EFFICACY; CHINESE ADOLESCENTS;
   SCHOOL ENGAGEMENT; EGO-RESILIENCY; MULTIDIMENSIONAL SCALE;
   SOCIOECONOMIC-STATUS; EFFORTFUL CONTROL; ACHIEVEMENT; DEPRESSION
AB The present study examined whether general self-efficacy (GSE) mediated the association between resiliency and academic engagement, and whether social support moderated the mediating process. Participants included 1549 Chinese adolescents (M-age = 16.71 years old, 629 boys). Using self-reported questionnaires, our study found that, after controlling for youth age, sex, and family socioeconomic status, GSE partially mediated the positive relation between resiliency and academic engagement. Further, social support moderated the association between resiliency and GSE, as well as the association between resiliency and academic engagement. Findings underline the significance of identifying the mediating and moderating factors linking resiliency and academic engagement. Implications and future research directions were discussed.
C1 [Yang, Jiemei; Zhang, Hui] Nanjing Normal Univ, Sch Psychol, Jiangsu Key Lab Mental Hlth & Cognit Sci, Nanjing, Peoples R China.
   [Xu, Jingyi] Univ Alberta, Dept Psychol, Edmonton, AB, Canada.
C3 Nanjing Normal University; University of Alberta
RP Zhang, H (corresponding author), Nanjing Normal Univ, Sch Psychol, 122 Ninghai Rd, Nanjing 210097, Jiangsu, Peoples R China.
EM hzhang9055@126.com
RI xu, jingyi/IAQ-8379-2023; Xu, Jingyi/AAK-5936-2021
OI Xu, Jingyi/0000-0002-6489-6673; Zhang, Hui/0000-0002-9520-0640
FU Humanity and Social Science Foundation of the Ministry of Education in
   China [20YJC190028]; Natural Science Foundation of Jiangsu Province in
   China [BK20200719]
FX This study was supported by the Humanity and Social Science Foundation
   of the Ministry of Education in China (20YJC190028) and the Natural
   Science Foundation of Jiangsu Province in China (BK20200719).
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NR 80
TC 2
Z9 2
U1 5
U2 51
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD MAY
PY 2022
VL 59
IS 5
BP 900
EP 914
DI 10.1002/pits.22654
EA JAN 2022
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0I8IH
UT WOS:000747854700001
DA 2024-07-15
ER

PT J
AU Acosta-Gonzaga, E
AF Acosta-Gonzaga, Elizabeth
TI The Effects of Self-Esteem and Academic Engagement on University
   Students' Performance
SO BEHAVIORAL SCIENCES
LA English
DT Article
DE self-esteem; academic engagement; academic performance; motivation;
   higher education
ID LEARNING-STRATEGIES; SCHOOL ENGAGEMENT; MOTIVATION; ONLINE; EFFICACY;
   ACHIEVEMENT; CLASSROOM; BEHAVIOR; LIFE; DISAFFECTION
AB The success or failure of a student depends on several factors, including self-esteem, academic engagement, and motivation. Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to academic performance. Through a quantitative study, 243 university students were surveyed to analyze the effects of self-esteem and motivation on their academic engagement, which would be reflected in their academic performance. The results show that self-esteem has effects on emotional and behavioral disengagement. Motivation shows greater effects on academic engagement, with metacognitive engagement predicting students' academic performance. Therefore, promoting metacognitive strategies that help students learn to plan, monitor, and self-regulate their learning will contribute to their performance.
C1 [Acosta-Gonzaga, Elizabeth] Inst Politecn Nacl, Unidad Profes Interdisciplinaria Ingn & Ciencias S, Mexico City 08400, Mexico.
C3 Instituto Politecnico Nacional - Mexico
RP Acosta-Gonzaga, E (corresponding author), Inst Politecn Nacl, Unidad Profes Interdisciplinaria Ingn & Ciencias S, Mexico City 08400, Mexico.
EM eacostag@ipn.mx
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NR 72
TC 8
Z9 11
U1 26
U2 65
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-328X
J9 BEHAV SCI-BASEL
JI Behav. Sci.
PD APR
PY 2023
VL 13
IS 4
AR 348
DI 10.3390/bs13040348
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA E8TL5
UT WOS:000978200200001
PM 37102862
OA gold
DA 2024-07-15
ER

PT J
AU Dehyadegary, E
   Divsalar, K
   Esmaeili, NS
   Sadr, AJ
   Askari, F
AF Dehyadegary, Elham
   Divsalar, Kouros
   Esmaeili, Nooshin Sabour
   Sadr, Azimeh Jafari
   Askari, Fatemeh
TI Academic Engagement as a Mediator in Relationship between Parenting
   Style and Academic Achievement among Adolescents in Sirjan-Iran
SO LIFE SCIENCE JOURNAL-ACTA ZHENGZHOU UNIVERSITY OVERSEAS EDITION
LA English
DT Article
DE Parenting Style; Academic Engagement; Academic Achievement
ID HIGH-SCHOOL-STUDENTS; PERCEPTIONS
AB The major purposes of the presents study were (a) to examine the degree to which academic engagement mediates the relationship between parenting style and academic achievement. Data from 382 participants (191 males and 191 females) were examined using measures of parenting style, academic engagement, and self-reported grade point average. The results indicated that academic engagement mediate relationship between parenting style an academic achievement. Implications for future research are discussed. [Elham Dehyadegary, Kouros Divsalar, Nooshin Sabour Esmaeili, Azimeh Jafari Sadr, Fatemeh Askari. Academic Engagement as a Mediator in Relationship between Parenting Style and Academic Achievement among Adolescents in Sirjan-Iran. Life Sci J 2012;9(4):5715-5727] (ISSN:1097-8135). http://www.lifesciencesite.com. 851
C1 [Dehyadegary, Elham] Islamic Azad Univ, Sci & Res Branch, Dept Psychol, Sirjan, Iran.
   [Divsalar, Kouros] Kerman Univ Med Sci, Neurosci Res Ctr, Kerman 7619813159, Iran.
   [Esmaeili, Nooshin Sabour] Univ Putra Malaysia, Fac Human Ecol, Serdang, Malaysia.
   [Sadr, Azimeh Jafari] Al Zahra Univ, Dept Psychol, Tehran, Iran.
   [Askari, Fatemeh] Shiraz Univ, Dept Psychol, Shiraz, Iran.
C3 Islamic Azad University; Kerman University of Medical Sciences;
   Universiti Putra Malaysia; Shiraz University
RP Divsalar, K (corresponding author), Kerman Univ Med Sci, Neurosci Res Ctr, EbneSina St,Jahad Blvd, Kerman 7619813159, Iran.
EM Kouros_Divsalar@yahoo.com
RI Askari, Fatemeh/KLE-3208-2024
OI Jafari Sadr, Azimeh/0000-0002-8005-7183
CR [Anonymous], J DIARE ASHENA MEET
   [Anonymous], ENGAGEMENT UNPUB
   [Anonymous], THESIS U A TABATABAE
   [Anonymous], SOCIAL DEV
   [Anonymous], THESIS U CHICAGO
   [Anonymous], NEGATIVE ASPECTS ACA
   [Anonymous], THESIS U PUTRA MALAY
   [Anonymous], THESIS U MINNESOTA
   [Anonymous], J ED URBAN SOC
   [Anonymous], 2008, THESIS OLD DOMINION
   [Anonymous], THESIS U ROCKIES
   [Anonymous], DEV PSYCHOL MONOGRAP
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NR 37
TC 0
Z9 0
U1 1
U2 21
PU MARSLAND PRESS
PI LANSING
PA PO BOX 21126, LANSING, MI 48909 USA
SN 1097-8135
J9 LIFE SCI J
JI Life Sci. J.
PY 2012
VL 9
IS 4
BP 5715
EP 5727
PG 13
WC Biology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Life Sciences & Biomedicine - Other Topics
GA 113RQ
UT WOS:000316686000228
DA 2024-07-15
ER

PT J
AU Chen, HX
   Zhang, MH
AF Chen, Hongxia
   Zhang, Morning Hon
TI The relationship between basic psychological needs satisfaction and
   university students' academic engagement: The mediating effect of
   emotional intelligence
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; positive psychology; basic psychological needs;
   emotional intelligence; use of emotion
ID AUTONOMY SUPPORT; SOCIAL SUPPORT; PERCEIVED STRESS; SELF-EFFICACY; FIT
   INDEXES; ACHIEVEMENT; TEACHERS; SCHOOL; MOTIVATION; PERCEPTIONS
AB IntroductionBasic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students. MethodsA questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson's correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated. ResultsThe results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations. DiscussionThese results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students' academic engagement.
C1 [Chen, Hongxia] Zhoukou Normal Univ, Sch Marxism, Zhoukou, Henan, Peoples R China.
   [Zhang, Morning Hon] Zhoukou Normal Univ, Inst Educ Sci, Zhoukou, Henan, Peoples R China.
C3 Zhoukou Normal University; Zhoukou Normal University
RP Chen, HX (corresponding author), Zhoukou Normal Univ, Sch Marxism, Zhoukou, Henan, Peoples R China.
EM 544346440@qq.com
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NR 99
TC 1
Z9 1
U1 14
U2 33
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 1
PY 2022
VL 13
AR 917578
DI 10.3389/fpsyg.2022.917578
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7A4AX
UT WOS:000898402300001
PM 36533057
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Cao, F
   Li, H
   Chen, X
   You, YW
   Xue, Y
AF Cao, Fei
   Li, Huan
   Chen, Xin
   You, Yanwei
   Xue, Yan
TI Who matters and why? The contributions of different sources of social
   support to doctoral students' academic engagement
SO EUROPEAN JOURNAL OF EDUCATION
LA English
DT Article; Early Access
DE academic engagement; doctoral students; grit; social support
AB Social support is a crucial factor in the academic engagement of doctoral students, which is vital to their overall success. While past studies have mostly focused on the support from doctoral supervisors, support from other significant groups, including institutions, peers and families, has been largely neglected, and even no study has investigated their contributions to doctoral students' development. Drawing from the job demands-resources model, this study investigated the contributions of different sources (institutions, supervisors, peers and families) of social support to doctoral students' academic engagement. It further examined the mediating role of grit within these relationships. A sample of 472 doctoral students across various disciplines from 10 universities in mainland China responded to an online survey. Results showed that institutional support and supervisory support positively predicted doctoral students' academic engagement, while peer support and family support did not significantly predict academic engagement. Furthermore, grit was found to mediate the relationship between support from institutions and supervisors and academic engagement. Practical implications for higher education institutions, doctoral supervisors and programs are discussed.
C1 [Cao, Fei; Chen, Xin] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Li, Huan] Xian Jiaotong Liverpool Univ, Acad Future Educ, Suzhou, Peoples R China.
   [You, Yanwei] Tsinghua Univ, Div Sports Sci & Phys Educ, Beijing, Peoples R China.
   [Xue, Yan] Nanjing Normal Univ, Sch Psychol, Nanjing, Peoples R China.
C3 University of Hong Kong; Xi'an Jiaotong-Liverpool University; Tsinghua
   University; Nanjing Normal University
RP Li, H (corresponding author), Xian Jiaotong Liverpool Univ, Acad Future Educ, Suzhou, Peoples R China.
EM huanli@connect.hku.hk
RI You, Yanwei/GPJ-9813-2022
OI Chen, Xin/0000-0001-7221-0056; Li, Huan/0000-0003-0910-1433; You,
   Yanwei/0000-0001-8367-4980; Cao, Fei/0000-0001-6486-528X
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NR 72
TC 0
Z9 0
U1 4
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-8211
EI 1465-3435
J9 EUR J EDUC
JI Eur. J. Educ.
PD 2024 APR 2
PY 2024
DI 10.1111/ejed.12649
EA APR 2024
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MQ0M2
UT WOS:001194973800001
OA hybrid
DA 2024-07-15
ER

PT J
AU Li, XY
   Mao, ZH
   Zhao, JJ
   Wang, YC
   Wang, YH
AF Li, Xiaoyi
   Mao, Zhihong
   Zhao, Jingjing
   Wang, Yongchun
   Wang, Yonghui
TI Relationships among locus of control, academic engagement, and
   achievement motivation in Chinese adolescents
SO SOCIAL BEHAVIOR AND PERSONALITY
LA English
DT Article
DE locus of control; achievement motivation; academic engagement; group
   counseling intervention
ID STUDENTS ENGAGEMENT; SELF-EFFICACY; UNITED-STATES; SCHOOL; SATISFACTION;
   PERSISTENCE; VALIDATION; SUCCESS; GOALS
AB Previous studies have revealed the effect of locus of control on academic engagement and achievement motivation, but the role that achievement motivation plays in the relationship between the other two variables for Chinese adolescents has remained unclear. We conducted two studies to explore this issue. In Study 1 we used standardized scales to measure locus of control (Internal-External Control Scale), academic engagement (Utrecht Work Engagement Scale-Student), and achievement motivation (Achievement Motivation Scale) among 1,811 middle school students. In Study 2 we intervened in the participants' achievement motivation by way of group counseling to further check the effect on their academic engagement. We randomly recruited 64 students from the same school for control and experimental groups and constructed a relationship model among the three variables of locus of control, academic engagement, and achievement motivation. Results demonstrated that intervention in achievement motivation can effectively enhance the academic engagement of middle school students.
C1 [Li, Xiaoyi; Mao, Zhihong; Zhao, Jingjing; Wang, Yongchun; Wang, Yonghui] Shaanxi Normal Univ, Sch Psychol, 199 South Changan Rd, Xian 710062, Peoples R China.
   [Li, Xiaoyi; Mao, Zhihong; Zhao, Jingjing; Wang, Yongchun; Wang, Yonghui] Shaanxi Normal Univ, Shaanxi Prov Key Lab Behav & Cognit Neurosci, Xian, Peoples R China.
C3 Shaanxi Normal University; Shaanxi Normal University
RP Mao, ZH; Wang, YH (corresponding author), Shaanxi Normal Univ, Sch Psychol, 199 South Changan Rd, Xian 710062, Peoples R China.; Mao, ZH (corresponding author), Shaanxi Normal Univ, Guidance Ctr Mental Hlth Educ, 199 South Changan Rd, Xian 710062, Peoples R China.
EM maozhihong@snnu.edu.cn; wyonghui@snnu.edu.cn
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NR 78
TC 0
Z9 0
U1 23
U2 23
PU SOC PERSONALITY RES INC
PI PALMERSTON NORTH
PA P O BOX 1539, PALMERSTON NORTH 5330, NEW ZEALAND
SN 0301-2212
EI 1179-6391
J9 SOC BEHAV PERSONAL
JI Soc. Behav. Pers.
PD MAY
PY 2024
VL 52
IS 5
DI 10.2224/sbp.12640
PG 16
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA QU9N9
UT WOS:001223501800001
DA 2024-07-15
ER

PT J
AU Merino-Tejedor, E
   Hontangas, PM
   Petrides, KV
AF Merino-Tejedor, Enrique
   Hontangas, Pedro M.
   Petrides, K. V.
TI Career Adaptability Mediates the Effect of Trait Emotional Intelligence
   on Academic Engagement
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Career adaptability; Trait emotional intelligence; Academic engagement;
   University students
ID INCREMENTAL VALIDITY; PERCEIVED STRESS; FORM VERSIONS; PERSONALITY;
   CONSTRUCTION; ASSOCIATIONS; PERFORMANCE; PREDICTORS
AB The present study tested the mediating role of career adaptability on the existing relation between trait emotional intelligence (EI) and academic engagement. The sample consisted of 590 Spanish university students with a mean age of 21.66 years. The results confirmed the positive relations of trait EI with career adaptability, as well as with academic engagement. A key finding concerns the confirmation of the mediating role of career adaptability on the relation between trait EI and academic engagement, supporting a model of total mediation. In confirming the existence of total mediation, this study makes a new and valuable contribution that allows for better and more precise clarification of the links between trait EI, career adaptability, and academic engagement. The discussion focuses on issues concerning the relation between these variables and the possibility of developing interventions to improve career adaptability and academic engagement in undergraduate populations. (C) 2017 Universidad de Pais Vasco. Published by Elsevier Espafia, S.L.U. All rights reserved.
C1 [Merino-Tejedor, Enrique] Univ Valladolid, Valladolid, Spain.
   [Hontangas, Pedro M.] Univ Valencia, Valencia, Spain.
   [Petrides, K. V.] UCL, London, England.
C3 Universidad de Valladolid; University of Valencia; University of London;
   University College London
RP Merino-Tejedor, E (corresponding author), Univ Valladolid, Valladolid, Spain.
EM enrique.merino@uva.es
OI Petrides, Konstantinos/0000-0002-7130-8673
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NR 55
TC 30
Z9 35
U1 4
U2 55
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JUL-DEC
PY 2018
VL 23
IS 2
BP 77
EP 85
DI 10.1016/j.psicod.2017.10.001
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA GH3ES
UT WOS:000433285900001
DA 2024-07-15
ER

PT J
AU Ma, Y
   Bennett, D
AF Ma, Yin
   Bennett, Dawn
TI The relationship between higher education students' perceived
   employability, academic engagement and stress among students in China
SO EDUCATION AND TRAINING
LA English
DT Article
DE Perceived employability; Career capital; Academic engagement; Student
   stress; Structural equation modelling
ID 4TH INDUSTRIAL-REVOLUTION; GRADUATE EMPLOYABILITY; ECONOMIC RETURNS;
   CAREER ATTITUDES; LABOR-MARKET; JOB SEARCHES; STRONG TIES; EMPLOYMENT;
   SKILLS; SATISFACTION
AB Purpose With a focus on Chinese higher education students, the purpose of this study was to explore the relationship between students' perceived employability and their levels of academic engagement and stress. Design/methodology/approach The study engaged 1,155 students from three universities in China. Students responded to an online survey, reporting their confidence in relation to their perceived employability, academic engagement and stress in life. The authors employed structural equation modelling to explore students' confidence in each employability attribute and to assess perceived employability relation to academic engagement and perceived stress. Findings The results suggest that self-perceptions of employability are positively associated with students' academic engagement and negatively associated with perceived stress. Perceived employability mediated the majority paths. Originality/value This is one of the few studies to examine perceived employability in line with academic engagement or stress and the first study to do so in China.
C1 [Ma, Yin] Lanzhou Univ, Lanzhou, Peoples R China.
   [Bennett, Dawn] Bond Univ, Gold Coast, Australia.
C3 Lanzhou University; Bond University
RP Ma, Y (corresponding author), Lanzhou Univ, Lanzhou, Peoples R China.
EM mayin@lzu.edu.cn; dawn.bennett@curtin.edu.au
RI Bennett, Dawn/A-7210-2009; Ma, Yin/AAG-3511-2020
OI Bennett, Dawn/0000-0002-0676-1623; Ma, Yin/0000-0001-9064-9361
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NR 98
TC 44
Z9 45
U1 25
U2 129
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD JUN 1
PY 2021
VL 63
IS 5
BP 744
EP 762
DI 10.1108/ET-07-2020-0219
EA MAR 2021
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SO1LJ
UT WOS:000634721300001
DA 2024-07-15
ER

PT J
AU Lan, XY
AF Lan, Xiaoyu
TI "Parents are gone": Understanding the unique and interactive impacts of
   affective and cognitive empathy on left-behind youth's academic
   engagement
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Affective empathy; Cognitive empathy; Left-behind
   adolescents
ID SCHOOL ENGAGEMENT; DIFFERENTIAL SUSCEPTIBILITY; CHINESE ADOLESCENTS;
   PERSPECTIVE-TAKING; MIGRATION; CHILDREN; ACHIEVEMENT; VALIDATION;
   BEHAVIOR; HEALTH
AB Although several studies have shown that left-behind adolescents are vulnerable regarding emotional and behavioral functions, much less research has focused on this group's academic engagement. The relationship between distinct empathy subcomponents and academic engagement in left-behind youth (versus non-left-behind youth) is therefore largely unknown. To fill these knowledge gaps, the current study compared the academic engagement between left-behind and non-left-behind youth. This study subsequently examined the unique and interactive relationships among affective empathy, cognitive empathy, and left-behind status with academic engagement in a combined sample of left-behind and non-left-behind youth. In total, 323 left-behind youth and 737 non-left-behind youth (M-age = 13.05; 49.5% females) participated in this study. Findings, after adjusting for participants' sociodemographic characteristics, revealed that left-behind youth did not differ significantly in academic engagement compared to non-left-behind youth. A four-step hierarchical regression analysis showed that both empathy components were positively related to academic engagement. Interaction analyses further exhibited a cross-over effect of affective and cognitive empathy for left-behind youth. Specifically, left-behind youth with high cognitive empathy seemed more susceptible to the influence of affective empathy on academic engagement, for better and for worse. In the presence of high affective empathy, left-behind youth with higher cognitive empathy reported the highest academic engagement, whereas the youth with higher cognitive empathy, in the presence of low affective empathy, reported the lowest. The current study highlights the unique and interactive roles of affective and cognitive empathy in left-behind youth's academic engagement, including important conceptual and practical implications.
C1 [Lan, Xiaoyu] Univ Oslo, Promenta Res Ctr, Dept Psychol, Oslo, Norway.
C3 University of Oslo
RP Lan, XY (corresponding author), Univ Oslo, Promenta Res Ctr, Dept Psychol, Oslo, Norway.
EM xiaoyu.lan@psykologi.uio.no
RI LAN, XIAOYU/KEH-8871-2024
FU University of Oslo (incl Oslo University Hospital)
FX Open access funding provided by University of Oslo (incl Oslo University
   Hospital)
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NR 80
TC 1
Z9 1
U1 6
U2 40
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD NOV
PY 2023
VL 42
IS 32
BP 28674
EP 28688
DI 10.1007/s12144-022-03952-9
EA NOV 2022
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA U0HR2
UT WOS:000880566100008
OA hybrid
DA 2024-07-15
ER

PT J
AU Xu, J
   Yu, LX
   Zhang, XW
AF Xu, Jia
   Yu, Lixia
   Zhang, Xiaowen
TI Bridging the Gender Gap in Academic Engagement among Young Adults: The
   Role of Anticipated Future Sex Discrimination and Gender-role
   Orientation
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article; Early Access
DE Academic engagement; Anticipated future sex discrimination; Gender
   differences; Gender-role orientation
ID ROLE ATTITUDES; LONGITUDINAL ANALYSIS; SCHOOL ENGAGEMENT; MOTIVATION;
   LIFE; SOCIALIZATION; ACHIEVEMENT; PERSPECTIVE; EDUCATION; CONTEXT
AB Academic engagement is vital for college students, yet existing studies reveal inconsistencies in how gender influences academic engagement. Building upon the statistical discrimination theory and identity-based motivation theory, this study develops an integrated model to examine gender differences in college students' academic engagement. Further, the role that gender-role orientation in influencing academic engagement was investigated. Using a sample of 524 college students (Mage = 21.11, SD = 1.98; 47.7% women) from a large university collected in two time periods, the findings indicate that in the Chinese context, women anticipate higher future sex discrimination than men. However, gender-role orientation restores parity between men and women through a moderated mediation: egalitarian gender-role orientation has a stronger effect on women's anticipated future sex discrimination than on men's, resulting in increased academic engagement of women. The findings highlight the need to consider female students' egalitarian beliefs in gender-related academic research.
C1 [Xu, Jia; Yu, Lixia] Wuhan Univ, Dept Psychol, Wuhan, Peoples R China.
   [Xu, Jia] Wuhan Univ, Women & Gender Study Ctr, Wuhan, Peoples R China.
   [Zhang, Xiaowen] Wuhan Univ Technol, Ctr Career Dev, Wuhan, Peoples R China.
C3 Wuhan University; Wuhan University; Wuhan University of Technology
RP Xu, J (corresponding author), Wuhan Univ, Dept Psychol, Wuhan, Peoples R China.; Xu, J (corresponding author), Wuhan Univ, Women & Gender Study Ctr, Wuhan, Peoples R China.
EM jiaxu@whu.edu.cn
FU National Natural Science Foundation of China
FX No Statement Available
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NR 58
TC 0
Z9 0
U1 1
U2 1
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD 2024 MAY 16
PY 2024
DI 10.1007/s10964-024-02009-3
EA MAY 2024
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA RG9Y1
UT WOS:001226642900002
PM 38755431
DA 2024-07-15
ER

PT J
AU Malczyk, BR
   Lawson, HA
AF Malczyk, Benjamin R.
   Lawson, Hal A.
TI Parental monitoring, the parent-child relationship and children's
   academic engagement in mother-headed single-parent families
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Single-parent families; Academic engagement; Parent child attachment;
   Parental monitoring; School social work; Family support; Family income
ID SCHOOL ENGAGEMENT; INTEGRATIVE MODEL; FRAGILE FAMILIES; ACHIEVEMENT;
   ADOLESCENTS; INVOLVEMENT; ATTACHMENT; ADJUSTMENT; MOTIVATION; SUPPORT
AB This longitudinal study of 110 mother-headed single-parent families examined the influence of parental monitoring, parent-child attachment and observed parent-child relationship quality on the child's academic engagement. Special interest resided in how parent-child relationship quality moderated the relationship between parental monitoring and academic engagement. Analyses indicated that observed relationship quality and parental monitoring predicted children's academic engagement. However, this relationship was not uniform. Parental influences on academic engagement are most prominent in mother-headed families with a female child. Family income also matters. These preliminary findings have import for school-family research, policy, and practice. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Malczyk, Benjamin R.] Univ Nebraska, Kearney, NE USA.
   Univ Albany, State Univ New York, New York, NY USA.
C3 University of Nebraska System; University Nebraska Kearney; State
   University of New York (SUNY) System; SUNY Delhi; State University of
   New York (SUNY) Albany
RP Malczyk, BR (corresponding author), Univ Nebraska, Kearney, NE USA.
EM malczykbr@unk.edu
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NR 68
TC 23
Z9 36
U1 7
U2 75
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD FEB
PY 2017
VL 73
BP 274
EP 282
DI 10.1016/j.childyouth.2016.12.019
PG 9
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA EM5OD
UT WOS:000395360200033
DA 2024-07-15
ER

PT J
AU Pan, JT
   Zaff, JF
   Donlan, AE
AF Pan, Jingtong
   Zaff, Jonathan F.
   Donlan, Alice E.
TI Social Support and Academic Engagement Among Reconnected Youth: Adverse
   Life Experiences as a Moderator
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID SELF-EFFICACY BELIEFS; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; CHILDHOOD
   EXPERIENCES; PSYCHIATRIC-DISORDERS; COGNITIVE ENGAGEMENT; NATIONAL
   SAMPLE; MENTAL-HEALTH; FIT INDEXES; FAMILY
AB Using motivational theories of engagement and adopting a multidimensional perspective of academic engagement, the authors investigate the associations among teacher and parent support, students' academic self-efficacy, and academic engagement among a sample of reconnected youth who have returned to academic pursuit after dropping out (N=938, mean age=16.50, SD=1.78). In addition, they examine how youth's adverse life experiences moderate the pathways in this model, an analysis notably missing from much of the academic engagement literature. They find that students' academic self-efficacy mediates parent and teacher support and youth academic engagement. Moreover, participants' adverse life experiences moderate the connections among perceived support from parents, academic self-efficacy, and academic engagement. Implications for practice and future directions are discussed.
C1 [Pan, Jingtong] Tufts Univ, Medford, MA 02155 USA.
   [Zaff, Jonathan F.] Boston Univ, Boston, MA 02215 USA.
   [Donlan, Alice E.] Univ Maryland, Baltimore, MD 21201 USA.
C3 Tufts University; Boston University; University System of Maryland;
   University of Maryland Baltimore
RP Pan, JT (corresponding author), Tufts Univ, Dept Child Study & Human Dev, Medford, MA 02155 USA.
EM jingtong.pan@tufts.edu
RI Pan, Jingtong/I-8679-2019
OI Pan, Jingtong/0000-0002-7928-635X; Donlan, Alice/0000-0001-8776-422X
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NR 103
TC 25
Z9 37
U1 3
U2 48
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PD DEC
PY 2017
VL 27
IS 4
BP 890
EP 906
DI 10.1111/jora.12322
PG 17
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA FN3KJ
UT WOS:000415897400012
PM 29152870
DA 2024-07-15
ER

PT J
AU Tian, Y
   Bian, YL
   Han, PG
   Gao, FQ
   Wang, P
AF Tian, Yu
   Bian, Yulong
   Han, Piguo
   Gao, Fengqiang
   Wang, Peng
TI Class Collective Efficacy and Class Size as Moderators of the
   Relationship between Junior Middle School Students' Externalizing
   Behavior and Academic Engagement: A Multilevel Study
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE class collective efficacy; class size; externalizing behavior; academic
   engagement; multilevel study
ID SOCIAL-ENVIRONMENT; ACHIEVEMENT; ADOLESCENTS; BELIEFS; RESOURCES;
   CHILDREN; BURNOUT; CONTEXT; ADHD
AB This study examined the relationship between externalizing behavior and academic engagement, and tested the possibility of class collective efficacy and class size moderating this relationship. Data were collected from 28 Chinese classrooms (N = 1034 students; grades 7, 8, and 9) with student reports. Hierarchical linear modeling was used to test all hypotheses and results revealed a negative relationship between externalizing behavior and academic engagement; class collective efficacy was also significantly related to academic engagement. Additionally, class collective efficacy and class size moderated the relationship between externalizing behavior and academic engagement: For students in a class with high collective efficacy or small size (<= 30 students), the relationship between externalizing behavior and academic engagement was weaker than for those in a class with low collective efficacy or large size (>= 43 students). Results are discussed considering self-regulatory mechanisms and social environment theory, with possible implications for teachers of students' learning provided.
C1 [Tian, Yu; Han, Piguo; Gao, Fengqiang; Wang, Peng] Shandong Normal Univ, Dept Psychol, Jinan, Shandong, Peoples R China.
   [Bian, Yulong] Shandong Univ, Dept Comp Sci & Technol, Jinan, Shandong, Peoples R China.
C3 Shandong Normal University; Shandong University
RP Gao, FQ; Wang, P (corresponding author), Shandong Normal Univ, Dept Psychol, Jinan, Shandong, Peoples R China.
EM gaofengqiang@sdnu.edu.cn; pengsdnu@163.com
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NR 51
TC 8
Z9 11
U1 4
U2 37
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 18
PY 2017
VL 8
AR 1219
DI 10.3389/fpsyg.2017.01219
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FB6SJ
UT WOS:000406272400001
PM 28769851
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Eriksen, EV
   Bru, E
AF Eriksen, Eli Vibeke
   Bru, Edvin
TI Investigating the Links of Social-Emotional Competencies: Emotional
   Well-being and Academic Engagement among Adolescents
SO SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Social-emotional competence; emotional well-being; academic engagement;
   adolescent students; structural equation modelling
ID SCHOOL ENGAGEMENT; ACHIEVEMENT EMOTIONS; YOUTH DEVELOPMENT;
   MENTAL-HEALTH; METAANALYSIS; MOTIVATION; STUDENTS; OUTCOMES;
   INTERVENTIONS; DISAFFECTION
AB This cross-sectional study examined the links of social-emotional competencies (SECs: emotional regulation, relationship skills, and planning of schoolwork) with emotional well-being (EWB) and academic engagement (behavioral and emotional) among 1085 lower secondary school students. A latent structural model was tested using Mplus. The model specified the SECs as the independent variables, EWB as the intermediate variable, and behavioral and emotional engagement as the dependent variables. In line with hypotheses, the SECs showed statistically significant links with EWB; the strongest for emotional regulation. In addition, EWB was significantly associated with both dimensions of academic engagement and planning of schoolwork was directly associated with the engagement variables. The findings support the notion that EWB is linked to academic engagement and that SECs, especially emotional regulation can promote academic engagement via EWB. Yet, skills in planning schoolwork emerged as the SECs with the greatest likely potential for promoting academic engagement among adolescent students.
C1 [Eriksen, Eli Vibeke; Bru, Edvin] Univ Stavanger, Stavanger, Norway.
C3 Universitetet i Stavanger
RP Eriksen, EV (corresponding author), Univ Stavanger, Stavanger, Norway.
EM eli.v.eriksen@uis.no
FU Research Council of Norway [299166]
FX This work is supported by the Research Council of Norway [Grant number
   299166].
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NR 71
TC 12
Z9 14
U1 8
U2 53
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0031-3831
EI 1470-1170
J9 SCAND J EDUC RES
JI Scand. J. Educ. Res.
PD APR 16
PY 2023
VL 67
IS 3
BP 391
EP 405
DI 10.1080/00313831.2021.2021441
EA JAN 2022
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA F7XG1
UT WOS:000738619200001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Landa-Blanco, M
   García, YR
   Landa-Blanco, AL
   Cortés-Ramos, A
   Paz-Maldonado, E
AF Landa-Blanco, Miguel
   Garcia, Yarell Reyes
   Landa-Blanco, Ana Lucia
   Cortes-Ramos, Antonio
   Paz-Maldonado, Eddy
TI Social media addiction relationship with academic engagement in
   university students: The mediator role of self-esteem, depression, and
   anxiety
SO HELIYON
LA English
DT Article
DE Academic engagement; Social media; Mental health; Depression; Anxiety;
   Self-esteem; Higher education
ID PHQ-9
AB This research analyzed how addiction to social media relates to academic engagement in university students, considering the mediating role of self-esteem, symptoms of depression, and anxiety. A quantitative methodology was used with a non-experimental-relational design. A set of questionnaires was applied to a non-probabilistic sample of 412 students enrolled at the National Autonomous University of Honduras. On average, participants use 4.83 different social media platforms at least once a week. Instagram and TikTok users report significantly higher levels of social media addiction, symptoms of depression, and anxiety compared to non-users. Directly, social media addiction does not significantly influence academic engagement scores. However, there are significant indirect inverse effects on academic engagement. Symptoms of depression and self-esteem mediate these effects. Social media addiction increases symptoms of depression, which in turn decreases academic engagement scores. Social media addiction decreases selfesteem, which serves as a variable that significantly increases academic engagement. Overall, findings suggest that social media addiction has a total inverse effect on academic engagement; symptoms of depression and self-esteem mediate this relationship. The implications of these findings are discussed.
C1 [Landa-Blanco, Miguel; Garcia, Yarell Reyes; Landa-Blanco, Ana Lucia] Natl Autonomous Univ Honduras, Sch Psychol Sci, Clin Psychol, Tegucigalpa, Honduras.
   [Cortes-Ramos, Antonio] Univ Malaga, Fac Psychol & Speech Therapy, Dept Dev Psychol & Educ, Malaga 29010, Spain.
   [Paz-Maldonado, Eddy] Natl Autonomous Univ Honduras, Dept Pedag & Educ Sci, Tegucigalpa, Honduras.
C3 Universidad Nacional Autonoma de Honduras; Universidad de Malaga;
   Universidad Nacional Autonoma de Honduras
RP Landa-Blanco, M (corresponding author), Natl Autonomous Univ Honduras, Sch Psychol Sci, Clin Psychol, Tegucigalpa, Honduras.
EM miguel.landa@unah.edu.hn
RI Landa-Blanco, Miguel/AAT-7817-2020
OI Landa-Blanco, Miguel/0000-0002-7865-7593; Paz-Maldonado,
   Eddy/0000-0002-2324-8813; Reyes Garcia, Yarell/0000-0001-7407-8538
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NR 66
TC 1
Z9 1
U1 38
U2 38
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD JAN 30
PY 2024
VL 10
IS 2
AR e24384
DI 10.1016/j.heliyon.2024.e24384
EA JAN 2024
PG 10
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA GX2E0
UT WOS:001155897800001
PM 38293527
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Zhang, C
   Mao, LZ
   Li, NS
   Gu, XY
AF Zhang, Cheng
   Mao, Lizhi
   Li, Nanshu
   Gu, Xiaoye
TI Chinese EFL Students' Social-Emotional Competence, Grit, and Academic
   Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE Chinese EFL students; social-emotional competence; academic engagement;
   psychology; grit
ID SCHOOL; ACHIEVEMENT; MOTIVATION; SCALE; DISAFFECTION; PERSEVERANCE;
   VALIDATION; SUPPORT
AB Regarding the constructive function of students' academic engagement in learning a foreign language, understanding the individuals' intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners' academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students' grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students' grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.
C1 [Zhang, Cheng; Mao, Lizhi; Li, Nanshu] Chongqing Univ, Sch Law, Chongqing, Peoples R China.
   [Gu, Xiaoye] Univ Int Business & Econ, Dept Sports, Beijing, Peoples R China.
C3 Chongqing University; University of International Business & Economics
RP Mao, LZ (corresponding author), Chongqing Univ, Sch Law, Chongqing, Peoples R China.
EM 20192301756@cqu.edu.cn
FU Chongqing Administration of Sport by the Management and Operation Status
   and Development of Chongqing Swimming Stadium [D202012]
FX This study was supported by the Chongqing Administration of Sport by the
   Management and Operation Status and Development of Chongqing Swimming
   Stadium (pool) (No: D202012).
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NR 80
TC 9
Z9 10
U1 44
U2 134
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 10
PY 2022
VL 13
AR 914759
DI 10.3389/fpsyg.2022.914759
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2J6ZO
UT WOS:000815802700001
PM 35756262
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Sadoughi, M
   Hejazi, SY
AF Sadoughi, Majid
   Hejazi, S. Yahya
TI Teacher support and academic engagement among EFL learners: The role of
   positive academic emotions
SO STUDIES IN EDUCATIONAL EVALUATION
LA English
DT Article
DE Academic engagement; Teacher support; Positive academic emotions;
   English as a Foreign Language (EFL)
ID CLASSROOM SOCIAL-ENVIRONMENT; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT;
   SELF-EFFICACY; ADOLESCENTS PERCEPTIONS; AUTONOMY SUPPORT; MEDIATING
   ROLE; ACHIEVEMENT; MOTIVATION; MIDDLE
AB Academic engagement and teacher support, as two important factors in education, have been largely neglected in the research literature of English as a Foreign Language (EFL) and applied linguistics. Given the facilitative role of positive emotions in learning processes, this study aimed to examine their mediating role in the relationship between teacher support and academic engagement among Iranian EFL learners. The participants were 435 EFL freshmen randomly selected via multi-stage cluster sampling. The data were collected through previously validated measures. The results of structural equation modelling showed that perceived teacher support could directly and positively affect academic engagement. Additionally, positive emotions mediated the relationship between teacher support and academic engagement. Finally, some important implications and suggestions for further research are presented.
C1 [Sadoughi, Majid] Univ Kashan, Fac Humanities, Psychol Dept, Kashan, Iran.
   [Hejazi, S. Yahya] Univ Tehran, Fac Foreign Languages & Literature, English Dept, Tehran, Iran.
C3 University Kashan; University of Tehran
RP Sadoughi, M (corresponding author), Univ Kashan, Fac Humanities, Psychol Dept, Kashan, Iran.
EM sadoughi@kashanu.ac.ir; s.yahya.hejazi@ut.ac.ir
RI Hejazi, S. Yahya/IZD-4792-2023; Hejazi, S. Yahya/AAX-4927-2020;
   Sadoughi, Majid/T-3986-2017
OI Hejazi, S. Yahya/0000-0002-4213-3659; Hejazi, S.
   Yahya/0000-0002-4213-3659; Sadoughi, Majid/0000-0002-6439-6513
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NR 105
TC 78
Z9 79
U1 117
U2 349
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0191-491X
J9 STUD EDUC EVAL
JI Stud. Educ. Eval.
PD SEP
PY 2021
VL 70
AR 101060
DI 10.1016/j.stueduc.2021.101060
EA JUL 2021
PG 8
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA UH0FH
UT WOS:000689616400009
DA 2024-07-15
ER

PT J
AU Zhao, J
   Awais-E-Yazdan, M
   Mushtaque, I
   Deng, LM
AF Zhao, Jing
   Awais-E-Yazdan, Muhammad
   Mushtaque, Iqra
   Deng, Limei
TI The Impact of Technology Adaptation on Academic Engagement: A Moderating
   Role of Perceived Argumentation Strength and School Support
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; school support; argumentative strength; technology
   adaptation; China
ID STUDENT ENGAGEMENT; LEARNING ENGAGEMENT; ACCEPTANCE; QUALITY;
   PERFORMANCE; MOTIVATION; VALIDITY
AB The COVID-19 pandemic has impacted routine activities such as attending to school and transferring education online. This study explores students' perceptions of technology adoption and academic engagement using data from a survey (N = 465), with perceived argumentation and school support serving as moderators. The data were collected using a convenience sampling technique. The authors examined the association between perceived utility, perceived digital competitiveness, and perceived ease of use and academic engagement. While perceived utility and ease of use of online learning technologies do not appear to be connected with academic engagement, digital competence is. It is argued that there is a need to introduce an improvised mechanism for technology in schools. Academic involvement has no effect on perceived reasoning power, but social support has a considerable effect on academic engagement.
C1 [Zhao, Jing] Hubei Normal Univ, Coll Foreign Studies, Huangshi, Hubei, Peoples R China.
   [Awais-E-Yazdan, Muhammad] Univ Utara Malaysia, Coll Business, Sintok, Kedah, Malaysia.
   [Mushtaque, Iqra] Bahauddin Zakariya Univ, Bahadur Sub Campus Layyah, Layyah, Pakistan.
   [Deng, Limei] Hubei Normal Univ, Coll Educ Sci, Huangshi, Hubei, Peoples R China.
C3 Hubei Normal University; Universiti Utara Malaysia; Hubei Normal
   University
RP Awais-E-Yazdan, M (corresponding author), Univ Utara Malaysia, Coll Business, Sintok, Kedah, Malaysia.; Deng, LM (corresponding author), Hubei Normal Univ, Coll Educ Sci, Huangshi, Hubei, Peoples R China.
EM awais.yazdan@gmail.com; mazihamustapha@sina.com
RI Mushtaque, Iqra/GQB-3005-2022; Mushtaque, Iqra/JAN-6192-2023
OI Mushtaque, Iqra/0000-0001-7213-6685; Mushtaque, Iqra/0000-0001-7213-6685
FU Teaching Reform on Ideological and Political Education Project of Hubei
   Normal University: Research on the Design and Practice of Ideological
   and Political Education in College English Courses Based on ADDIE Model
   [KCSZY202149]; Youth Project of Hubei Normal University: Research on the
   realization path and evaluation of the effect of "two-line" integrated
   teaching model in primary and secondary schools in the post-epidemic era
   [HS2020QN003]
FX Teaching Reform on Ideological and Political Education Project of Hubei
   Normal University: Research on the Design and Practice of Ideological
   and Political Education in College English Courses Based on ADDIE Model
   (Project no: KCSZY202149) and Youth Project of Hubei Normal University:
   Research on the realization path and evaluation of the effect of
   "two-line" integrated teaching model in primary and secondary schools in
   the post-epidemic era (Project no: HS2020QN003).
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NR 71
TC 5
Z9 6
U1 6
U2 34
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 7
PY 2022
VL 13
AR 962081
DI 10.3389/fpsyg.2022.962081
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3S2YP
UT WOS:000839467200001
PM 35874393
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Yang, WP
   Lau, KW
AF Datu, Jesus Alfonso D.
   Yang, Weipeng
   Wai Lau, Kwok
TI Does Mindfulness Matter for Cognitive Reappraisal and Academic
   Engagement? A Cross-Lagged Panel Model Study in Filipino High School
   Students
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE academic engagement; emotion regulation; filipino students; mindfulness
ID ATTENTION AWARENESS SCALE; EMOTION REGULATION; STATE MINDFULNESS; WORK
   ENGAGEMENT; SELF; INTERVENTION; STRESS; ACHIEVEMENT; MEDITATION; PROGRAM
AB Previous evidence has revealed that mindful individuals tend to pay more attention to specific tasks and demonstrate better work engagement. However, prior investigations commonly used cross-sectional designs to examinine the link of mindfulness to engagement in Western societies. This research explores the association of mindfulness with cognitive reappraisal and academic engagement via a two-wave longitudinal design in 381 Filipino high school students from Quezon City, Philippines joined this research. Cross-lagged panel structural equation modeling demonstrated that mindfulness had positive concurrent associations with cognitive reappraisal and engagement. Academic engagement was linked to increased subsequent cognitive reappraisal. Mindfulness is linked to increased concurrent cognitive reappraisal and academic engagement. This research contributes to existing evidence regarding the inconclusive links of mindfulness to learning outcomes.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Wellbeing I WELL, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Yang, Weipeng] Educ Univ Hong Kong, Dept Early Childhood Educ, Hong Kong, Peoples R China.
   [Wai Lau, Kwok] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univers Hong Kong, Dept Special Educ & Counselling, Tai Po, Rm D2-2F-28, 10 Lo PingRd, Hong Kong, Peoples R China.
   [Yang, Weipeng] Educ Univ HongKong, Dept Early Childhood Educ, Tai Po, B2-2F-27, 10 Lo Ping Rd, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); Education University of Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Educ Univers Hong Kong, Dept Special Educ & Counselling, Tai Po, Rm D2-2F-28, 10 Lo PingRd, Hong Kong, Peoples R China.; Yang, WP (corresponding author), Educ Univ HongKong, Dept Early Childhood Educ, Tai Po, B2-2F-27, 10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk; wyang@eduhk.hk
RI Yang, Weipeng/M-8894-2019; Lau, Way KW/K-9444-2015
OI Yang, Weipeng/0000-0002-8057-2863; Datu, Jesus
   Alfonso/0000-0002-8790-1113; Lau, Way/0000-0003-1493-5002
FU Education University of Hong Kong [RG 74/2017-2018R]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was funded by the Start-Up Research Grant 2017-2018 (RG
   74/2017-2018R) from The Education University of Hong Kong awarded to the
   corresponding author.
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NR 79
TC 1
Z9 1
U1 13
U2 32
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-4316
EI 1552-5449
J9 J EARLY ADOLESCENCE
JI J. Early Adolesc.
PD OCT
PY 2023
VL 43
IS 8
BP 993
EP 1015
DI 10.1177/02724316221137951
EA NOV 2022
PG 23
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA Q2ZE4
UT WOS:000890346800001
DA 2024-07-15
ER

PT J
AU Liu, SH
   Zou, SQ
   Zhang, D
   Wang, XY
   Wu, XC
AF Liu, Sihan
   Zou, Shengqi
   Zhang, Di
   Wang, Xinyi
   Wu, Xinchun
TI Problematic Internet use and academic engagement during the COVID-19
   lockdown: The indirect effects of depression, anxiety, and insomnia in
   early, middle, and late adolescence
SO JOURNAL OF AFFECTIVE DISORDERS
LA English
DT Article
DE Problematic Internet use; Depression; Anxiety; Insomnia; Academic
   engagement; Age difference
ID DEVELOPMENTAL CASCADES; UNIVERSITY-STUDENTS; ADDICTION; SCHOOL;
   SYMPTOMS; BURNOUT; SLEEP; ASSOCIATION; PERFORMANCE; COMPETENCE
AB Background: During the COVID-19 pandemic, the transition of online learning introduces challenges for adolescents to engage in learning. The increased access and persistent Internet use could heighten the risk of problematic Internet use (PIU) that has been increasingly recognized as a risk factor for academic engagement. This study aims to investigate the direct and indirect relationships between PIU and academic engagement through psychopathological symptoms (i.e., depression, anxiety, insomnia) in early, middle, and late adolescence. Methods: In all, 4852 adolescents (51.5% females; Mage = 13.80 +/- 2.38) from different regions of Chinese mainland participated in the study and completed questionnaires. Results: Depression and then insomnia as well as anxiety and then insomnia mediated the relationship between PIU and academic engagement. Anxiety exhibited a double-edged effect, that is, a positive relation with academic engagement directly and a negative relation with academic engagement indirectly through insomnia. Multigroup analyses showed that the indirect effects of PIU on academic engagement through depression and subsequent insomnia in middle and late adolescence were stronger than that in early adolescence, whereas the direct effect in early adolescence was stronger than that in middle adolescence. Limitation: This study was cross-sectional in design and relied upon self-report measures. Conclusion: These findings improve the understandings of how PIU relates to academic engagement through psychopathological symptoms and highlight developmental differences of adolescence.
C1 [Liu, Sihan; Zhang, Di; Wang, Xinyi; Wu, Xinchun] Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ Beijing Nor, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.
   [Zou, Shengqi] Hunan Normal Univ, Sch Educ Sci, Dept Psychol, Changsha, Hunan, Peoples R China.
   [Zhang, Di] Ocean Univ China, Educ & Counseling Ctr Psychol Hlth, Qingdao, Shandong, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ Zhuhai, Sch Appl Psychol, Zhuhai, Guangdong, Peoples R China.
C3 Beijing Normal University; Hunan Normal University; Ocean University of
   China; Beijing Normal University; Beijing Normal University Zhuhai
RP Wu, XC (corresponding author), Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM xcwu@bnu.edu.cn
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NR 92
TC 32
Z9 32
U1 11
U2 73
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0165-0327
EI 1573-2517
J9 J AFFECT DISORDERS
JI J. Affect. Disord.
PD JUL 15
PY 2022
VL 309
BP 9
EP 18
DI 10.1016/j.jad.2022.04.043
EA APR 2022
PG 10
WC Clinical Neurology; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Psychiatry
GA 1G2GI
UT WOS:000795670900002
PM 35439467
OA Green Published
DA 2024-07-15
ER

PT J
AU Robayo-Tamayo, M
   Blanco-Donoso, LM
   Román, FJ
   Carmona-Cobo, I
   Moreno-Jiménez, B
   Garrosa, E
AF Robayo-Tamayo, Mauricio
   Manuel Blanco-Donoso, Luis
   Roman, Francisco J.
   Carmona-Cobo, Isabel
   Moreno-Jimenez, Bernardo
   Garrosa, Eva
TI Academic engagement: A diary study on the mediating role of academic
   support
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Self-efficacy; Curiosity; Academic support; Academic engagement; Diary
   study
ID DEMANDS-RESOURCES MODEL; WORK ENGAGEMENT; JOB RESOURCES; PERSONAL
   RESOURCES; SELF-EFFICACY; EMOTIONAL EXHAUSTION; LEARNING-ENVIRONMENT;
   STUDENT ENGAGEMENT; POSITIVE EMOTIONS; SOCIAL SUPPORT
AB 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.
C1 [Robayo-Tamayo, Mauricio] Univ Brasilia, Fac Ceilandia, Campus Univ Ctr Metropolitano, BR-72220275 Brasilia, DF, Brazil.
   [Manuel Blanco-Donoso, Luis; Roman, Francisco J.; Moreno-Jimenez, Bernardo; Garrosa, Eva] Univ Autonoma Madrid, Fac Psicol, Calle Ivan Pavlov,6, Madrid 28049, Spain.
   [Carmona-Cobo, Isabel] Univ Jaen, Dept Psicol, Campus Las Lagunillas, Jaen 23071, Spain.
C3 Universidade de Brasilia; Autonomous University of Madrid; Universidad
   de Jaen
RP Robayo-Tamayo, M (corresponding author), Univ Brasilia, Fac Ceilandia, Campus Univ Ctr Metropolitano, BR-72220275 Brasilia, DF, Brazil.
EM robayo@unb.br; luismanuel.blanco@uam.es; f.javier.roman@uam.es;
   iccobo@ujaen.es; bernardo.moreno@uam.es; eva.garrosa@uam.es
RI Roman, Francisco J./B-4576-2011; Blanco Donoso, Luis Manuel/D-6865-2019
OI Roman, Francisco J./0000-0003-2342-9531; Blanco Donoso, Luis
   Manuel/0000-0001-9907-5034
FU Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior - CAPES
   (Brazil) [99999.004301/2015-03]
FX This research was supported by the Coordenacao de Aperfeicoamento de
   Pessoal de Nivel Superior - CAPES (Brazil), through a scholarship
   granted to the first author (process no 99999.004301/2015-03).
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NR 85
TC 24
Z9 28
U1 15
U2 72
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD MAY
PY 2020
VL 80
AR 101887
DI 10.1016/j.lindif.2020.101887
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LU2EE
UT WOS:000537572200014
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Wang, JF
   Bu, LR
   Li, Y
   Song, J
   Li, N
AF Wang, Jinfang
   Bu, Lingrui
   Li, Yan
   Song, Jie
   Li, Na
TI The mediating effect of academic engagement between psychological
   capital and academic burnout among nursing students during the COVID-19
   pandemic: A cross-sectional study
SO NURSE EDUCATION TODAY
LA English
DT Article
DE Academic burnout; Psychological capital; Academic engagement; COVID-19;
   Students; nursing
ID COLLEGE-STUDENTS; OUTCOMES
AB Background: Almost all universities have been forced to close and change to online teaching during the COVID-19 pandemic, which has been a big challenge for students. There is little knowledge about the academic burnout among nursing students in these difficult circumstances, especially in traditional Chinese medicine universities, and the relationship between the burnout and their psychological capital and academic engagement.
   Objective: The aim is to describe academic burnout and clarify the relationships between academic burnout, academic engagement, and psychological capital among nursing students in traditional Chinese medicine universities.
   Design: This is a cross-sectional, descriptive study.
   Setting: The study sampled a four-year undergraduate traditional Chinese medicine university in Jian, Shandong Province, China.
   Participants: A convenience sampling method was used to select 733 nursing students from April to June 2020.
   Methods: The Academic Burnout Scale, the Positive Psychological Capital Scale, and the Academic Engagement Scale were used for data collection, in addition to social-demographic data. Path analysis was used to clarify the relationships among academic burnout, academic engagement and psychological capital.
   Results: Of all the study participants, 39.29% had a certain degree of academic burnout. Academic engagement and psychological capital were negatively correlated with academic burnout among nursing students in traditional Chinese medicine university. Psychological capital was positively correlated with academic engagement.
   Conclusion: Nursing students had a certain degree of academic burnout. Academic engagement played a partial mediated role in the relationship between psychological capital and academic burnout.
C1 [Wang, Jinfang; Li, Yan; Song, Jie; Li, Na] Shandong Univ Tradit Chinese Med, Sch Nursing, Jinan, Peoples R China.
   [Bu, Lingrui] Shandong Lab Vocat & Tech Coll, Dept Informat Engn, Jinan, Peoples R China.
C3 Shandong University of Traditional Chinese Medicine
RP Li, N (corresponding author), 4655 Univ Rd, Jinan, Peoples R China.
EM lina131468@163.com
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NR 39
TC 76
Z9 80
U1 13
U2 142
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD JUL
PY 2021
VL 102
AR 104938
DI 10.1016/j.nedt.2021.104938
PG 6
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA SF9LA
UT WOS:000653066700001
PM 33934039
OA Green Published
DA 2024-07-15
ER

PT J
AU Wang, XY
   Liu, SH
   Wu, XC
   Ren, YZ
   Zou, SQ
AF Wang, Xinyi
   Liu, Sihan
   Wu, Xinchun
   Ren, Yizhen
   Zou, Shengqi
TI Work-family conflict, educational involvement, and adolescent academic
   engagement during COVID-19: An investigation of developmental
   differences
SO FAMILY RELATIONS
LA English
DT Article
DE academic engagement; adolescence; developmental differences; parental
   educational involvement; work-family conflict
ID SCHOOL INVOLVEMENT; CHILDRENS; TRANSITION; CROSSOVER; BENEFITS; MOTHERS
AB Objective: In this research, we examine the mediating effect of educational involvement between parental work-family conflict and adolescent academic engagement during COVID-19, as well as the differences among developmental stages.Background: Online learning during the COVID-19 lockdown created challenges for adolescent academic engagement. One of the toughest challenges was that parents experienced increased work-family conflict, making it difficult for them to be involved in adolescent education. In this context, it is essential to understand the impact of parental work-family conflict on adolescent academic engagement.Method: A total of 886 dual-income families participated in the study. Mothers and fathers completed the questionnaire, including questions regarding work-family conflict and educational involvement. Adolescents completed an academic engagement scale.Results: The structural equation model in the total sample showed that parental educational involvement mediated the effect of maternal work-family conflict on adolescent academic engagement. In addition, paternal educational involvement mediated the effect of paternal work-family conflict on adolescent academic engagement. Multigroup analysis indicated the impact of work-family conflict only existed in middle and late adolescence, and mother played a more important role in late adolescence.Conclusion: The study results confirmed the mediating role of parental educational involvement between the relationship of paternal work-family conflict and adolescent academic engagement. Furthermore, this relationship may vary for families with an adolescent at different developmental stages.
C1 [Wang, Xinyi; Liu, Sihan; Wu, Xinchun; Ren, Yizhen] Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.
   [Wang, Xinyi] Minjiang Teachers Coll, Dept Humanities & Social Sci, Fuzhou, Fujian, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ Zhuhai, Sch Appl Psychol, Zhuhai, Guangdong, Peoples R China.
   [Zou, Shengqi] Hunan Normal Univ, Ctr Mind & Brain Sci, Dept Psychol, Cognit & Human Behav Key Lab Human Prov, Changsha, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
C3 Beijing Normal University; Beijing Normal University; Beijing Normal
   University Zhuhai; Hunan Normal University; Beijing Normal University
RP Wu, XC (corresponding author), Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM xcwu@bnu.edu.cn
OI Liu, Sihan/0000-0002-6020-0720
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NR 65
TC 3
Z9 3
U1 15
U2 28
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0197-6664
EI 1741-3729
J9 FAM RELAT
JI Fam. Relat.
PD OCT
PY 2023
VL 72
IS 4
BP 1491
EP 1510
DI 10.1111/fare.12852
EA FEB 2023
PG 20
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA R8CR0
UT WOS:000936964100001
DA 2024-07-15
ER

PT J
AU Pan, ZW
   Wang, YL
   Derakhshan, A
AF Pan, Ziwen
   Wang, Yongliang
   Derakhshan, Ali
TI Unpacking Chinese EFL Students' Academic Engagement and Psychological
   Well-Being: The Roles of Language Teachers' Affective Scaffolding
SO JOURNAL OF PSYCHOLINGUISTIC RESEARCH
LA English
DT Article
DE Academic engagement; EFL students; EFL teacher; Psychological
   well-being; Teachers; Affective scaffolding
ID SELF-EFFICACY; EMOTIONAL INTELLIGENCE; WORK ENGAGEMENT; PERSONALITY;
   MOTIVATION; WILLINGNESS; ACHIEVEMENT; COMMUNICATE; SATISFACTION;
   EXPERIENCES
AB Over the past decade, there has appeared a surge of research interest in language learners' academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers' affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers' affective scaffolding on their learners' academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers' affective scaffolding positively and significantly predicted students' academic engagement and psychological well-being. More specifically, it was found that teachers' affective scaffolding explained about 73% and 65% of variances in EFL students' academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other's variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students' psych-emotional development.
C1 [Pan, Ziwen] Henan Univ, Sch Foreign Languages, Kaifeng, Peoples R China.
   [Wang, Yongliang] Nanjing Normal Univ, Sch Foreign Languages & Cultures, Nanjing, Peoples R China.
   [Derakhshan, Ali] Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Iran.
C3 Henan University; Nanjing Normal University; Golestan University
RP Derakhshan, A (corresponding author), Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Iran.
EM Godfreyeducation@163.com; a.derakhshan@gu.ac.ir
RI Derakhshan, Ali/AAJ-4592-2020
OI Derakhshan, Ali/0000-0002-6639-9339; Wang, Yongliang/0000-0002-4672-8481
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NR 104
TC 65
Z9 65
U1 84
U2 125
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0090-6905
EI 1573-6555
J9 J PSYCHOLINGUIST RES
JI J. Psycholinguist. Res.
PD OCT
PY 2023
VL 52
IS 5
BP 1799
EP 1819
DI 10.1007/s10936-023-09974-z
EA MAY 2023
PG 21
WC Linguistics; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Linguistics; Psychology
GA T0SL0
UT WOS:000997478000001
PM 37249799
DA 2024-07-15
ER

PT J
AU Zhao, Y
   Zheng, ZQ
   Pan, CC
   Zhou, LL
AF Zhao, Ying
   Zheng, Zeqing
   Pan, Chenchen
   Zhou, Lulu
TI Self-Esteem and Academic Engagement Among Adolescents: A Moderated
   Mediation Model
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; academic self-efficacy; adolescents; perceived
   social support; self-esteem
ID SCHOOL ENGAGEMENT; MULTIDIMENSIONAL SCALE; STUDENT ENGAGEMENT;
   MENTAL-HEALTH; CLASSROOM; MOTIVATION; ACHIEVEMENT; EFFICACY;
   RELATEDNESS; INVOLVEMENT
AB As an important predictor of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. The present study explores the relationship among adolescent self-esteem and academic engagement, the mediating effect of academic self-efficacy, and the moderating effect of perceived social support. Four-hundred and eighty adolescents (M-age = 14.92) from the Hebei Province of China were recruited to complete anonymous questionnaires. The results show that self-esteem positively predicted adolescent academic engagement through the indirect mediating role of academic self-efficacy, and the percentage of this mediation effect of the total effect was 73.91%. As a second-stage moderator, perceived social support moderated the mediating effect of academic self-efficacy. Specifically, when students felt more perceived social support, the impact of academic self-efficacy on their academic engagement was greater. Our findings suggest that adolescent self-esteem, academic self-efficacy, and perceived social support are key factors that should be considered together to improve adolescent academic engagement. Therefore, parents and school educators should actively guide adolescents to improve their self-esteem and academic self-efficacy. Parents and educators should also construct an effective social support system to improve students' perceived social support and enhance their academic engagement.
C1 [Zhao, Ying] Yangzhou Univ, Mental Hlth Educ Ctr, Yangzhou, Jiangsu, Peoples R China.
   [Zheng, Zeqing; Pan, Chenchen] Capital Normal Univ, Sch Psychol, Beijing, Peoples R China.
   [Zhou, Lulu] Hengshui Univ, Sch Educ, Hengshui, Peoples R China.
   [Zhou, Lulu] Beijing Sport Univ, Sch Psychol, Beijing, Peoples R China.
C3 Yangzhou University; Capital Normal University; Hengshui University;
   Beijing Sport University
RP Zhou, LL (corresponding author), Hengshui Univ, Sch Educ, Hengshui, Peoples R China.; Zhou, LL (corresponding author), Beijing Sport Univ, Sch Psychol, Beijing, Peoples R China.
EM 2020110043@bsu.edu.cn
RI ZHou, Lulu/JQW-2855-2023; Wang, Xiaoman/JYP-1144-2024
FU Hebei Province Education Science Research "13th Five-Year Plan" Project
   [2003056]
FX This research was supported by Hebei Province Education Science Research
   "13th Five-Year Plan" Project (2003056).
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NR 61
TC 31
Z9 33
U1 25
U2 129
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 3
PY 2021
VL 12
AR 690828
DI 10.3389/fpsyg.2021.690828
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA SS8ZR
UT WOS:000662043000001
PM 34149576
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Cooper, SM
AF Cooper, Shauna M.
TI Associations Between Father-Daughter Relationship Quality and the
   Academic Engagement of African American Adolescent Girls: Self-Esteem as
   a Mediator?
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE African American; adolescent girls; fathers; academic engagement;
   self-esteem
ID LOW-INCOME; PROTECTIVE FACTORS; SCHOOL FAILURE; FAMILIES; INVOLVEMENT;
   MOTHERS; GENDER; ACHIEVEMENT; PERCEPTIONS; STUDENTS
AB Positive social interactions and relationships may play an influential role in the academic success of African American adolescent girls. Though studies have suggested that the paternal relationships are particularly consequential to girls' outcomes, few studies exist that have explored how aspects of the father-daughter relationship contribute to their academic-related outcomes. Using a sample of 122 African American adolescent girls (M = 12.2 years; SD = 1.02), this study examined how father-daughter relationship quality was associated with academic engagement. An equally important goal of this investigation was to explore self-esteem (global and academic self-esteem) as a mediator of girls' academic engagement. Findings indicated that quality of the father-daughter relationship was positively related to girls' academic engagement. Also, both global and academic self-esteem mediated the link between father-daughter relationship quality and academic engagement. These findings suggest the importance of father-daughter relationship quality in both the academic engagement and self-esteem of African American adolescent girls.
C1 Univ S Carolina, Dept Psychol, Columbia, SC 29208 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia
RP Cooper, SM (corresponding author), Univ S Carolina, Dept Psychol, 554 Barnwell Coll, Columbia, SC 29208 USA.
EM smcooper@sc.edu
RI Cooper, Shauna/ABB-9317-2021
OI Cooper, Shauna/0000-0001-7607-1276
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NR 94
TC 46
Z9 90
U1 2
U2 22
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD NOV
PY 2009
VL 35
IS 4
BP 495
EP 516
DI 10.1177/0095798409339185
PG 22
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 509AG
UT WOS:000270982500005
DA 2024-07-15
ER

PT J
AU Vestad, L
   Bru, E
AF Vestad, Lene
   Bru, Edvin
TI Teachers' support for growth mindset and its links with students' growth
   mindset, academic engagement, and achievements in lower secondary school
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Teachers' support for growth mindset; Growth mindset; Engagement;
   Academic achievement; Adolescence
ID EMOTIONAL ENGAGEMENT; SELF-EFFICACY; MOTIVATION; INTELLIGENCE;
   RELATEDNESS; PERCEPTIONS; INVOLVEMENT; RESILIENCE; AUTONOMY; BELIEFS
AB Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students' engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students' mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers' classroom pedagogy as supportive of their growth mindset and students' growth mindset beliefs. The study's main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students' growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students' perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students' perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students' growth mindset and academic engagement. The results suggest that TSGM can facilitate students' growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation.
C1 [Vestad, Lene; Bru, Edvin] Univ Stavanger, Norwegian Ctr Learning Environm & Behav Res Educ, N-4026 Stavanger, Norway.
C3 Universitetet i Stavanger
RP Vestad, L (corresponding author), Univ Stavanger, Norwegian Ctr Learning Environm & Behav Res Educ, N-4026 Stavanger, Norway.
EM lene.vestad@uis.no; Edvin.bru@uis.no
RI ; Bru, Edvin/I-7829-2013
OI Vestad, Lene/0000-0002-6558-0929; Bru, Edvin/0000-0003-2004-6957
FU Norwegian Research Council
FX No Statement Available
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NR 69
TC 0
Z9 1
U1 53
U2 58
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD 2023 NOV 18
PY 2023
DI 10.1007/s11218-023-09859-y
EA NOV 2023
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AO4L0
UT WOS:001119391800001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Barnett, M
   Melugin, P
   Hernandez, J
AF Barnett, Michael
   Melugin, Patrick
   Hernandez, Joseph
TI Time Perspective, Intended Academic Engagement, and Academic Performance
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Time perspective; Intended academic engagement; Future time perspective;
   GPA
ID FUTURE; ACHIEVEMENT; ORIENTATION; BELIEFS
AB Time perspective theory addresses how individuals' emphasis on past, present, and future events influence their behavior. The purpose of this study was to investigate the relationship between time perspective and academic performance among college students using longitudinal, official GPA data, while also considering students' intended academic engagement-that is, their stated intention to engage in academically beneficial behavior toward the beginning of the semester. Overall, the future, present-hedonistic, present-fatalistic, and past-negative time perspectives were associated with intended academic engagement, while only the future, present-fatalistic and past-negative time perspectives were associated with GPA in the subsequent two semesters. However, only the future time perspective was a unique predictor of intended academic engagement and GPA. Furthermore, intended academic engagement was found to mediate the relationship between future time perspective and GPA after one semester but not two semesters. The results underscore the importance of the future time perspective in relation to academic performance.
C1 [Barnett, Michael; Hernandez, Joseph] Univ North Texas, Dept Psychol, Denton, TX 76203 USA.
   [Melugin, Patrick] Univ Texas Dallas, Sch Behav & Brain Sci, Richardson, TX 75083 USA.
   [Hernandez, Joseph] New Mexico State Univ, Counseling & Educ Psychol, Las Cruces, NM 88003 USA.
C3 University of North Texas System; University of North Texas Denton;
   University of Texas System; University of Texas Dallas; New Mexico State
   University
RP Barnett, M (corresponding author), Univ North Texas, Dept Psychol, Denton, TX 76203 USA.
EM Michael.Barnett@unt.edu
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NR 24
TC 28
Z9 32
U1 12
U2 82
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD APR
PY 2020
VL 39
IS 2
BP 761
EP 767
DI 10.1007/s12144-017-9771-9
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA LK7EW
UT WOS:000531026400039
DA 2024-07-15
ER

PT J
AU Li, M
AF Li, Min
TI The interplay between perceived teacher support, grit, and academic
   engagement among Chinese EFL learners
SO LEARNING AND MOTIVATION
LA English
DT Article
DE Academic engagement; Classroom conditions; Grit; Inner motivational
   resources; Perceived teacher support; Self-determination theory (SDT)
ID CLASSROOM SOCIAL-ENVIRONMENT; STUDENT ENGAGEMENT; AUTONOMY SUPPORT;
   SELF-EFFICACY; MOTIVATION; ACHIEVEMENT; DISAFFECTION; EMOTIONS; ANXIETY;
   CLIMATE
AB Learning English as a foreign language (EFL) is a challenging, demanding, and lengthy process that puts a lot of pressure on learners. To deal successfully with these pressures, language learners should actively engage in the academic environments. As pointed out by the self-determination theory (SDT), learner academic engagement is an integral part of meaningful learning that may be influenced by inner motivational resources and classroom conditions. Drawing on this theory, several L2 researchers have studied language learners' academic engagement in relation to classroom conditions and their inner motivational resources. To pursue this thread of research, the present quantitative study examined the association between classroom conditions (teacher support), inner motivational resources (grit), and academic engagement. This study also measured the role of teacher support and grit in predicting Chinese EFL learners' academic engagement. In doing so, 313 Chinese EFL learners were conveniently selected from different educational institutions in China. Data were collected using three reliable measures of the variables. The results of structural equation modeling (SEM) indicated strong, positive association between perceived teacher support, grit, and learner academic engagement. The SEM outcomes also demonstrated that Chinese EFL learners' academic engagement can be meaningfully predicted by both perceived teacher support and grit. The findings of this investigation may enrich the existing literature on the role of inner motivational resources and classroom conditions in English language learners' academic behaviors, notably academic engagement.
C1 [Li, Min] Lyceum Philippines Univ, Grad Sch, Muralla St Intramuros, Manila 1002, Philippines.
C3 Lyceum of the Philippines University
RP Li, M (corresponding author), Lyceum Philippines Univ, Grad Sch, Muralla St Intramuros, Manila 1002, Philippines.
EM runersunny@126.com
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NR 74
TC 0
Z9 0
U1 54
U2 54
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0023-9690
EI 1095-9122
J9 LEARN MOTIV
JI Learn. Motiv.
PD FEB
PY 2024
VL 85
AR 101965
DI 10.1016/j.lmot.2024.101965
EA JAN 2024
PG 9
WC Psychology, Biological; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA JO0H5
UT WOS:001173985900001
DA 2024-07-15
ER

PT J
AU Chukwuorji, JC
   Ituma, EA
   Ugwu, LE
AF Chukwuorji, JohnBosco Chika
   Ituma, Ezichi Anya
   Ugwu, Lawrence Ejike
TI Locus of Control and Academic Engagement: Mediating Role of Religious
   Commitment
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Learning; Locus of control; Motivation; Religious
   commitment
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; INTERNAL LOCUS; ACHIEVEMENT;
   MOTIVATION; MODERATOR; OUTCOMES; BURNOUT; GRADES; TRACK
AB Earlier studies have shown that locus of control is related to academic processes and outcomes. However, the nature of the relationship between locus of control, religious commitment, and academic engagement is unclear. This study examined the mediating role of religious commitment in linking locus of control with academic engagement, as well as the engagement dimensions - vigour, dedication, and absorption. Four hundred and eight university students completed the Locus of Control Behaviour Scale, Religious Commitment Inventory and Utrecht Work Engagement Scale - Student version. Locus of control was found to be positively related to the outcome variables. Intrapersonal religious commitment was positively related to the outcome variables. Interpersonal religious commitment did not have a significant relationship with vigour and absorption but it was significantly related to dedication and the total scores of academic engagement. Structural equation modelling analyses indicated significant paths from locus of control to academic engagement through both intrapersonal religious commitment and interpersonal religious commitment. Locus of control and religious commitment are suggested to be relevant in programmes and interventions to enhance academic engagement.
C1 [Chukwuorji, JohnBosco Chika] Univ Nigeria Nsukka, Dept Psychol, Enugu 41000, Enugu State, Nigeria.
   [Ituma, Ezichi Anya] Univ Nigeria Nsukka, Dept Relig & Cultural Studies, Enugu 41000, Enugu State, Nigeria.
   [Ugwu, Lawrence Ejike] Enugu State Univ Sci & Technol, Dept Psychol, Enugu, Nigeria.
C3 University of Nigeria; University of Nigeria
RP Chukwuorji, JC (corresponding author), Univ Nigeria Nsukka, Dept Psychol, Enugu 41000, Enugu State, Nigeria.
EM johnbosco.chukwuorji@unn.edu.ng
RI ugwu, lawrence Ejike/AFS-6528-2022; Chukwuorji, JohnBosco
   Chika/H-4802-2019
OI ugwu, lawrence Ejike/0000-0001-5335-2905; Chukwuorji, JohnBosco
   Chika/0000-0003-4065-4327
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NR 68
TC 9
Z9 10
U1 3
U2 24
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD DEC
PY 2018
VL 37
IS 4
BP 792
EP 802
DI 10.1007/s12144-016-9546-8
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA GY6IX
UT WOS:000448692200010
DA 2024-07-15
ER

PT J
AU Buzzai, C
   Sorrenti, L
   Costa, S
   Toffle, ME
   Filippello, P
AF Buzzai, Caterina
   Sorrenti, Luana
   Costa, Sebastiano
   Toffle, Mary Ellen
   Filippello, Pina
TI The relationship between school-basic psychological need satisfaction
   and frustration, academic engagement and academic achievement
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE psychological needs satisfaction; psychological needs frustration;
   academic engagement; academic achievement; adolescent students
ID SELF-DETERMINATION THEORY; FIT INDEXES; EXPERIENCES; BURNOUT;
   ADOLESCENCE; MOTIVATION; MEDIATION; STUDENTS; SUPPORT
AB The main purpose of this study is to investigate how students' perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students' psychological needs.
C1 [Buzzai, Caterina] Univ Messina, Messina, Italy.
   [Sorrenti, Luana; Filippello, Pina] Univ Messina, Dev & Educ Psychol, Messina, Italy.
   [Costa, Sebastiano] Univ Campania Luigi Vanvitelli, Psychol, Caserta, CE, Italy.
   [Toffle, Mary Ellen] Univ Messina, Off Global Engagement, Messina, Italy.
C3 University of Messina; University of Messina; Universita della Campania
   Vanvitelli; University of Messina
RP Sorrenti, L (corresponding author), Univ Messina, Policlin G Martino, Dept Clin & Expt Med, Via C Valeria, I-98125 Messina, Italy.
EM sorrentil@unime.it
RI Costa, Sebastiano/E-8826-2014; buzzai, caterina/AAB-2406-2021; Sorrenti,
   Luana/G-1040-2015
OI Costa, Sebastiano/0000-0002-2392-6039; buzzai,
   caterina/0000-0001-8126-6668; Sorrenti, Luana/0000-0002-5616-0498
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NR 58
TC 25
Z9 30
U1 14
U2 69
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD OCT
PY 2021
VL 42
IS 5
BP 497
EP 519
AR 01430343211017170
DI 10.1177/01430343211017170
EA MAY 2021
PG 23
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA UT8JD
UT WOS:000652317200001
DA 2024-07-15
ER

PT J
AU Rossi, F
   Rosli, A
   Yip, N
AF Rossi, Federica
   Rosli, Ainurul
   Yip, Nick
TI Academic engagement as knowledge co-production and implications for
   impact: Evidence from Knowledge Transfer Partnerships
SO JOURNAL OF BUSINESS RESEARCH
LA English
DT Article
DE Academic engagement; Management research; Impact; Knowledge
   co-production; Knowledge transfer; Knowledge Transfer Partnership
ID PRODUCTIVE INTERACTIONS; ASSESSING POLICY; PERFORMANCE; SUSTAINABILITY;
   RELEVANCE; FRAMEWORK; FUTURE
AB Researchers have argued that management academics' engagement with non-academic stakeholders involves knowledge co-production rather than simple knowledge transfer from the former to the latter. This study suggests that the conceptual lens of knowledge co-production not only more fittingly describes academic engagement but also enables a clearer understanding of how academic engagement produces impact beyond academia. Building upon qualitative evidence on collaborations between management academics and businesses in the United Kingdom, the study supports the characterisation of academic engagement as knowledge co-production and argues that its impact (i) strongly depends on sustained knowledge co-producing interactions, (ii) 'ripples out' serendipitously, indirectly benefiting many stakeholders in ways that often cannot be anticipated, and (iii) unfolds and persists over a long period. These findings have implications for impact assessment and the development of the impact research agenda.
C1 [Rossi, Federica] Birkbeck Univ London, Dept Management, Malet St, London WC1E 7HX, England.
   [Rosli, Ainurul] Univ Westminster, Westminster Business Sch, 35 Marylebone Rd, London NW1 5LS, England.
   [Yip, Nick] Univ East Anglia, Norwich Business Sch, Norwich Res Pk, Norwich NR4 7TJ, Norfolk, England.
C3 University of London; Birkbeck University London; University of
   Westminster; University of East Anglia
RP Rossi, F (corresponding author), Birkbeck Univ London, Dept Management, Malet St, London WC1E 7HX, England.
EM f.rossi@bbk.ac.uk; a.rosli@westminster.ac.uk; n.yip@uea.ac.uk
RI ALTUN, Emin/ITV-0133-2023; Rossi, Federica/AFP-2812-2022
OI Rossi, Federica/0000-0002-5869-4469
FU British Academy of Management on "Broadening the evidence base on
   knowledge transfer partnerships (KTPs) in the social sciences"
   [BAMRDGS2013_28291_13935_22282]
FX This research was supported by a grant from the British Academy of
   Management on "Broadening the evidence base on knowledge transfer
   partnerships (KTPs) in the social sciences"
   (BAMRDGS2013_28291_13935_22282). We are also grateful to Dr. Ewelina
   Lacka (Strathclyde University) for her excellent research assistance and
   to Dr. Luca Cacciolatti (Westminster University) and Professor Robert
   Macintosh (Herriot Watt University) for their assistance with and
   insightful comments on the article.
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NR 65
TC 34
Z9 39
U1 3
U2 64
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0148-2963
EI 1873-7978
J9 J BUS RES
JI J. Bus. Res.
PD NOV
PY 2017
VL 80
BP 1
EP 9
DI 10.1016/j.jbusres.2017.06.019
PG 9
WC Business
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FJ0DC
UT WOS:000412377700001
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU Zhao, ZY
   Broström, A
   Cai, JF
AF Zhao, Zhiyan
   Brostrom, Anders
   Cai, Jianfeng
TI Promoting academic engagement: university context and individual
   characteristics
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Academic engagement; Entrepreneurial mission; Policy context; Individual
   characteristics
ID TECHNOLOGY-TRANSFER; IVORY TOWER; INDUSTRY LINKAGES; SCIENTISTS;
   ENTREPRENEURSHIP; RESEARCHERS; PERFORMANCE; IMPACTS; SCIENCE; UK
AB This paper aims to explore the impact of organizational context on individuals' industry activities in Chinese universities. Academic engagement, which includes collaborative research, contract research, consulting and other informal outreach activities, is posited as being jointly determined by organizational and individual level factors. Based on 564 Chinese scientists' survey responses, our results show that scientists perceiving their university as having a strong entrepreneurial mission or supportive policy context are more active in academic engagement. This relationship is, however, moderated by individual-level factors. Specifically, entrepreneurially oriented university missions and supportive policy are more strongly associated with intra-individual differences in academic engagement for junior scientists, and for scientists with established personal networks to industry. Our analysis also shows that several individual-level predictors of academic engagement identified in studies set in Europe and the US carry over to the Chinese context.
C1 [Zhao, Zhiyan; Cai, Jianfeng] Northwestern Polytech Univ, Sch Management, Xian 710072, Shaanxi, Peoples R China.
   [Brostrom, Anders] KTH Royal Inst Technol, Dept Ind Econ & Management, Stockholm, Sweden.
C3 Northwestern Polytechnical University; Royal Institute of Technology
RP Broström, A (corresponding author), KTH Royal Inst Technol, Dept Ind Econ & Management, Stockholm, Sweden.
EM andbr@kth.se
RI Broström, Anders/P-4580-2019
OI Broström, Anders/0000-0003-0820-2769
FU Riksbankens Jubileumsfond [FSK15-1059:1]; Swedish Foundation for
   Humanities and Social Sciences [FSK15-1059:1] Funding Source: Swedish
   Foundation for Humanities and Social Sciences
FX Funding was provided by Riksbankens Jubileumsfond (FSK15-1059:1).
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NR 85
TC 25
Z9 26
U1 10
U2 56
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD FEB
PY 2020
VL 45
IS 1
SI SI
BP 304
EP 337
DI 10.1007/s10961-018-9680-6
PG 34
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA KV0YN
UT WOS:000520151400013
OA hybrid
DA 2024-07-15
ER

PT J
AU McKellar, SE
   Wang, MT
AF McKellar, Sarah E.
   Wang, Ming-Te
TI Adolescents' daily sense of school connectedness and academic
   engagement: Intensive longitudinal mediation study of student
   differences by remote, hybrid, and in-person learning modality
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE academic engagement; Adolescence Learning modality; COVID-19;
   Connectedness Belongingness
AB In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally representative sample (N = 517, M-age = 14.65 years), we investigated whether adolescents' academic engagement and connectedness to their teachers and classmates differed by COVID-adapted learning modalities. We also assessed whether adolescent connectedness mediated the link between learning modality and academic engagement. Results revealed that academic engagement and connectedness to teachers and classmates were higher for in-person learners than for students in hybrid and remote learning modalities. Moreover, students' connectedness to classmates and teachers explained the relationship between learning modality and academic engagement.
C1 [McKellar, Sarah E.; Wang, Ming-Te] Univ Pittsburgh, Learning Res & Dev Ctr, Murdoch Bldg,3420 Forbes Ave, Pittsburgh, PA 15260 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh
RP McKellar, SE (corresponding author), Univ Pittsburgh, Learning Res & Dev Ctr, Murdoch Bldg,3420 Forbes Ave, Pittsburgh, PA 15260 USA.
EM semckellar@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
OI McKellar, Sarah/0000-0002-6207-0528
FU National Science Foundation [1920766, 1561382]; Direct For Education and
   Human Resources; Division Of Human Resource Development [1561382]
   Funding Source: National Science Foundation; Division Of Research On
   Learning; Direct For Education and Human Resources [1920766] Funding
   Source: National Science Foundation
FX This research was supported by the National Science Foundation grant
   numbers 1920766 and 1561382 (PI: Dr. Ming-Te Wang). Funding sources had
   no such involvement in the collection, analysis and interpretation of
   data; in the writing of the report; and in the decision to submit the
   article for publication.
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NR 66
TC 6
Z9 7
U1 3
U2 19
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD FEB
PY 2023
VL 83
AR 101659
DI 10.1016/j.learninstruc.2022.101659
EA NOV 2022
PG 13
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 7A5EU
UT WOS:000898480000005
OA Bronze
DA 2024-07-15
ER

PT J
AU Wang, ZS
   Li, K
   Guo, SS
   Wen, XL
   He, ZY
   Cai, YJ
AF Wang, Zisu
   Li, Kai
   Guo, Shuangshuang
   Wen, Xili
   He, Ziyi
   Cai, Yujun
TI Can Moving More and Sitting Less Improve the Academic Engagement of
   Adolescents?- A Study Based on Junior High School Students in Shanghai,
   China
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE moderate-to-vigorous physical activity; muscle-strengthening exercise;
   academic engagement; sedentary behaviors
ID PHYSICAL-ACTIVITY; UNIVERSITY-STUDENTS; SEDENTARY BEHAVIOR; AGED
   CHILDREN; SCREEN-TIME; YOUTH; GUIDELINES; FITNESS; ASSOCIATION;
   PERCEPTIONS
AB Purpose: The purpose of this study was to examine the relationships between academic engagement and moderate-to-vigorous physical activity (MVPA), muscle-strengthening exercise (MSE) and sedentary behavior (SB) among adolescents, so as to provide evidence from the perspective of exercising for students to learn efficiently, teachers to improve classroom teaching, and schools to improve educational quality.Methods: A questionnaire survey was conducted in 12 junior high schools in Shanghai, China, which were selected by a multi-stage stratified cluster sampling method. Then, with the valid data of 2078 students collected from the survey. A data analysis was performed using SPSS Statistics 26.0. Multiple linear regression models were adopted to analyze the factors affecting adolescent academic engagement and to determine whether MVPA, MSE, and SB play roles in it.Results: (1) The differences in academic engagement depended on the exercise adherence to the recommended amount of MVPA, MSE, and screen-based SB. (2) In terms of the three independent variables of total time, MSE (beta = 0.206) and MVPA (beta = 0.175) showed a significant positive correlation with academic engagement, while SB (beta = -0.155) was negatively correlated with academic engagement. (3) From the linear regression model of eight combination groups divided by the exercise adherence to the recommended amount of MVPA, MSE and SB, the group that met none of the recommendations (beta = -0.235) showed a significant negative effect on academic engagement, while the groups that met any two or all three of the recommendations demonstrated strong positive correlations with academic engagement (P < 0.001).Conclusion: Increasing adolescents' muscle-strengthening exercise and moderate-to-vigorous physical activity and reducing sedentary behavior can effectively promote academic engagement. Therefore, adolescents are suggested to reach the recommended amounts of physical activity, muscle-strengthening exercise, and sedentary behavior so as to improve academic engagement more effectively.
C1 [Wang, Zisu; Li, Kai; Wen, Xili; He, Ziyi; Cai, Yujun] Shanghai Univ Sport, Sch Phys Educ, Shanghai, Peoples R China.
   [Guo, Shuangshuang] Shanghai Normal Univ, High Sch, Phys Educ Grp, Minhang Campus, Shanghai, Peoples R China.
C3 Shanghai University of Sport; Shanghai Normal University
RP Cai, YJ (corresponding author), Shanghai Univ Sport, Sch Phys Educ, Shanghai, Peoples R China.
EM caiyujun@sus.edu.cn
FU 2020 Shanghai Educational Science Research Project (the Second Batch);
   Research on the Teaching Model of Higher Education Goal-Oriented Sports
   Skills [C2-2020029]; 2021 Shanghai Local Institutions Capacity Building
   Project-Research on Key Technologies of Science and Technology
   [21010503700]
FX This study was supported by the 2020 Shanghai Educational Science
   Research Project (the Second Batch) , Research on the Teaching Model of
   Higher Education Goal-Oriented Sports Skills: Taking Shanghai as an
   Example, project approval number: C2-2020029; and the 2021 Shanghai
   Local Institutions Capacity Building Project-Research on Key
   Technologies of Science and Technology to Assist Shanghai Competitive
   Gymnasts' Athletic Performance Enhancement (21010503700) .
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NR 76
TC 1
Z9 1
U1 0
U2 4
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2023
VL 16
BP 4155
EP 4168
DI 10.2147/PRBM.S427214
PG 14
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA W6MD1
UT WOS:001092738500001
PM 37868655
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Jungert, T
   Alm, F
   Thornberg, R
AF Jungert, Tomas
   Alm, Fredrik
   Thornberg, Robert
TI Motives for becoming a teacher and their relations to academic
   engagement and dropout among student teachers
SO JOURNAL OF EDUCATION FOR TEACHING
LA English
DT Article
DE job motives; student teachers; academic engagement; dropout
ID PRESERVICE TEACHERS; SCHOOL ENGAGEMENT; CAREER; PERCEPTIONS;
   MOTIVATIONS; VALIDATION; COMMITMENT
AB Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.
C1 [Jungert, Tomas; Alm, Fredrik; Thornberg, Robert] Linkoping Univ, Dept Behav Sci & Learning, Linkoping, Sweden.
C3 Linkoping University
RP Jungert, T (corresponding author), Linkoping Univ, Dept Behav Sci & Learning, Linkoping, Sweden.
EM tomas.jungert@liu.se
RI Thornberg, Robert/I-8077-2012
OI Thornberg, Robert/0000-0001-9233-3862
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NR 41
TC 54
Z9 60
U1 0
U2 38
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-7476
EI 1360-0540
J9 J EDUC TEACHING
JI J. Educ. Teach.
PD MAR 15
PY 2014
VL 40
IS 2
BP 173
EP 185
DI 10.1080/02607476.2013.869971
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 292RU
UT WOS:000329920700007
DA 2024-07-15
ER

PT J
AU Meng, Q
   Zhang, Q
AF Meng, Qian
   Zhang, Qi
TI The Influence of Academic Self-Efficacy on University Students' Academic
   Performance: The Mediating Effect of Academic Engagement
SO SUSTAINABILITY
LA English
DT Article
DE academic self-efficacy; academic engagement; academic performance
ID ACHIEVEMENT GOALS; AUTONOMY SUPPORT; PREDICTORS; SUCCESS; HARDINESS;
   STRESS; SCHOOL; STRATEGIES; VALIDITY
AB Challenges and competition are being faced in higher education. Students' unsatisfactory academic performance and dropouts are obvious problems worldwide. The "student-centered" pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students' academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.
C1 [Meng, Qian; Zhang, Qi] Bohai Univ, Coll Educ, Dept Higher Educ, Jinzhou 121013, Peoples R China.
C3 Bohai University
RP Meng, Q (corresponding author), Bohai Univ, Coll Educ, Dept Higher Educ, Jinzhou 121013, Peoples R China.
EM mengqian_china@hotmail.com
FU project "Research on the promoting effect of education exchange on
   bilateral investments between China and 'One belt, one road' countries"
   - National Office for Education Sciences Planning [BIA210185]
FX This research was funded by the project "Research on the promoting
   effect of education exchange on bilateral investments between China and
   'One belt, one road' countries" (No. BIA210185) sponsored by National
   Office for Education Sciences Planning.
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NR 73
TC 11
Z9 13
U1 61
U2 135
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD APR
PY 2023
VL 15
IS 7
AR 5767
DI 10.3390/su15075767
PG 14
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA D7BJ4
UT WOS:000970239600001
OA gold
DA 2024-07-15
ER

PT J
AU Soria, KM
   Stebleton, MJ
AF Soria, Krista M.
   Stebleton, Michael J.
TI First-generation students' academic engagement and retention
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE first-generation students; academic engagement; retention; public
   universities
ID 2ND-GENERATION COLLEGE-STUDENTS; FACULTY INTERACTION; HIGHER-EDUCATION;
   ASPIRATIONS; EXPERIENCES; ATTRITION
AB This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.
C1 [Soria, Krista M.] Univ Minnesota Twin Cities, Off Inst Res, Minneapolis, MN 55455 USA.
   [Stebleton, Michael J.] Univ Minnesota Twin Cities, Coll Educ & Human Dev, Dept Postsecondary Teaching & Learning, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities
RP Soria, KM (corresponding author), Univ Minnesota Twin Cities, Off Inst Res, 272-6 McNamara Alumni Ctr,200 Oak St SE, Minneapolis, MN 55455 USA.
EM ksoria@umn.edu
RI Soria, Krista/ABD-6638-2021
OI Soria, Krista/0000-0002-2679-6700
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NR 50
TC 128
Z9 455
U1 7
U2 142
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2012
VL 17
IS 6
BP 673
EP 685
DI 10.1080/13562517.2012.666735
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 043LW
UT WOS:000311546100004
DA 2024-07-15
ER

PT J
AU Elizarov, E
   Czik, A
   Ziv, Y
AF Elizarov, Einat
   Czik, Amanda
   Ziv, Yair
TI Kindergarten children's academic engagement: A dual-pathway model
   including social information processing, social behavior in class, and
   teacher-child relationship quality
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Kindergarteners' academic engagement; Social information processing;
   Prosocial behavior; Problem behavior; Teacher-child relationships
ID AGGRESSIVE-BEHAVIOR; SCHOOL ENGAGEMENT; DIFFICULTIES QUESTIONNAIRE;
   RESPONSE EVALUATION; LEARNING BEHAVIORS; MEDIATING ROLE; PRESCHOOL;
   ACHIEVEMENT; ASSOCIATIONS; PATTERNS
AB Education researchers and practitioners have been exploring for years the key factors impacting children's academic engagement. Still, relatively little is known about the role of children's social cognition in their academic engagement. Accordingly, the current study focuses on the potential indirect associations between young children's social information processing patterns (SIP) and their academic engagement through their social behaviors in class, specifically their prosocial and problem behaviors, and following by the quality of their relationship with their main kindergarten teacher. The study examines these indirect effects in one dual-pathway model which includes both a pathway from children's competent SIP patterns to higher levels of academic engagement and from children's aggressive SIP patterns to lower levels of academic engagement. The sample included 300 kindergarten children (151 girls; Mage = 68.76 months). Results showed that competent SIP patterns were positively linked to children's academic engagement, which encompasses both their academic self-perceptions and their attitudes toward learning, via children's prosocial behaviors in class and subsequently teacher-child relational closeness. In addition, aggressive SIP patterns were negatively linked to the kindergarteners' attitudes toward learning via the children's problem behaviors in class and subsequently teacher-child relational conflict. Results have implications for both research and practice in the understanding of the influence of social cognition, behavior, and social relationships on academic engagement for young learners.
C1 [Elizarov, Einat] Univ Haifa, Dept Counseling & Human Dev, IL-31905 Haifa, Israel.
   [Czik, Amanda; Ziv, Yair] Univ Haifa, Haifa, Israel.
C3 University of Haifa; University of Haifa
RP Elizarov, E (corresponding author), Univ Haifa, Dept Counseling & Human Dev, IL-31905 Haifa, Israel.
EM Natushe2@gmail.com; amanda.a.czik@gmail.com; yziv@edu.haifa.ac.il
OI Czik, Amanda/0000-0001-6189-9601; Elizarov, Einat/0000-0001-7457-9287
FU Israel Science Foundation
FX The authors would like to thank all who participated in the study.
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NR 109
TC 0
Z9 0
U1 5
U2 5
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0256-2928
EI 1878-5174
J9 EUR J PSYCHOL EDUC
JI Eur. J. Psychol. Educ.
PD 2024 FEB 28
PY 2024
DI 10.1007/s10212-024-00803-y
EA FEB 2024
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA JD5Z9
UT WOS:001171249100001
OA hybrid
DA 2024-07-15
ER

PT J
AU Izadpanah, S
   Rezaei, YM
AF Izadpanah, Siros
   Rezaei, Yasaman Mohammad
TI Causal explanation of academic enthusiasm based on the interaction of
   teachers and English language learners: Self-regulation, academic hope,
   and academic engagement among English language learners
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; academic enthusiasm; academic hope; interaction;
   self-regulation
ID STUDENT RELATIONSHIPS; SCHOOL ENGAGEMENT; EARLY ADOLESCENTS; SUCCESS;
   ACHIEVEMENT; PERCEPTIONS; PERFORMANCE; RISK
AB IntroductionThe present research investigates the causal explanation of academic enthusiasm based on the interaction between teachers and English learners: self-regulation, academic hope, and academic engagement among English language learners. MethodsThe implementation method of this descriptive research and research design was structural equation correlation. The research's statistical population included intermediate Zanjan city learners (50,977 people) who were studying in the academic year 2021-2022. This research used multi-stage cluster random sampling to test the proposed model. The following questionnaires were used to collect data: Academic enthusiasm (Fredericks et al.); Teacher-student interaction questionnaire (Moray and Zurich); Academic hope questionnaire (Khormai and Kameri); Self-Regulation Questionnaire (Bouffard) and academic engagement (Zarang). Lisrel software was used for data analysis and evaluation of the proposed model using structural equation modeling. ResultsThe results of the present study showed that teacher-student interaction, academic self-regulation, academic engagement, and academic hope are related to students' academic enthusiasm. The results of the present study also support the role of mediators of academic self-regulation, academic engagement, and academic hope in the causal relationships between teacher-student interaction and academic enthusiasm. Discussion:Based on this, it can be concluded that with the improvement of teacher-student interaction, the level of academic self-regulation, academic engagement, and academic hope of students increases, and these factors together increase their academic enthusiasm. Therefore, it is suggested that to increase academic engagement, academic self-regulation, and academic hope in the students in the education system, attention should be paid to the position of the students' academic enthusiasm.
C1 [Izadpanah, Siros; Rezaei, Yasaman Mohammad] Islamic Azad Univ, Dept English Language Teaching, Zanjan Branch, Zanjan, Iran.
C3 Islamic Azad University
RP Izadpanah, S (corresponding author), Islamic Azad Univ, Dept English Language Teaching, Zanjan Branch, Zanjan, Iran.
EM cyrosizadpanah@yahoo.com
OI Mohammad Rezaei, Yasaman/0000-0002-9914-8552
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NR 62
TC 0
Z9 0
U1 4
U2 21
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 12
PY 2022
VL 13
AR 997903
DI 10.3389/fpsyg.2022.997903
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7I1WQ
UT WOS:000903685800001
PM 36578674
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Jiang, RY
   Fan, RM
   Zhang, Y
   Li, YX
AF Jiang, Ruyi
   Fan, Ruomeng
   Zhang, Yue
   Li, Yunxing
TI Understanding the serial mediating effects of career adaptability and
   career decision-making self-efficacy between parental autonomy support
   and academic engagement in Chinese secondary vocational students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE parental autonomy support; academic engagement; secondary vocational
   students; career adaptability; career decision-making self-efficacy
ID SOCIAL SUPPORT; SCHOOL; CONSTRUCTION; ADAPTATION; MOTIVATION;
   SATISFACTION; ADOLESCENTS; TRANSITION; MODEL
AB This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and Mplus. The results revealed that parental autonomy support was positively associated with students' academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development.
C1 [Jiang, Ruyi; Fan, Ruomeng; Zhang, Yue; Li, Yunxing] Zhejiang Normal Univ, Inst Teacher Educ, Res Ctr Comprehens Improvement High Qual Educ, Jinhua, Peoples R China.
C3 Zhejiang Normal University
RP Li, YX (corresponding author), Zhejiang Normal Univ, Inst Teacher Educ, Res Ctr Comprehens Improvement High Qual Educ, Jinhua, Peoples R China.
EM hblyx1983@163.com
RI yang, zhou/JKI-3744-2023; yang, xu/JMP-5558-2023; Jiang,
   Yuan/JED-3759-2023; zhang, yueqi/JXM-4287-2024; li,
   fangyu/KCY-0521-2024; Zhang, Yihao/JGM-3514-2023; Liu,
   Zhiyu/JNR-8043-2023; yuan, lin/JDW-7387-2023; Chen, Fang/JZE-4446-2024;
   liu, kaiyuan/JHU-0258-2023; shi, chen/KEH-8339-2024
OI li, fangyu/0009-0009-8303-9157; Liu, Zhiyu/0000-0001-8351-1268; 
FU National Social Science Foundation's "Thirteenth Five-Year Plan" on the
   general subject of education; countermeasures of curriculum reform of
   general high school under the new college entrance examination system"; 
   [BHA170151]
FX Funding This study was funded by the National Social Science
   Foundation's "Thirteenth Five-Year Plan" on the general subject of
   education in 2017: "Research on the problems and countermeasures of
   curriculum reform of general high school under the new college entrance
   examination system" (BHA170151).
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NR 71
TC 4
Z9 4
U1 6
U2 86
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 10
PY 2022
VL 13
AR 953550
DI 10.3389/fpsyg.2022.953550
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3Y8OX
UT WOS:000843982700001
PM 36033072
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Eriksen, EV
   Vestad, L
   Bru, E
   Caravita, SCS
AF Eriksen, Eli Vibeke
   Vestad, Lene
   Bru, Edvin
   Caravita, Simona C. S.
TI Social competencies, classroom relationships, and academic engagement: A
   latent change score modeling approach among lower secondary school
   students
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Academic engagement; Relationship skills; Social awareness; Emotional
   support from teachers; Collaborative peer relations; Lower secondary
   school
ID TEACHER EXPECTATIONS; SELF-DETERMINATION; FIT INDEXES; ACHIEVEMENT;
   ADJUSTMENT; TRANSITION; SUPPORT; PERCEPTIONS; FRIENDSHIPS; ACCEPTANCE
AB This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students' (N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement.
C1 [Eriksen, Eli Vibeke; Vestad, Lene; Bru, Edvin; Caravita, Simona C. S.] Univ Stavanger, Kjell Arholms Gate 41, N-4021 Stavanger, Norway.
C3 Universitetet i Stavanger
RP Eriksen, EV (corresponding author), Univ Stavanger, Kjell Arholms Gate 41, N-4021 Stavanger, Norway.
EM Eli.v.eriksen@uis.no; Lene.vestad@uis.no; Simona.c.s.caravita@uis.no
RI Caravita, Simona Carla Silvia/HKW-8312-2023; Bru, Edvin/I-7829-2013
OI Caravita, Simona Carla Silvia/0000-0003-3108-1512; Eriksen, Eli
   Vibeke/0000-0002-4907-4508; Bru, Edvin/0000-0003-2004-6957; Vestad,
   Lene/0000-0002-6558-0929
FU University of Stavanger amp; Stavanger University Hospital; Research
   Council of Norway [299166]
FX Open access funding provided by University of Stavanger & Stavanger
   University Hospital. This work is supported by the Research Council of
   Norway [Grant number 299166].
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NR 90
TC 0
Z9 0
U1 4
U2 18
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD APR
PY 2024
VL 27
IS 2
BP 435
EP 459
DI 10.1007/s11218-023-09841-8
EA SEP 2023
PG 25
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LM7O3
UT WOS:001068058400001
OA hybrid
DA 2024-07-15
ER

PT J
AU Zhang, X
   Pomerantz, EM
   Qin, L
   Logis, H
   Ryan, AM
   Wang, MF
AF Zhang, Xin
   Pomerantz, Eva M.
   Qin, Lili
   Logis, Handrea
   Ryan, Allison M.
   Wang, Meifang
TI Early Adolescent Social Status and Academic Engagement: Selection and
   Influence Processes in the United States and China
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE academic engagement; early adolescence; peer influence; social networks;
   social status
ID PERCEIVED POPULARITY; SCHOOL ENGAGEMENT; PEER GROUP; RELATIONAL
   AGGRESSION; CHILDRENS PERCEPTIONS; STUDENT ENGAGEMENT; ACHIEVEMENT
   VALUES; PROSOCIAL BEHAVIOR; NORMATIVE CONDUCT; MIDDLE SCHOOL
AB This research evaluated the role of high-status peers in youth's academic engagement. Youth (mean age = 12.7 years) in the United States and China (N = 934) made social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers in the fall and spring of their first year of middle school. They also reported on their academic engagement at these two time points. The academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive of youth's own academic engagement over time. Notably, this effect was evident over and above any initial similarity youth had with high-status peers they nominated (e.g., youth tended to nominate peers as high in sociometric popularity when they were similarly academically engaged to youth). It also did not differ in size in the United States and China. The results underscore the importance of high-status peers in youth's academic engagement in two countries that differ in terms of their cultural and educational systems.
C1 [Zhang, Xin; Pomerantz, Eva M.] Univ Illinois, Dept Psychol, 603 East Daniel St, Champaign, IL 61820 USA.
   [Qin, Lili] Natl Univ Singapore, Dept Psychol, Singapore, Singapore.
   [Logis, Handrea] Univ Illinois, Sch Educ, Champaign, IL 61820 USA.
   [Ryan, Allison M.] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA.
   [Ryan, Allison M.] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA.
   [Wang, Meifang] Shandong Normal Univ, Dept Psychol, Jinan, Shandong, Peoples R China.
   [Logis, Handrea] Natl Inst Excellence Teaching, Phoenix, AZ USA.
C3 University of Illinois System; University of Illinois Urbana-Champaign;
   National University of Singapore; University of Illinois System;
   University of Illinois Urbana-Champaign; University of Michigan System;
   University of Michigan; University of Michigan System; University of
   Michigan; Shandong Normal University
RP Zhang, X; Pomerantz, EM (corresponding author), Univ Illinois, Dept Psychol, 603 East Daniel St, Champaign, IL 61820 USA.
EM xzhang85@illinois.edu; pomerntz@illinois.edu
FU National University of Singapore [WBS: R-581-000-138-133]; National
   Science Foundation [BCS-1023170]
FX Data collection and management was supported by a grant from the
   National University of Singapore (WBS: R-581-000-138-133). Support for
   data analyses and report writing was provided by the National Science
   Foundation (Grant BCS-1023170).
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NR 102
TC 20
Z9 26
U1 3
U2 39
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD OCT
PY 2019
VL 111
IS 7
BP 1300
EP 1316
DI 10.1037/edu0000333
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA JC1AF
UT WOS:000489010200011
OA Bronze
DA 2024-07-15
ER

PT J
AU Liu, WM
AF Liu, Wanmei
TI Measuring academic performance among students during post-COVID-19
   reopening through academic engagement and persistence: mediating role of
   psychological capital
SO KYBERNETES
LA English
DT Article; Early Access
DE Academic performance; Post-COVID-19; Academic engagement; Academic
   persistence; Psychological capital
ID WORK ENGAGEMENT
AB Purpose This study examined the students' academic performance through psychological capital, academic engagement and academic persistence. It also investigated the function of psychological capital in mediating the relationship between academic engagement, persistence and performance.Design/methodology/approach The study utilized a quantitative method and structural equation modeling using PLS-SEM version 3. A total of 900 questionnaires were issued to Chinese university students, and 814 data were analyzed.Findings Findings suggest that academic engagement and persistence significantly and positively impact psychological capital. Psychological capital is also mediated between academic engagement, persistence and performance. Additionally, the study made several recommendations for upcoming researchers and industry professionals.Originality/value Analyzing the pupils' academic achievement after COVID-19 reopening as it indicates their attention and engagement in the study. Although previous studies explored students' academic performance regarding the post-COVID effect, the role of psychological capital and engagement in academia in the study has been studied in a post-COVID context.
C1 [Liu, Wanmei] Sanjiang Univ, Sch Law & Business, Nanjing, Peoples R China.
C3 Sanjiang University
RP Liu, WM (corresponding author), Sanjiang Univ, Sch Law & Business, Nanjing, Peoples R China.
EM liuwanmeisanjiang@hotmail.com
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NR 98
TC 0
Z9 0
U1 8
U2 16
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 0368-492X
EI 1758-7883
J9 KYBERNETES
JI Kybernetes
PD 2023 DEC 12
PY 2023
DI 10.1108/K-05-2023-0857
EA DEC 2023
PG 19
WC Computer Science, Cybernetics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA AJ1K4
UT WOS:001118005400001
DA 2024-07-15
ER

PT J
AU Zhao, YL
AF Zhao, Yanli
TI The impact of EFL teachers' emotioncy level on their motivation and
   academic engagement
SO LEARNING AND MOTIVATION
LA English
DT Article
DE Teachers' emotioncy; Motivation; Academic engagement; Positive
   psychology; Positive emotions
ID POSITIVE EMOTIONS; ANXIETY; EFFICACY; LANGUAGE; LEARNERS; BELIEFS;
   DESIGN
AB The educational landscape relies heavily on EFL instructors to shape students' language learning journey, with emotional teaching aspects profoundly affecting motivation and academic involvement. This study delves into how EFL teachers' emotioncy levels impact their motivation and academic engagement, referring to their ability to effectively handle emotions. Understanding how EFL teachers' emotioncy level affects their motivation and academic engagement is crucial for optimizing teaching practices and student outcomes. Through empirical analysis and theoretical examination, this research investigates the relationship between EFL teachers' emotioncy, motivation, and academic engagement. 596 EFL teachers filled out motivation, emotioncy, and engagement questionnaires. AMOS and SEM were employed to analyze the data. The results indicated that about 50 % of changes in teachers' academic engagement can be explained by their emotioncy, and about 62 % of teachers' motivation can be explained by their emotioncy. The findings contribute to enhancing teacher training programs and educational strategies aimed at promoting effective teaching practices and improving student engagement and performance. Theoretical and practical implications of the study are discussed.
C1 [Zhao, Yanli] Zhengzhou Business Univ, Foreign Languages Dept, Zhengzhou Gongyi 451200, Peoples R China.
RP Zhao, YL (corresponding author), Zhengzhou Business Univ, Foreign Languages Dept, Zhengzhou Gongyi 451200, Peoples R China.
EM zhaoyanli20210402@163.com
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NR 63
TC 0
Z9 0
U1 4
U2 4
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0023-9690
EI 1095-9122
J9 LEARN MOTIV
JI Learn. Motiv.
PD AUG
PY 2024
VL 87
AR 101990
DI 10.1016/j.lmot.2024.101990
PG 13
WC Psychology, Biological; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA SQ2K0
UT WOS:001235847700001
DA 2024-07-15
ER

PT J
AU Polanco, C
   Paskewich, BS
   Leff, SS
   Waasdorp, TE
AF Polanco, Camila
   Paskewich, Brooke S.
   Leff, Stephen S.
   Waasdorp, Tracy E.
TI Relational Peer Victimization as a Predictor of Academic Engagement
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE Relational peer victimization; Relational aggression; Academic
   functioning; Academic engagement; Peer victimization
ID EARLY ELEMENTARY-SCHOOL; MULTIPLE PERSPECTIVES; BEHAVIORAL ENGAGEMENT;
   DEPRESSIVE SYMPTOMS; EARLY ADOLESCENCE; AGGRESSION; ACHIEVEMENT; OVERT;
   PARENT; YOUTH
AB Peer victimization can be detrimental to youth. This study examines a particular type of peer victimization, relational peer victimization, and its effect on students' engagement in the classroom. We specifically investigate the longitudinal relationship between relational peer victimization and academic engagement in a sample of 204 Black 3rd through 5th grade elementary school students by utilizing multiple informants: students and their parents reported on relational peer victimization, and teachers reported on students' academic engagement. Our findings showed convergence between student and parent reports of relational peer victimization and revealed that experiencing relational peer victimization during the beginning of the school year (fall) negatively predicts teacher reported academic engagement towards the end of the school year (spring). Our study suggests that relational peer victimization is a critical issue that educators and researchers should consider when trying to foster academic engagement. There is also a need for further research regarding the role that families play in providing support to Black relationally victimized youth.
C1 [Polanco, Camila] Univ Delaware, Dept Human Dev & Family Sci, 111 Alison Hall West, Newark, DE 19716 USA.
   [Polanco, Camila; Paskewich, Brooke S.; Leff, Stephen S.; Waasdorp, Tracy E.] Childrens Hosp Philadelphia, Ctr Violence Prevent, 3401 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
C3 University of Delaware; University of Pennsylvania; Pennsylvania
   Medicine; Childrens Hospital of Philadelphia
RP Polanco, C (corresponding author), Univ Delaware, Dept Human Dev & Family Sci, 111 Alison Hall West, Newark, DE 19716 USA.; Polanco, C (corresponding author), Childrens Hosp Philadelphia, Ctr Violence Prevent, 3401 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
EM cpolanco@udel.edu
RI Paskewich, Brooke/KCK-9615-2024
OI Paskewich, Brooke/0000-0001-7569-5044; Polanco,
   Camila/0000-0002-7427-3074
FU Institute of Education Sciences (IES) within the Department of Education
FX The research study described in this manuscript was supported by a grant
   from theInstitute of Education Sciences (IES) within the Department of
   Education. This research was made possible, in part, by the support of
   our partnering School District. Opinions contained in this report
   reflect those of the authors anddo not necessarily reflect those of the
   School District.
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NR 109
TC 3
Z9 3
U1 8
U2 18
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1062-1024
EI 1573-2843
J9 J CHILD FAM STUD
JI J. Child Fam. Stud.
PD JUL
PY 2023
VL 32
IS 7
BP 1882
EP 1894
DI 10.1007/s10826-022-02470-3
EA NOV 2022
PG 13
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA N2WZ4
UT WOS:000879150300001
PM 37484688
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Shin, H
   Chang, Y
AF Shin, Huiyoung
   Chang, Yujin
TI Relational support from teachers and peers matters: Links with different
   profiles of relational support and academic engagement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Relational support; Teachers and peers; Academic engagement; Early
   adolescence
ID SECONDARY-SCHOOL INSTRUCTION; MIDDLE SCHOOL; STUDENT ENGAGEMENT;
   FRIENDSHIP QUALITY; ACHIEVEMENT GOALS; EARLY ADOLESCENCE;
   INDIVIDUAL-DIFFERENCES; PERCEIVED COMPETENCE; CHILD RELATIONSHIPS;
   SELF-DETERMINATION
AB The present study examined whether there were discrete groups of early adolescents who experienced different levels of relational support from teachers and peers and how distinct profiles of relational support were associated with different dimensions of academic engagement in the classroom. Data on nine different indicators of teacher and peer relational support were collected from 714 fifth- (n = 394) and sixth-grade (n = 320) students from South Korea, along with their concurrent and subsequent academic engagement. Latent profile analyses revealed that there were four distinct relational support profiles: (1) Low Support, (2) Moderate Support, (3) Peer-Oriented, and (4) High Support. These patterns of relational support were associated with different levels of self- and teacher-reported academic engagement. The findings indicated that relational support from both teachers and peers was important, but that teachers played a more significant role in fostering early adolescents academic engagement.
C1 [Shin, Huiyoung] Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
   [Chang, Yujin] Chungbuk Natl Univ, Chungbuk, South Korea.
C3 Jeonbuk National University; Chungbuk National University
RP Shin, H (corresponding author), Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
EM shinhy@jbnu.ac.kr
RI Shin, Huiyoung/E-4783-2018
OI Shin, Huiyoung/0000-0001-6091-7812
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NR 119
TC 6
Z9 8
U1 25
U2 60
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2022
VL 92
BP 209
EP 226
DI 10.1016/j.jsp.2022.03.006
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7X4HI
UT WOS:000914160800001
PM 35618371
DA 2024-07-15
ER

PT J
AU Martínez, IM
   Youssef-Morgan, CM
   Chambel, MJ
   Marques-Pinto, A
AF Martinez, Isabel M.
   Youssef-Morgan, Carolyn M.
   Chambel, Maria J.
   Marques-Pinto, Alexandra
TI Antecedents of academic performance of university students: academic
   engagement and psychological capital resources
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Academic engagement; psychological capital; psychological resources;
   academic performance; college students
ID SOCIAL COGNITIVE THEORY; SELF-EFFICACY; WORK ENGAGEMENT; JOB DEMANDS;
   POSITIVE PSYCHOLOGY; MEDIATING ROLE; BIG 5; BURNOUT; SATISFACTION;
   IMPACT
AB This study investigates the relationship between academic engagement, psychological capital (PsyCap) resources (efficacy, hope, optimism, resilience) and academic performance. Data were collected in two different universities, one in Spain (N = 389) and another in Portugal (N = 243). Undergraduate students completed self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. Results showed a positive relationship between academic engagement, PsyCap, and academic performance in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded a superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of psychological resources, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.
C1 [Martinez, Isabel M.] Univ Jaume 1, Dept Work & Org Psychol, Castellon de La Plana, Spain.
   [Youssef-Morgan, Carolyn M.] Bellevue Univ, Coll Business, 1000 Galvin Rd South, Bellevue, NE 68005 USA.
   [Chambel, Maria J.; Marques-Pinto, Alexandra] Univ Lisbon, Fac Psicol, Lisbon, Portugal.
C3 Universitat Jaume I; Universidade de Lisboa
RP Youssef-Morgan, CM (corresponding author), Bellevue Univ, Coll Business, 1000 Galvin Rd South, Bellevue, NE 68005 USA.
EM cyoussefmorgan@bellevue.edu
RI Martinez Martinez, Isabel Maria/G-4237-2011; Marques-Pinto,
   Alexandra/AAG-3718-2020; Chambel, Maria Jose/F-3366-2016
OI Martinez Martinez, Isabel Maria/0000-0003-3583-8498; Marques-Pinto,
   Alexandra/0000-0002-9204-9519; Chambel, Maria Jose/0000-0001-6588-7034
FU Conselleria de Educacion Generalitat Valenciana - Programa Prometeo
   [PROMETEO/2013/025]
FX This research was supported by a grant from the Conselleria de Educacion
   Generalitat Valenciana - Programa Prometeo [PROMETEO/2013/025].
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NR 95
TC 96
Z9 121
U1 23
U2 152
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD SEP 14
PY 2019
VL 39
IS 8
BP 1047
EP 1067
DI 10.1080/01443410.2019.1623382
EA JUN 2019
PG 21
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA IO0NS
UT WOS:000475232200001
OA Green Published
DA 2024-07-15
ER

PT J
AU Chan, S
   Maneewan, S
   Koul, R
AF Chan, Sokhom
   Maneewan, Sorakrich
   Koul, Ravinder
TI Cooperative learning in teacher education: a means to foster learning
   motivation and academic engagement among EFL pre-service teachers
SO EUROPEAN JOURNAL OF TEACHER EDUCATION
LA English
DT Article; Early Access
DE Teacher education; cooperative learning; EFL pre-service teachers;
   learning motivation; academic engagement
ID STUDENT ENGAGEMENT; AUTONOMY SUPPORT; SCHOOL; ACHIEVEMENT; IMPACT;
   CLASSROOM; KNOWLEDGE
AB Research has shown that cooperative learning (CL) strongly promotes student learning at all educational levels. However, little is known about the CL's influence in teacher education. This study examined the impact of CL on EFL pre-service teachers' learning motivation and academic engagement using a pre-test/post-test quasi-experimental design. Two classes were randomly selected from regional teacher training centres in Cambodia, one class assigned as the experimental group (N = 35) and the other as the control group (N = 30). For one semester, the experimental group were exposed to CL while the control group were taught through lecture-based learning. Data were collected through adapted scales on learning motivation and academic engagement. The ANCOVA results revealed that CL was more effective for learning motivation and academic engagement, but no significant difference was found on extrinsic learning motivation. In conclusion, CL can foster learning motivation and academic engagement among EFL pre-service teachers.
C1 [Chan, Sokhom] King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Learning Innovat & Technol Programme, Bangkok 10140, Thailand.
   [Maneewan, Sorakrich] King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Dept Educ Commun & Technol, Bangkok, Thailand.
   [Koul, Ravinder] Penn State Univ, Coll Educ, University Pk, PA 16802 USA.
C3 King Mongkuts University of Technology Thonburi; King Mongkuts
   University of Technology Thonburi; Pennsylvania Commonwealth System of
   Higher Education (PCSHE); Pennsylvania State University; Pennsylvania
   State University - University Park
RP Chan, S (corresponding author), King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Learning Innovat & Technol Programme, Bangkok 10140, Thailand.
EM sokhom.c@mail.kmutt.ac.th
RI Chan, Sokhom/GVU-2508-2022
OI Chan, Sokhom/0000-0003-3148-9075; Koul, Ravinder/0000-0002-0135-3946
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NR 64
TC 0
Z9 0
U1 14
U2 50
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0261-9768
EI 1469-5928
J9 EUR J TEACH EDUC
JI Eur. J. Teach. Educ.
PD 2022 AUG 27
PY 2022
DI 10.1080/02619768.2022.2117026
EA AUG 2022
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4A4BV
UT WOS:000845049800001
DA 2024-07-15
ER

PT J
AU Ng, HTH
   Zhang, CQ
   Phipps, D
   Zhang, R
   Hamilton, K
AF Ng, Hei Tung Heather
   Zhang, Chun-Qing
   Phipps, Daniel
   Zhang, Ru
   Hamilton, Kyra
TI Effects of anxiety and sleep on academic engagement among university
   students
SO AUSTRALIAN PSYCHOLOGIST
LA English
DT Article
DE Sleep hygiene; sleep quality; anxiety; academic engagement; university
   students
ID QUALITY; HYGIENE
AB Objective Poor sleep quality resulting from experiencing anxiety, and low adherence to sleep hygiene behaviours, may lead to poorer academic engagement. The aim of the current study was to elucidate the associations between anxiety, sleep hygiene, sleep quality, and academic engagement of university students. Methods Participants (N = 614) comprised students attending a major university in Australia (n = 329) and Hong Kong (n = 285). A two-wave correlational design was utilised. At Time 1 (T1), anxiety was measured using the anxiety subscale of the Depression Anxiety Stress Scale 21 (DASS-21) and sleep hygiene behaviour was assessed with the Sleep Hygiene Index (SHI). One month later, at Time (T2), sleep quality was measured with the self-report Pittsburgh Sleep Quality Index (PSQI) global sleep quality score and academic engagement was measured using the shortened Utrecht Work Engagement Scale - Student version (UWES-S). Structural equation modelling was used to analyse the associations among study constructs. Results Analyses found that in both the Australia and Hong Kong samples the model showed good fit to data for the observed effect sizes. In both samples, anxiety predicted sleep quality and effects were mediated by sleep hygiene. Also, the indirect effect of anxiety on academic engagement via sleep hygiene and sleep quality was significant, and fully mediated the effects of anxiety on academic engagement in both samples. Conclusions Results indicate that students with higher anxiety tend to have lower adherence to sleep hygiene behaviours and experience poorer sleep quality which, in turn, negatively affects their academic engagement. What is already known about this topic: (1) Students are expected to spend large amounts of time studying and display a high level of engagement with their academic programme. (2) Academic engagement is linked to students' academic achievement and wellness. (3) Academic disengagement has been linked to poor sleep hygiene behaviours and high levels of anxiety. What this topic adds: (1) The impact of anxiety on sleep quality was associated with sleep hygiene behaviours, and the impact of anxiety on academic engagement was associated with sleep hygiene behaviours and sleep quality. (2) The model predicting academic engagement from anxiety mediated by sleep hygiene and sleep quality was similar in both Australian and Hong Kong students. (3) Findings may signpost possible avenues for the development of interventions aimed at improving university students' sleep quality and academic engagement.
C1 [Ng, Hei Tung Heather; Phipps, Daniel; Hamilton, Kyra] Griffith Univ, Sch Appl Psychol, Brisbane, Qld, Australia.
   [Ng, Hei Tung Heather; Phipps, Daniel; Hamilton, Kyra] Griffith Univ, Menzies Hlth Inst Queensland, Brisbane, Qld, Australia.
   [Zhang, Chun-Qing] Sun Yat Sen Univ, Dept Psychol, Guangzhou, Peoples R China.
   [Zhang, Ru] Chinese Univ Hong Kong, Dept Sport Sci & Phys Educ, Sha Tin, Hong Kong, Peoples R China.
C3 Griffith University; Menzies Health Institute Queensland; Griffith
   University; Sun Yat Sen University; Chinese University of Hong Kong
RP Hamilton, K (corresponding author), Griffith Univ, Sch Appl Psychol, Brisbane, Qld, Australia.; Hamilton, K (corresponding author), Griffith Univ, Menzies Hlth Inst Queensland, Brisbane, Qld, Australia.
EM kyra.hamilton@griffith.edu.au
RI Phipps, Daniel John/AAM-6896-2021; Zhang, Chun-Qing/AAC-5508-2019
OI Phipps, Daniel John/0000-0002-0217-0578; Zhang,
   Chun-Qing/0000-0002-0683-4570; Hamilton, Kyra/0000-0001-9975-685X
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NR 37
TC 14
Z9 14
U1 12
U2 61
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0005-0067
EI 1742-9544
J9 AUST PSYCHOL
JI Aust. Psychol.
PD JAN 2
PY 2022
VL 57
IS 1
BP 57
EP 64
DI 10.1080/00050067.2021.1965854
EA AUG 2021
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YE0VW
UT WOS:000690843000001
DA 2024-07-15
ER

PT J
AU Datu, JAD
   King, RB
AF Datu, Jesus Alfonso D.
   King, Ronnel B.
TI Subjective well-being is reciprocally associated with academic
   engagement: A two-wave longitudinal study
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Life satisfaction; Negative affect; Positive affect
ID ADOLESCENTS LIFE SATISFACTION; SCHOOL ENGAGEMENT; POSITIVE EMOTIONS;
   MEASUREMENT INVARIANCE; NEGATIVE AFFECT; ACHIEVEMENT; STUDENTS;
   TRAJECTORIES; PSYCHOLOGY; MOTIVATION
AB Previous studies have shown that subjective well-being promotes a wide range of adaptive psychological outcomes. However, the role of subjective well-being in the school context, as a potential facilitator of key academic outcomes, remains underexplored. The primary objective of this study was to examine the extent to which the different dimensions of subjective well-being-life satisfaction, positive affect, and (low levels of) negative affect-were associated with academic engagement through a two-wave longitudinal study. Three hundred and eighty-nine Filipino high school students participated in this research project. Cross-lagged analysis revealed that Time 1 life satisfaction positively predicted Time 2 academic engagement, and that Time 1 negative affect negatively predicted Time 2 academic engagement, even after controlling for autoregressor effects. We also found evidence of reciprocal effects with prior academic engagement predicting subsequent well-being. The theoretical and practical implications are discussed.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China.
   [King, Ronnel B.] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Well Being I WELL, Hong Kong, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); Education University of Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Room D2-2F-28,10 Ping Rd, Tai Po, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; KING, Ronnel
   Bornasal/0000-0002-0648-8508; Datu, Jesus Alfonso/0000-0002-8790-1113
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NR 84
TC 71
Z9 84
U1 12
U2 64
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD AUG
PY 2018
VL 69
BP 100
EP 110
DI 10.1016/j.jsp.2018.05.007
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GO1CR
UT WOS:000439683500008
PM 30558746
DA 2024-07-15
ER

PT J
AU Chen, PY
   Bao, CY
   Gao, QY
AF Chen, Peiyao
   Bao, Chenye
   Gao, Qiyang
TI Proactive Personality and Academic Engagement: The Mediating Effects of
   Teacher-Student Relationships and Academic Self-Efficacy
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE proactive personality; academic engagement; teacher-student
   relationships; academic self-efficacy; elementary school students
ID CROSS-CULTURAL ADJUSTMENT; SCHOOL ENGAGEMENT; ACHIEVEMENT; PERFORMANCE;
   BEHAVIOR; TRAJECTORIES; ASSOCIATION; PERCEPTIONS; MOTIVATION; CONFLICT
AB A proactive personality provides students with strong competitiveness in academic learning. However, previous research primarily focused on the effects of the big five facets, and less attention was paid to proactive personality which shows more incremental validity in learning. The current study aimed to investigate the relationship between proactive personality and academic engagement. The sample consisted of 519 students (245 females, 274 males; M-age = 10.20, SD = 0.891). The study used Mplus 7.0 software to establish structural equation models (SEM). The results showed a significant positive relationship between proactive personality and academic engagement. Teacher-student relationships and academic self-efficacy were found to fully mediate separately between proactive personality and academic engagement. Moreover, the serial mediator model indicated that proactive personality was sequentially related to academic engagement through teacher-student relationships and academic self-efficacy. The implications for learning and teaching are discussed.
C1 [Chen, Peiyao; Bao, Chenye; Gao, Qiyang] Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China.
   [Gao, Qiyang] Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China.
C3 Shaoxing University; Shaoxing University
RP Gao, QY (corresponding author), Shaoxing Univ, Sch Teacher Educ, Shaoxing, Peoples R China.; Gao, QY (corresponding author), Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China.
EM 21106302@zju.edu.cn
OI Bao, Chenye/0000-0003-1460-2742
FU Humanities and Social Science Fund of the Ministry of Education of China
   [20YJCZH033]
FX This research was supported by the Humanities and Social Science Fund of
   the Ministry of Education of China [No. 20YJCZH033].
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NR 59
TC 32
Z9 33
U1 15
U2 131
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 8
PY 2021
VL 12
AR 652994
DI 10.3389/fpsyg.2021.652994
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA SV8GT
UT WOS:000664056800001
PM 34168588
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Elsaesser, C
   Heath, RD
   Kim, JB
   Bouris, A
AF Elsaesser, Caitlin
   Heath, Ryan D.
   Kim, Jong-Bae
   Bouris, Alida
TI The Long-Term Influence of Social Support on Academic Engagement Among
   Latino Adolescents: Analysis of Between-Person and Within-Person Effects
   Among Mexican and Other Latino Youth
SO YOUTH & SOCIETY
LA English
DT Article
DE education; longitudinal design; parent support; peer support; race;
   ethnicity; Latino
ID SCHOOL ENGAGEMENT; STUDENT ENGAGEMENT; COGNITIVE ENGAGEMENT; SIGNIFICANT
   OTHERS; SUBSTANCE USE; AMERICAN; TRAJECTORIES; RESILIENCE; CHILDREN;
   DROPOUT
AB Latino youth are the fastest growing group of ethnic minority adolescents in the United States, but their educational needs remain underserved. Although research exploring academic engagement has expanded in recent years, the majority of research examining academic engagement among Latino youth has been cross-sectional. Using data from the National Longitudinal Study of Adolescent to Adult Health, the present investigation used a within-person and between-person analysis to examine the long-term influence of social support from teachers, family, and peers on academic engagement among a nationally representative sample of Latino adolescents. Findings indicated that between-person teacher support and family support were associated with higher academic engagement for all youth. In contrast, within-person teacher support was associated with higher academic engagement, but only for Mexican American youth. Implications for future research and practice are discussed.
C1 [Elsaesser, Caitlin] Univ Connecticut, Sch Social Work, Hartford, CT 06117 USA.
   [Heath, Ryan D.; Bouris, Alida] Univ Chicago, Sch Social Serv Adm, Chicago, IL 60637 USA.
   [Kim, Jong-Bae] Univ Chicago, Ctr Hlth Stat, Chicago, IL 60637 USA.
   [Bouris, Alida] Chicago Ctr HIV Eliminat, Chicago, IL USA.
   [Bouris, Alida] Univ Chicago, Behav Social & Implementat Sci Core, Coast Ctr AIDS Res 3, Chicago, IL USA.
C3 University of Connecticut; University of Chicago; University of Chicago;
   University of Chicago
RP Elsaesser, C (corresponding author), Univ Connecticut, Sch Social Work, Hartford, CT 06117 USA.
EM caitlin.elsaesser@uconn.edu
OI Heath, Ryan/0000-0002-1656-018X
FU Eunice Kennedy Shriver National Institute of Child Health and Human
   Development [P01-HD31921]
FX This research uses data from Add Health, a program project directed by
   Kathleen Mullan Harris and designed by J. Richard Udry, Peter S.
   Bearman, and Kathleen Mullan Harris at the University of North Carolina
   at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy
   Shriver National Institute of Child Health and Human Development, with
   cooperative funding from 23 other federal agencies and foundations.
   Special acknowledgment is due Ronald R. Rindfuss and Barbara Entwisle
   for assistance in the original design. Information on how to obtain the
   Add Health data files is available on the Add Health website
   (http://www.cpc.unc.edu/addhealth). No direct support was received from
   grant P01-HD31921 for this analysis.
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NR 60
TC 8
Z9 14
U1 2
U2 30
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0044-118X
EI 1552-8499
J9 YOUTH SOC
JI Youth Soc.
PD NOV
PY 2018
VL 50
IS 8
BP 1123
EP 1144
DI 10.1177/0044118X16656086
PG 22
WC Social Issues; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Sociology
GA GV4XS
UT WOS:000446105600006
DA 2024-07-15
ER

PT J
AU Waterman, EA
   Lefkowitz, ES
AF Waterman, Emily A.
   Lefkowitz, Eva S.
TI Are Mothers' and Fathers' Parenting Characteristics Associated With
   Emerging Adults' Academic Engagement?
SO JOURNAL OF FAMILY ISSUES
LA English
DT Article
DE academic engagement; parenting style; relationship quality; gender
   differences; education
ID COLLEGE-STUDENTS; HIGH-SCHOOL; SELF-EFFICACY; ACHIEVEMENT; ADJUSTMENT;
   STYLES; ATTACHMENT; PERFORMANCE; MOTIVATION; FAMILY
AB Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students (N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers' and fathers' parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers' authoritarian parenting, mothers' permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults' gender. Both mothers' and fathers' parenting characteristics may affect the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents.
C1 [Waterman, Emily A.; Lefkowitz, Eva S.] Penn State Univ, University Pk, PA 16802 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Waterman, EA (corresponding author), Penn State Univ, Human Dev & Family Studies, 119 Hlth & Human Dev Bldg, University Pk, PA 16802 USA.
EM eaw237@psu.edu
FU National Institute on Alcohol Abuse and Alcoholism [RO1 AA016016];
   National Institute on Drug Abuse [T32 DA017629, P50 DA10075, P50
   DA039838]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by Grant RO1 AA016016 from the National Institute
   on Alcohol Abuse and Alcoholism to Dr. Jennifer Maggs, and by Grants T32
   DA017629, P50 DA10075, and P50 DA039838 from the National Institute on
   Drug Abuse.
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NR 54
TC 17
Z9 30
U1 5
U2 64
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0192-513X
EI 1552-5481
J9 J FAM ISSUES
JI J. Fam. Issues
PD JUN
PY 2017
VL 38
IS 9
BP 1239
EP 1261
DI 10.1177/0192513X16637101
PG 23
WC Family Studies
WE Social Science Citation Index (SSCI)
SC Family Studies
GA EU0YR
UT WOS:000400739200003
PM 28529398
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Chan, SK
   Maneewan, S
   Koul, R
AF Chan, Sokhom
   Maneewan, Sorakrich
   Koul, Ravinder
TI Teacher educators' teaching styles: relation with learning motivation
   and academic engagement in pre-service teachers
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Teacher education; teaching styles; pre-service teachers; learning
   motivation; academic engagement
ID PEDAGOGICAL CONTENT KNOWLEDGE; STUDENT ENGAGEMENT; INTRINSIC MOTIVATION;
   ACHIEVEMENT GOALS; ENGAGING STUDENTS; AUTONOMY SUPPORT; MEDIATING ROLE;
   LARGE-SCALE; TASK-VALUE; SCHOOL
AB Teaching styles that satisfy students' needs for autonomy, competence, and relatedness have been found to influence various types of learning outcomes in school and college contexts. However, little is known about how these teaching styles are associated with pre-service teachers' learning motivation and academic engagement. This study examined the relationship between pre-service teachers' perceptions of their teacher educators' teaching styles (i.e. instructional clarity, support and feedback, autonomy support, and support for cooperative learning) and their learning motivation and academic engagement. Data were collected from 601 first-year pre-service secondary teachers randomly selected from regional teacher training centres in Cambodia. Structural equation analyses revealed that perceptions of teacher educators' teaching styles have significant associations with pre-service teachers' intrinsic motivation and academic engagement. This study provides more scientific evidence concerning determinants of pre-service teachers' learning motivation and academic engagement. In addition, practical implication is recommended for teacher educators.
C1 [Chan, Sokhom] King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Learning Innovat & Technol Programme, Bangkok, Thailand.
   [Maneewan, Sorakrich] King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Dept Educ Commun & Technol, Bangkok, Thailand.
   [Koul, Ravinder] Penn State Univ, Coll Educ, University Pk, PA 16802 USA.
C3 King Mongkuts University of Technology Thonburi; King Mongkuts
   University of Technology Thonburi; Pennsylvania Commonwealth System of
   Higher Education (PCSHE); Pennsylvania State University; Pennsylvania
   State University - University Park
RP Chan, S (corresponding author), King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Learning Innovat & Technol Programme, Bangkok, Thailand.
EM sokhom.c@mail.kmutt.ac.th
RI Chan, Sokhom/GVU-2508-2022
OI Chan, Sokhom/0000-0003-3148-9075
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NR 95
TC 12
Z9 12
U1 16
U2 82
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD NOV 17
PY 2023
VL 28
IS 8
BP 2044
EP 2065
DI 10.1080/13562517.2021.1947226
EA JUN 2021
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA X7XK2
UT WOS:000667529300001
DA 2024-07-15
ER

PT J
AU Martínez, BMT
   Perez-Fuentes, MD
   Jurado, MDM
AF Martinez, Begonia Maria Tortosa
   Perez-Fuentes, Maria del Carmen
   Jurado, Maria del Mar Molero
TI Mediating Role of Emotional Intelligence in the Relationship Between
   Resilience and Academic Engagement in Adolescents: Differences Between
   Men and Women
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE resilience; academic engagement; emotional intelligence; adolescents;
   mediation models
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; PSYCHOLOGICAL RESILIENCE;
   UNIVERSITY-STUDENTS; AUTONOMY SUPPORT; ACHIEVEMENT; PERFORMANCE;
   BURNOUT; STRESS; SATISFACTION
AB Introduction: Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents. Purpose: Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence. Participants and Methods: A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years (SD = 1.24) (where 50.6% were women and 49.4% men) who filled out the ConnorDavidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). Results: The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement. Conclusion: Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.
C1 [Martinez, Begonia Maria Tortosa; Perez-Fuentes, Maria del Carmen; Jurado, Maria del Mar Molero] Univ Almeria, Dept Psychol, Almeria 04120, Spain.
C3 Universidad de Almeria
RP Martínez, BMT (corresponding author), Univ Almeria, Dept Psychol, Almeria 04120, Spain.
EM btm172@ual.es
RI PEREZ FUENTES, M CARMEN/C-3018-2011; Molero Jurado, Maria del
   Mar/X-7805-2018
OI PEREZ FUENTES, M CARMEN/0000-0001-5950-5175; Molero Jurado, Maria del
   Mar/0000-0001-9187-1474; TORTOSA MARTINEZ, BEGONA
   MARIA/0000-0003-2969-9030
FU Ministry of Education and Vocational Training through the Scholarship
   Program for the Training of University Teachers (FPU) [FPU19/01568];
   I+D+i project - MCIN/AEI [PID2020-119411RB-I00]
FX This study has the support of the Ministry of Education and Vocational
   Training through the Scholarship Program for the Training of University
   Teachers (FPU) granted to Begona Maria Tortosa Martinez with reference
   FPU19/01568. This publication is part of the I+D+i project
   PID2020-119411RB-I00, funded by MCIN/AEI/10.13039/501100011033/and FEDER
   "A way to make Europe". The authors are grateful for all the
   participants for their contributions in this research.
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NR 85
TC 0
Z9 0
U1 18
U2 33
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2023
VL 16
BP 2721
EP 2733
DI 10.2147/PRBM.S421622
PG 13
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA N3FQ6
UT WOS:001035916400001
PM 37485283
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Peker, M
AF Peker, Mehmet
TI Willing, able, and engaged: roles of action-state orientation, intrinsic
   academic motivation, and time management on academic engagement
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Action-state orientation; Academic engagement; Time management;
   Intrinsic academic motivation; Volition
ID SELF-REGULATION; VOLITION; ADAPTABILITY; DEMANDS; IMPACT
AB The current study investigates the longitudinal association between decision-related action orientation (AOD, the ability to initiate the intended actions decisively) and academic engagement. Moreover, this study examines the roles of time management and intrinsic academic motivation in this relationship. Specifically, it is proposed that time management mediates the relationship between AOD and academic engagement, and this mediated effect is moderated by intrinsic academic motivation. The analysis of the data collected in three waves from 222 undergraduates (180 women) with a mean age of 20.98 years (SD = 2.73) confirmed the predictions. Time management mediated the relationship between AOD and academic engagement for students who reported high intrinsic motivation. Study results suggest that AOD and intrinsic academic motivation work synergetically to shape academic engagement through efficient time management. The study findings provide valuable insights for practice, emphasizing the consideration of both motivational and volitional processes, and time management strategies to contribute to student engagement.
C1 [Peker, Mehmet] Ege Univ, Fac Letters, Dept Psychol, TR-35100 Izmir, Turkiye.
C3 Ege University
RP Peker, M (corresponding author), Ege Univ, Fac Letters, Dept Psychol, TR-35100 Izmir, Turkiye.
EM mehmet.peker@ege.edu.tr
OI PEKER, MEHMET/0000-0002-9837-892X
FU Ege University
FX No Statement Available
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NR 44
TC 0
Z9 0
U1 14
U2 14
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAY
PY 2024
VL 43
IS 20
BP 18444
EP 18454
DI 10.1007/s12144-024-05630-4
EA JAN 2024
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA OU3D7
UT WOS:001147739500007
OA hybrid
DA 2024-07-15
ER

PT J
AU Wang, XT
AF Wang, Xiaotao
TI Enhancing Chinese EFL Students' Academic Engagement: The Impact of L2
   Enjoyment and Academic Motivation
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE L2 enjoyment; academic engagement; Chinese students; EFL classes;
   academic motivation
ID FOREIGN-LANGUAGE ENJOYMENT; ACHIEVEMENT; EMOTIONS; ANXIETY
AB Students' personal, emotional, and psychological traits are perceived to be highly influential in their academic engagement; therefore, many investigations have been conducted into the role of students' characteristics in their level of engagement. Yet, the role of L2 enjoyment and academic motivation as two instances of students' emotional traits was disregarded. To narrow this gap, this article aimed to assess the effects of these two constructs on Chinese EFL students' academic engagement. To accomplish this, three pre-designed scales were virtually administered to 490 Chinese students. Using the Spearman Rho test, significant correlations were discovered among the variables. Further, through regression analysis, the predictive power of dependent variables was also assessed. Chinese students' academic engagement was proved to be favorably predicted by L2 enjoyment and academic motivation. The implications and limitations are finally discussed.
C1 [Wang, Xiaotao] Shangqiu Normal Univ, Sch Foreign Languages, Shangqiu, Peoples R China.
C3 Shangqiu Normal University
RP Wang, XT (corresponding author), Shangqiu Normal Univ, Sch Foreign Languages, Shangqiu, Peoples R China.
EM wangxiaotao@smail.nju.edu.cn
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NR 62
TC 15
Z9 15
U1 22
U2 92
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 10
PY 2022
VL 13
AR 914682
DI 10.3389/fpsyg.2022.914682
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2J5LK
UT WOS:000815698000001
PM 35756226
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Petursdottir, AL
   Ragnarsdottir, GB
AF Petursdottir, Anna-Lind
   Ragnarsdottir, Gudrun Bjorg
TI Decreasing student behavior problems and fostering academic engagement
   through function-based support and fading of token reinforcement
SO BEHAVIORAL INTERVENTIONS
LA English
DT Article
DE academic engagement; behavior support plan; functional behavioral
   assessment; inclusive education
ID FUNCTION-BASED INTERVENTIONS; DISORDERS; SETTINGS; ECONOMY; SCHOOL;
   PLANS
AB This study examined the effects of function-based behavior support plans (BSPs) on the persistent behavior problems and lack of academic engagement of three, 7- to 8-year-old, male students from two public schools in Iceland. Based on the results of functional behavioral assessments, BSPs were created for each participant. Each plan included a token system. The goal for all students was to foster independent functioning. A multiple baseline across participants showed that disruptive behavior decreased by 85% on average and academic engagement increased by 78% on average. Statistical analyses suggest significant positive effects were obtained. Findings suggest that persistent behavior problems can be reduced and independent academic engagement fostered in inclusive school settings through function-based BSPs with gradual fading of token reinforcement.
C1 [Petursdottir, Anna-Lind; Ragnarsdottir, Gudrun Bjorg] Univ Iceland, Sch Educ, Stakkahlid 105, Reykjavik, Iceland.
C3 University of Iceland
RP Petursdottir, AL (corresponding author), Univ Iceland, Sch Educ, Stakkahlid 105, Reykjavik, Iceland.
EM annalind@hi.is
RI Petursdottir, Anna/JXL-3620-2024
OI Petursdottir, Anna-Lind/0000-0002-3812-8881
CR [Anonymous], THESIS
   [Anonymous], USS EG ER AO VINNA A
   [Anonymous], TIMARIT MENNTARANNSO
   [Anonymous], DESIGNING PROA UNPUB
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NR 38
TC 4
Z9 10
U1 0
U2 8
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1072-0847
EI 1099-078X
J9 BEHAV INTERVENT
JI Behav. Intervent.
PD JUL
PY 2019
VL 34
IS 3
BP 323
EP 337
DI 10.1002/bin.1670
PG 15
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA IH3CV
UT WOS:000474371800002
DA 2024-07-15
ER

PT J
AU Meng, Q
   Jia, WX
AF Meng, Qian
   Jia, Wenxiu
TI Influence of psychological hardiness on academic achievement of
   university students: The mediating effect of academic engagement
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE University students; psychological hardiness; academic engagement;
   academic achievement; students dropouts
ID COLLEGE-STUDENTS; SELF-EFFICACY; PERFORMANCE; BURNOUT; SCHOOL; GRIT;
   PERSONALITY; RESILIENCE; PREDICTORS; MOTIVATION
AB BACKGROUND: The dropping out of university students is a serious problem faced by higher education all over the world. Studies have shown that academic hardiness is a positive psychological variable to prevent students from dropping out of university and academic burnout. Psychological hardiness can reduce the dropping out by increasing university students' academic engagement and academic achievement.
   OBJECTIVE: This study aims to discover the influence of psychological hardiness on university student's academic achievement and the mediating role of academic engagement in the relationship between psychological hardiness and academic achievement. A cross-sectional study was conducted among 615 participants.
   METHODS: Pearson correlation coefficients were conducted to analyze the relationships between psychological hardiness, academic engagement and academic achievement. Mediation analysis was used to evaluate the mediating role of academic engagement in the relationship between psychological hardiness and academic achievement.
   RESULTS: The research indicated a closely significant association between psychological hardiness, academic engagement and academic achievement. Psychological hardiness can directly predict academic achievement and can also indirectly predict academic achievement through the intermediary effect of academic engagement.
   CONCLUSION: This study could have important implications for research by linking psychological hardiness and academic achievement. The results suggest that universities should pay attention to the positive role psychological hardiness plays in improving university students' academic achievement. This study also benefits the university administrators, especially, those dealing with university students at the risk of dropping out and high academic stress.
C1 [Meng, Qian; Jia, Wenxiu] Bohai Univ, Coll Educ, Dept Higher Educ, 19 Keji Rd, Jinzhou 121013, Peoples R China.
C3 Bohai University
RP Meng, Q (corresponding author), Bohai Univ, Coll Educ, Dept Higher Educ, 19 Keji Rd, Jinzhou 121013, Peoples R China.
EM mengqian_china@hotmail.com
FU project "Research on the promoting effect of education exchange on
   bilateral investments between China and 'one belt, one road' countries"
   - National Office for Education Sciences Planning [BIA210185]
FX This study was supported by the project "Research on the promoting
   effect of education exchange on bilateral investments between China and
   'one belt, one road' countries" (No. BIA210185) sponsored by National
   Office for Education Sciences Planning.
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NR 71
TC 1
Z9 1
U1 14
U2 31
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2023
VL 74
IS 4
BP 1515
EP 1525
DI 10.3233/WOR-211358
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA D9BK0
UT WOS:000971605000034
PM 36565087
DA 2024-07-15
ER

PT J
AU Zhong, JJ
   Wen, J
   Li, K
AF Zhong, Jianjun
   Wen, Juan
   Li, Kuan
TI Do Achievement Goals Differently Orient Students' Academic Engagement
   Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE academic self-efficacy; academic engagement; achievement goal
   orientation; learning strategies
ID UNIVERSITY-STUDENTS; HIGH-SCHOOL; MOTIVATION; EMOTIONS; MODEL;
   PERFORMANCE
AB Background: Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades.Methods: Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement.Results: The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students' academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies.Conclusion: As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.
C1 [Zhong, Jianjun; Wen, Juan] Tianjin Univ Technol & Educ, Key Res Inst Humanities & Social Sci Tianjin Univ, Ctr Vocat Educ Dev Res, Tianjin 300222, Peoples R China.
   [Zhong, Jianjun] Tianjin Univ Technol & Educ, Sch Vocat Educ, Tianjin 300222, Peoples R China.
   [Wen, Juan] Inner Mongolia Normal Univ, Sch Psychol, Hohhot 010000, Peoples R China.
   [Li, Kuan] Inner Mongolia Univ Technol, Sch Humanities, Hohhot 010080, Peoples R China.
C3 Tianjin University of Technology & Education; Tianjin University of
   Technology & Education; Inner Mongolia Normal University; Inner Mongolia
   University of Technology
RP Zhong, JJ (corresponding author), Tianjin Univ Technol & Educ, Key Res Inst Humanities & Social Sci Tianjin Univ, Ctr Vocat Educ Dev Res, Tianjin 300222, Peoples R China.; Zhong, JJ (corresponding author), Tianjin Univ Technol & Educ, Sch Vocat Educ, Tianjin 300222, Peoples R China.
EM zhongjj709@tute.edu.cn
FU Inner Mongolia Natural Science Foundation Project [2019LH03006]
FX The work was financially supported by the Inner Mongolia Natural Science
   Foundation Project (2019LH03006) .
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NR 82
TC 1
Z9 1
U1 17
U2 26
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2023
VL 16
BP 4779
EP 4797
DI 10.2147/PRBM.S424593
PG 19
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA Z3IQ2
UT WOS:001111046400001
PM 38035203
OA gold
DA 2024-07-15
ER

PT J
AU Carmona-Halty, M
   Salanova, M
   Llorens, S
   Schaufeli, WB
AF Carmona-Halty, Marcos
   Salanova, Marisa
   Llorens, Susana
   Schaufeli, Wilmar B.
TI Linking positive emotions and academic performance: The mediated role of
   academic psychological capital and academic engagement
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Positive emotions; Academic psychological capital; Academic engagement;
   Academic performance; High school students
ID TEACHER-STUDENT RELATIONSHIPS; UNIVERSITY-STUDENTS; SCHOOL ENGAGEMENT;
   WORK ENGAGEMENT; IMPACT; RESOURCES; BURNOUT; ACHIEVEMENT; EXPERIENCES;
   CROSSOVER
AB The present study examined the relationship between positive emotions and academic performance, and the mediated role played by academic psychological capital and academic engagement, in a sample of 497 Chilean high school students. Participants ' ages ranged from 14 to 17 years old, with a mean of 15.71 (SD = 1.15). Findings supported our hypothesized model that academic psychological capital and academic engagement mediate the relationship between positive emotions and academic performance (GPA). The proposed model has theoretical implications for future research and practical implications for school settings. The promotion of positive emotions in students is a relevant challenge for principals, teachers, and parents in attempting to build academic psychological capital and academic engagement, which in turn may lead to higher academic performance.
C1 [Carmona-Halty, Marcos] Univ Tarapaca, Escuela Psicol & Filosofia, Avda 18 Septiembre, Arica 2222, Chile.
   [Salanova, Marisa; Llorens, Susana] Univ Jaume 1, Want Res Team, Castellon De La Plana, Spain.
   [Schaufeli, Wilmar B.] Katholieke Univ Leuven, Res Unit Occupat & Org Psychol & Profess Learning, Louvain, Belgium.
   [Schaufeli, Wilmar B.] Univ Utrecht, Dept Psychol, Utrecht, Netherlands.
C3 Universidad de Tarapaca; Universitat Jaume I; KU Leuven; Utrecht
   University
RP Carmona-Halty, M (corresponding author), Univ Tarapaca, Escuela Psicol & Filosofia, Avda 18 Septiembre, Arica 2222, Chile.
EM mcarmonah@uta.cl
RI Salanova, Marisa/B-4354-2011; Llorens, Susana/C-9719-2011; Schaufeli,
   Wilmar/B-9645-2013
OI Salanova, Marisa/0000-0001-7873-7078; Llorens,
   Susana/0000-0001-7545-5286; Schaufeli, Wilmar/0000-0002-6070-7150;
   Carmona-Halty, Marcos/0000-0003-4475-1175
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NR 58
TC 85
Z9 105
U1 66
U2 403
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD JUN
PY 2021
VL 40
IS 6
BP 2938
EP 2947
DI 10.1007/s12144-019-00227-8
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA SL4MS
UT WOS:000656893700036
OA Green Published
DA 2024-07-15
ER

PT J
AU Cole, JS
   Korkmaz, A
AF Cole, James S.
   Korkmaz, Ali
TI First-Year Students' Psychological Well-Being and Need for Cognition:
   Are They Important Predictors of Academic Engagement?
SO JOURNAL OF COLLEGE STUDENT DEVELOPMENT
LA English
DT Article
ID PERSONALITY; EXPLORATIONS; COMMUNITIES; MOTIVATION; LIFE
AB This study focused on the dispositions of entering first-year students, their perceptions of classroom and institutional environments, and their subsequent academic engagement. Total variance explained by variables included in the path model for academic engagement was 30%. The results of this study found evidence to support the theoretical model that environment does mediate the relationship between two personality constructs (Need for Cognition and Psychological Well-Being) and academic engagement. Results of this study provide additional evidence that the environment matters and that institutions should continue to focus on creating supportive, positive environments that foster engagement.
C1 [Cole, James S.] Indiana Univ, Ctr Postsecondary Res, Bloomington, IN 47406 USA.
C3 Indiana University System; Indiana University Bloomington
RP Cole, JS (corresponding author), Indiana Univ, Ctr Postsecondary Res, Eigenmann Hall,Suite 419, Bloomington, IN 47406 USA.
EM colejs@indiana.edu
RI Korkmaz, Ali/K-7338-2012
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NR 46
TC 10
Z9 29
U1 0
U2 28
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0897-5264
EI 1543-3382
J9 J COLL STUDENT DEV
JI J. Coll. Stud. Dev.
PD NOV-DEC
PY 2013
VL 54
IS 6
BP 557
EP 569
DI 10.1353/csd.2013.0082
PG 13
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 261PF
UT WOS:000327676400001
DA 2024-07-15
ER

PT J
AU Wang, YL
   Kruk, M
AF Wang, Yongliang
   Kruk, Mariusz
TI Modeling the interaction between teacher credibility, teacher
   confirmation, and English major students' academic engagement: A
   sequential mixed-methods approach
SO STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING
LA English
DT Article
DE English as a foreign language (EFL) students; sequential mixed- methods
   approach; teacher confirmation; teacher credibility
ID POSITIVE EMOTIONS; LEARNER ENGAGEMENT; BUILD THEORY; BROADEN;
   COMMUNICATION; ASSOCIATIONS; APPREHENSION; WILLINGNESS; PREDICTORS;
   BURNOUT
AB Adopting a sequential mixed -methods approach, the current inquiry examined English major students' perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students' academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students' academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students' engagement. Findings may have some noteworthy implications for teacher educators and language instructors.
C1 [Wang, Yongliang] North China Univ Water Resources & Elect Power, Zhengzhou, Peoples R China.
   [Kruk, Mariusz] Univ Zielona Gora, Zielona Gora, Poland.
C3 North China University of Water Resources & Electric Power; University
   of Zielona Gora
RP Kruk, M (corresponding author), Univ Zielona Gora, Zielona Gora, Poland.
EM godfreyeducation@163.com; mkruk@uz.zgora.pl
RI Kruk, Mariusz/AAG-5261-2020
OI Kruk, Mariusz/0000-0001-5297-1966; Wang, Yongliang/0000-0002-4672-8481
FU Educational Teaching Reform Project of Henan Provincial Education
   Department, China [2022SYJLX051]
FX <BOLD>Acknowledgement</BOLD> The current study is sponsored by
   Educational Teaching Reform Project of Henan Provincial Education
   Department, China (Grant No.: 2022SYJLX051) .
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NR 86
TC 19
Z9 19
U1 3
U2 3
PU ADAM MICKIEWICZ UNIV, KALISZ
PI KALISZ
PA FAC PEDAGOGY & FINE ARTS, DEPT ENGLISH STUDIES, UL NOWY SWIAT 28-30,
   KALISZ, 62-800, POLAND
SN 2083-5205
EI 2084-1965
J9 STUD SECOND LANG LE
JI Stud. Second Lang. Learn. Teach.
PD JUN
PY 2024
VL 14
IS 2
BP 235
EP 265
DI 10.14746/ssllt.38418
PG 31
WC Linguistics
WE Social Science Citation Index (SSCI)
SC Linguistics
GA UD9B4
UT WOS:001246230500002
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Wilson, D
   Jones, D
   Kim, MJ
   Allendoerfer, C
   Bates, R
   Crawford, J
   Floyd-Smith, T
   Plett, M
   Veilleux, N
AF Wilson, Denise
   Jones, Diane
   Kim, Mee Joo
   Allendoerfer, Cheryl
   Bates, Rebecca
   Crawford, Joy
   Floyd-Smith, Tamara
   Plett, Melani
   Veilleux, Nanette
TI The Link between Cocurricular Activities and Academic Engagement in
   Engineering Education
SO JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE engagement; cocurricular; self-efficacy
ID SELF-EFFICACY BELIEFS; SCHOOL ACTIVITIES; EXTRACURRICULAR ACTIVITIES;
   OUTCOMES; PARTICIPATION; PERFORMANCE; RESOURCES; COMMUNITY; GAINS
AB BackgroundCocurricular and extracurricular activities benefit precollege students. Yet connections between these activities and academic outcomes in college are mixed or inconclusive. Little is known about how involvement in cocurricular activities is associated specifically with academic engagement in college.
   Purpose (Hypothesis)The purpose of this study was to understand the connection between cocurricular activities and academic engagement for engineering and computer science undergraduates. We hypothesized that cocurricular activities and engagement are not directly related but are associated with one another through interactions with academic self-efficacy.
   Design/MethodThis study surveyed engineering and computer science students at four different institutions. Data were analyzed using multiple linear regression models to understand the relationships between cocurricular activities and academic engagement.
   ResultsWhile relationships between cocurricular activities and academic engagement were not significant, interaction effects with academic self-efficacy were significant. Academic cocurricular activities interacted positively with, whereas nonacademic cocurricular activities interacted negatively with, relationships between self-efficacy and academic engagement.
   ConclusionsResults show that connections between cocurricular involvement and academic engagement not only occur in interactions with self-efficacy, but also depend on the nature of the cocurricular activity. Most students who are active in cocurricular activities report higher levels of engagement than do their nonactive peers for the same levels of self-efficacy.
C1 [Wilson, Denise; Jones, Diane; Crawford, Joy] Univ Washington, Seattle, WA 98195 USA.
   [Kim, Mee Joo] Univ Washington, Coll Educ, Seattle, WA 98195 USA.
   [Allendoerfer, Cheryl] Univ Washington, Coll Engn, Seattle, WA 98195 USA.
   [Bates, Rebecca] Minnesota State Univ, Mankato, MN 56001 USA.
   [Floyd-Smith, Tamara] Tuskegee Univ, Tuskegee, AL 36088 USA.
   [Plett, Melani] Seattle Pacific Univ, Seattle, WA 98119 USA.
   [Veilleux, Nanette] Simmons Coll, Boston, MA 02115 USA.
C3 University of Washington; University of Washington Seattle; University
   of Washington; University of Washington Seattle; University of
   Washington; University of Washington Seattle; Minnesota State Colleges &
   Universities; Minnesota State University Mankato; Tuskegee University;
   Seattle Pacific University; Simmons University
RP Wilson, D (corresponding author), Univ Washington, Box 352500, Seattle, WA 98195 USA.
EM denisew@u.washington.edu; jonesd@u.washington.edu; mjk5ad@uw.edu;
   callendo@u.washington.edu; bates@mnsu.edu; joyk@uw.edu;
   tfloyd@mytu.tuskegee.edu; mplett@spu.edu; nanette.veilleux@simmons.edu
OI Wilson, Denise/0000-0002-2367-8602; Kim, Mee Joo/0000-0002-2773-9011;
   Veilleux, Nanette/0000-0001-9025-8969
FU National Science Foundation under the REESE program [DRL-0909817,
   0910143, 0909659, 0909900, 0909850]; Division Of Research On Learning;
   Direct For Education and Human Resources [0909900, 0909817] Funding
   Source: National Science Foundation; Division Of Research On Learning;
   Direct For Education and Human Resources [0909659, 0909850, 0910143]
   Funding Source: National Science Foundation
FX The authors would like to gratefully acknowledge the National Science
   Foundation for their support of this work under the REESE program
   (DRL-0909817, 0910143, 0909659, 0909900, and 0909850). Any opinions,
   findings, conclusions, or recommendations expressed in this material are
   those of the authors and do not necessarily reflect the views of the
   National Science Foundation. The authors would also like to acknowledge
   valuable input from our external advisory board (Robin Adams, Purdue
   University; Karl Smith, University of Minnesota; and Shannon Gilmartin,
   Stanford University) and data collection efforts from graduate and
   undergraduate students at each partner institution. The authors also
   acknowledge the helpful feedback from anonymous reviewers.
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NR 51
TC 22
Z9 36
U1 0
U2 33
PU AMER SOC ENGINEERING EDUCATION
PI WASHINGTON
PA 1818 N ST, N W, STE 600, WASHINGTON, DC 20036 USA
SN 1069-4730
EI 2168-9830
J9 J ENG EDUC
JI J. Eng. Educ.
PD OCT
PY 2014
VL 103
IS 4
BP 625
EP 651
DI 10.1002/jee.20057
PG 27
WC Education & Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA AS6BY
UT WOS:000344351000007
DA 2024-07-15
ER

PT J
AU Chi, LC
   Tang, TC
   Tang, E
AF Chi, Li-Chiu
   Tang, Tseng-Chung
   Tang, Eugene
TI Psychometric properties of the Utrecht Work Engagement Scale for
   Students (UWES-S) in the Taiwanese context
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Psychometrics; Academic engagement; Personality traits; Social media;
   Addiction; Factor structure; Measurement invariance
ID SOCIAL NETWORKING ADDICTION; OF-FIT INDEXES; ACADEMIC-PERFORMANCE;
   UNIVERSITY-STUDENTS; PERSONALITY; VALIDATION; INVENTORY; BURNOUT; MEDIA;
   ACHIEVEMENT
AB Academic engagement in recent years has become the focus of determining student learning and achievement. However,despite this growing awareness that has revolutionized academic policies and educational approaches, literature on engagement in the academic context is still in its infancy. This study seeks to remedy this through the confirmation of the Utrecht Work Engagement Scale for Students' (UWES-S) promising psychometric properties and by providing empirical evidence on the relationship between academic engagement, personality traits, and social media addiction, a determinant that has yet to be explored. Our findings indicate that of the five personality traits analyzed, agreeableness had the strongest negative correlation with academic engagement, and perhaps equally as striking is the positive, albeit insignificant, association between social media and academic engagement. Furthermore, the most informative and least informative items for academic engagement were identified using IRT analysis. Finally, this study also addresses several gaps in the literature by determining that the one-factor construct of the UWES-S is an adequate measure of academic engagement compared to its three-factor counterpart and by demonstrating the measurement invariance of the UWES-S across gender, class year, and academic major in our sample of Taiwanese undergraduates.
C1 [Chi, Li-Chiu] Natl Formosa Univ, Coll Appl Arts & Sci, Huwei Township, Yunlin, Taiwan.
   [Tang, Tseng-Chung] Natl Formosa Univ, Coll Management, Huwei Township, Yunlin, Taiwan.
   [Tang, Eugene] Univ Calif Berkeley, Dept Mol & Cell Biol, Berkeley, CA 94720 USA.
C3 National Formosa University; National Formosa University; University of
   California System; University of California Berkeley
RP Tang, E (corresponding author), Univ Calif Berkeley, Dept Mol & Cell Biol, Berkeley, CA 94720 USA.
EM tange1@berkeley.edu
OI Tang, Eugene/0000-0001-5192-2521
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NR 80
TC 1
Z9 1
U1 9
U2 23
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD NOV
PY 2023
VL 42
IS 31
BP 27428
EP 27441
DI 10.1007/s12144-022-03737-0
EA OCT 2022
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA U2QE0
UT WOS:000871164200005
PM 36313583
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Dixson, DD
   Gentzis, EA
AF Dixson, Dante D.
   Gentzis, Ersie-Anastasia
TI To Hope and Belong in Adolescence: A Potential Pathway to Increased
   Academic Engagement for African American Males
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
DE hope; school belonging; academic engagement; African American males;
   Kamonta Heidelburg
ID SELF-EFFICACY; PERCEIVED DISCRIMINATION; RACIAL-DISCRIMINATION;
   BEHAVIORAL ENGAGEMENT; COGNITIVE ENGAGEMENT; SCHOOL ENGAGEMENT; MISSING
   DATA; LATINO MEN; ACHIEVEMENT; STUDENTS
AB Despite the best intentions of many educators, scholars have theorized that systemic racism and sexism are major impediments to the academic engagement of African American males. The current study explored a potential pathway to address this issue. In a sample of 223 African American male high school students, this study examined the relationship between hope and school belonging to all three aspects of academic engagement (i.e., behavioral engagement, emotional engagement, and intellectual engagement) to better understand how these psychosocial perceptions relate to, and might be a potential pathway to increase, the academic engagement of African American males. Utilizing a series of hierarchical regressions, results indicated that hope and school belonging accounted for around 24% to 46% of all three aspects of African American males' academic engagement. Given that hope and school belonging have been found to be easily increased, these results suggest a potential path forward to increased engagement for African American males. Impact Statement African American males combat pervasive gender and racial discrimination within the school context. This discrimination suppresses their academic engagement via extinguishing their hope and sense of belonging within the academic domain. The current study proposes a way forward.
C1 [Dixson, Dante D.] Michigan State Univ, Sch & Educ Psychol Programs, E Lansing, MI 48824 USA.
   [Gentzis, Ersie-Anastasia] Michigan State Univ, Sch Psychol Program, E Lansing, MI 48824 USA.
C3 Michigan State University; Michigan State University
RP Dixson, DD (corresponding author), Michigan State Univ, Coll Educ, 442 Erickson, E Lansing, MI 48824 USA.
EM dixsond2@msu.edu
FU Society for the Study of School Psychology Early Career Research grant
FX This work was supported by the Society for the Study of School
   Psychology Early Career Research grant.
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NR 75
TC 6
Z9 8
U1 2
U2 24
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD MAY 4
PY 2023
VL 52
IS 3
SI SI
BP 330
EP 342
DI 10.1080/2372966X.2021.1985927
EA SEP 2021
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA J1QG7
UT WOS:000715562900001
DA 2024-07-15
ER

PT J
AU Alves, SA
   Sinval, J
   Neto, LL
   Marôco, J
   Ferreira, AG
   Oliveira, P
AF Alves, Sara Abreu
   Sinval, Jorge
   Lucas Neto, Lia
   Maroco, Joao
   Ferreira, Antonio Goncalves
   Oliveira, Pedro
TI Burnout and dropout intention in medical students: the protective role
   of academic engagement
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Student burnout; Academic engagement; Coping; Medical students; Dropout
   intention
ID STRUCTURAL EQUATION MODELS; LATENT INTERACTIONS; COPING STRATEGIES;
   STRESS; RESIDENTS; HEALTH; SCALE
AB Introduction The influence of burnout, academic engagement, and their interaction in dropout intention among medical students should be further studied. Current research shows its consequences are relevant, however, there is little understanding on burnout and academic engagement moderation in dropout intention. The current study tested a model that relates the effects of coping strategies, social support satisfaction, general distress on academic engagement, burnout, and dropout intention, on medical students. Methods Through an online survey a non-probabilistic sample of one Medical Faculty's 1st- and 2nd-year students was recruited. Cross-sectional data were collected using psychometric instruments (Maslach Burnout Inventory - Student Survey, Social Support Satisfaction Scale for College Students, Brief COPE Scale for College Students, University Student Engagement Inventory, and Depression, Anxiety and Stress Scale), sociodemographic and academic variables, and analyzed using structural equation modeling. Results 532 students (76% response rate) enrolled in the study. Latent variables structural model presented a satisfactory fit to the data and confirmed the expected negative path between burnout and dropout intention (beta(DI)=0.430; p<.001) and the latent moderation burnout x engagement (beta(DI)=-0.218; p<.001). Conclusion Academic engagement attenuates the impact of burnout on dropout intention, working as a protective factor. Social support satisfaction and adaptive coping are associated with increased levels of academic engagement, and general distress and maladaptive coping are associated with burnout. Medical Schools should develop interventions to prevent dropout intention, tackle students' stress and academic challenges, and develop their academic engagement levels.
C1 [Alves, Sara Abreu; Sinval, Jorge; Lucas Neto, Lia; Ferreira, Antonio Goncalves; Oliveira, Pedro] Univ Lisbon, Fac Med, Lisbon, Portugal.
   [Sinval, Jorge] Inst Univ Lisboa ISCTE IUL, Business Res Unit BRU IUL, Lisbon, Portugal.
   [Sinval, Jorge; Maroco, Joao] ISPA Inst Univ, William James Ctr Res, Lisbon, Portugal.
   [Sinval, Jorge] Univ Sao Paulo, Fac Philosophy Sci & Languages Ribeirao Preto, Ribeirao Preto, SP, Brazil.
   [Oliveira, Pedro] CiiEM Ctr Invest Interdisciplinar Egas Moniz, Almada, Portugal.
C3 Universidade de Lisboa; Instituto Universitario de Lisboa; Instituto
   Superior Psicologia Aplicada (ISPA); Universidade de Sao Paulo;
   Instituto Superior de Ciencias da Saude Egas Moniz
RP Alves, SA (corresponding author), Univ Lisbon, Fac Med, Lisbon, Portugal.
EM alvessara@campus.ul.pt
RI Sinval, Jorge/K-4431-2013; Oliveira, Pedro Marins de
   Souza/JXN-9799-2024; Lucas Neto, Lia/AAD-4218-2022; Oliveira,
   Pedro/AAC-6776-2022; Marôco, João/A-5729-2010
OI Sinval, Jorge/0000-0002-2855-1360; Lucas Neto, Lia/0000-0001-7880-9625;
   Oliveira, Pedro/0000-0002-4989-2113; Marôco, João/0000-0001-9214-5378;
   Abreu Alves, Sara/0000-0002-1090-7859
FU FCT I.P. [CPCA/A0/7417/2020]; INCD
FX This work was produced with the support of INCD and it was funded by FCT
   I.P. under the project Advanced Computing Project CPCA/A0/7417/2020,
   platform Stratus.
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NR 52
TC 31
Z9 33
U1 21
U2 75
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD FEB 7
PY 2022
VL 22
IS 1
AR 83
DI 10.1186/s12909-021-03094-9
PG 11
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA YU8RW
UT WOS:000752305000001
PM 35130892
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Bakhshaee, F
   Hejazi, E
AF Bakhshaee, Farah
   Hejazi, Elahe
TI Student's Academic Engagement: the Relation between Teacher's Academic
   Optimism and Female Student's Perception of School Climate
SO INTERNATIONAL JOURNAL OF MENTAL HEALTH AND ADDICTION
LA English
DT Article
DE Perception; School climate; Teacher; Academic optimism; Student;
   Academic engagement
ID MIDDLE SCHOOL; MULTILEVEL ANALYSIS; PERFORMANCE; ADJUSTMENT; SENSE;
   ADOLESCENTS; ELEMENTARY; EFFICACY; PATTERNS; POVERTY
AB The goal of the present research is to identify the correlation between students' perception of their school climate, their teachers' academic optimism, and how these two factors affect overall academic engagement among students. The research sample comprised of 1200 female students and 48 teachers. Findings indicated that the perception of teacher's support and perception of student's autonomy have significant impact on the student's academic engagement. Further, the relationship between a teacher's efficacy and positive role in student engagement was found to be significant.
C1 [Bakhshaee, Farah] Imam Reza Int Univ, Mashhad, Iran.
   [Hejazi, Elahe] Univ Tehran, Fac Psychol & Educ Sci, Tehran, Iran.
C3 University of Tehran
RP Bakhshaee, F (corresponding author), Imam Reza Int Univ, Mashhad, Iran.
EM fbakhshae@yahoo.com
OI Hejazi, Elaheh/0000-0003-3032-5554
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NR 43
TC 3
Z9 8
U1 3
U2 40
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1557-1874
EI 1557-1882
J9 INT J MENT HEALTH AD
JI Int. J. Mental Health Addict.
PD JUN
PY 2017
VL 15
IS 3
BP 646
EP 651
DI 10.1007/s11469-016-9674-2
PG 6
WC Psychology, Clinical; Substance Abuse; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Substance Abuse; Psychiatry
GA EW0GL
UT WOS:000402166800016
DA 2024-07-15
ER

PT J
AU Ji, L
   Chen, CF
   Hou, BY
   Ren, DC
   Yuan, F
   Liu, LJ
   Bi, Y
   Guo, ZM
   Yang, FP
   Wu, X
   Li, XW
   Liu, CX
   Zuo, Z
   Zhang, R
   Yi, ZH
   Xu, YF
   He, L
   Shi, Y
   Yu, T
   He, G
AF Ji, Lei
   Chen, Changfeng
   Hou, Binyin
   Ren, Decheng
   Yuan, Fan
   Liu, Liangjie
   Bi, Yan
   Guo, Zhenming
   Yang, Fengping
   Wu, Xi
   Li, Xingwang
   Liu, Chuanxin
   Zuo, Zhen
   Zhang, Rong
   Yi, Zhenghui
   Xu, Yifeng
   He, Lin
   Shi, Yi
   Yu, Tao
   He, Guang
TI A study of negative life events driven depressive symptoms and academic
   engagement in Chinese college students
SO SCIENTIFIC REPORTS
LA English
DT Article
ID SOCIAL SUPPORT; RISK-FACTORS; STRESS; ANXIETY; PREVALENCE; PERFORMANCE;
   SCHOOL; ASSOCIATIONS; ADOLESCENTS; DISORDER
AB Negative life events (NLEs) are an important predictor of depressive symptoms (DS). College students experiencing NLEs are at risk of developing DS that could further weaken their academic engagement (AE), while social supports may assuage such negative effect. The aim of this study was to examine the relationship between negative life events, depressive symptoms, and academic engagement, and how the NLE-DS-AE relationship is affected by the level of social support among Chinese college students. To test this hypothesis, we applied data from the Decoding Happiness Gene Cohort Study (DHGCS). Baseline depressive symptoms and academic engagement were measured at the beginning of the first academic year. Approximately 12 months later, negative life events and social support over the past year were assessed retrospectively along with current depressive symptoms and academic engagement. A total of 3629 college students (Age = 18.67 +/- 0.82) were included in the study. The prevalence of depressive symptoms was 26.7% and 36.7% in college students at the beginning of the first and second academic year, respectively. Depressive symptoms predicted subsequent academic engagement rather than the reverse based on cross-lagged analyses. Using structural equation modeling analyses, findings revealed a partial mediation effect of social support between negative life events and the development of depressive symptoms, and a partial mediation effect between negative life events and academic engagement. The findings presented negative life events jeopardize the academic engagement via depressive symptoms, while social supports are able to cancel such negative effect among college students under the Chinese cultural context.
C1 [Ji, Lei; Hou, Binyin; Ren, Decheng; Yuan, Fan; Liu, Liangjie; Bi, Yan; Guo, Zhenming; Yang, Fengping; Wu, Xi; Li, Xingwang; He, Lin; Shi, Yi; Yu, Tao; He, Guang] Shanghai Jiao Tong Univ, Key Lab Genet Dev & Neuropsychiat Disorders, BioX Inst, 1954 Huashan Rd, Shanghai 200030, Peoples R China.
   [Chen, Changfeng; Liu, Chuanxin; Zuo, Zhen] Jining Med Univ, Sch Mental Hlth, 16 Hehua Rd, Jining 272067, Shandong, Peoples R China.
   [Ji, Lei; Hou, Binyin; Ren, Decheng; Yuan, Fan; Liu, Liangjie; Bi, Yan; Guo, Zhenming; Yang, Fengping; Wu, Xi; Li, Xingwang; Yi, Zhenghui; Xu, Yifeng; He, Lin; Shi, Yi; He, Guang] Shanghai Jiao Tong Univ, Brain Sci & Technol Res Ctr, Shanghai Key Lab Psychot Disorders, 1954 Huashan Rd, Shanghai 200030, Peoples R China.
   [Zhang, Rong; Yu, Tao] Shanghai Ctr Women & Childrens Hlth, 339 Luding Rd, Shanghai 200030, Peoples R China.
C3 Shanghai Jiao Tong University; Jining Medical University; Shanghai Jiao
   Tong University
RP He, G (corresponding author), Shanghai Jiao Tong Univ, Key Lab Genet Dev & Neuropsychiat Disorders, BioX Inst, 1954 Huashan Rd, Shanghai 200030, Peoples R China.; He, G (corresponding author), Shanghai Jiao Tong Univ, Brain Sci & Technol Res Ctr, Shanghai Key Lab Psychot Disorders, 1954 Huashan Rd, Shanghai 200030, Peoples R China.
EM heguangbiox@163.com
RI Sun, Chang/JPX-4728-2023; wang, zhiwen/JDV-9990-2023; He,
   Guang/ABF-7381-2021; wang, lin/HZK-4145-2023; wen, liang/JNR-7720-2023;
   Xu, Yifeng/AAA-2064-2021; WANG, JIAXUAN/JMP-8599-2023; XIE,
   WANYING/JNR-9259-2023; Yu, Tao/AHA-8276-2022; Zhang, Jun/JPK-7723-2023
OI He, Guang/0000-0002-4911-088X; Xu, Yifeng/0000-0002-0403-1141; 
FU National Key Research and Development Program [2016YFC0906400,
   2016YFC1307000, 2016YFC0905000, 2017YFC0909200]; Fundamental Research
   Funds for the Central Universities [16JXRZ01]; National Nature Science
   Foundation of China [81671326, 81421061, 81361120389, 31701086];
   Shanghai Municipal Science and Technology Major Project [2017SHZDZX01];
   Shanghai Key Laboratory of Psychotic Disorders [13dz2260500]; Shanghai
   Leading Academic Discipline Project [B205]
FX We are grateful to the Jining Medical University for the convenience of
   our research and the college students for their participation. We also
   greatly appreciate the contribution of the members participating in this
   study. This work was supported by the National Key Research and
   Development Program [2016YFC0906400, 2016YFC1307000, 2016YFC0905000,
   2017YFC0909200], the Fundamental Research Funds for the Central
   Universities (16JXRZ01), the National Nature Science Foundation of China
   [81671326, 81421061, 81361120389, 31701086], and Shanghai Municipal
   Science and Technology Major Project (2017SHZDZX01), and the Shanghai
   Key Laboratory of Psychotic Disorders [13dz2260500], and the Shanghai
   Leading Academic Discipline Project [B205].
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NR 56
TC 10
Z9 10
U1 2
U2 27
PU NATURE PORTFOLIO
PI BERLIN
PA HEIDELBERGER PLATZ 3, BERLIN, 14197, GERMANY
SN 2045-2322
J9 SCI REP-UK
JI Sci Rep
PD AUG 25
PY 2021
VL 11
IS 1
AR 17160
DI 10.1038/s41598-021-96768-9
PG 9
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA UF4NG
UT WOS:000688551400004
PM 34433874
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Van Craeyevelt, S
   Verschueren, K
   Vancraeyveldt, C
   Wouters, S
   Colpin, H
AF Van Craeyevelt, Sanne
   Verschueren, Karine
   Vancraeyveldt, Caroline
   Wouters, Sofie
   Colpin, Hilde
TI The role of preschool teacher-child interactions in academic adjustment:
   An intervention study with Playing-2-gether
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID SCHOOL ENGAGEMENT; DIFFICULTIES QUESTIONNAIRE; ACHIEVEMENT TRAJECTORIES;
   STUDENT RELATIONSHIP; CLASSROOM PRACTICES; MISSING DATA; OUTCOMES;
   BEHAVIOR; COMPETENCE; STRENGTHS
AB Background. Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular.
   Aims. This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management.
   Sample. In a sample of 175 preschool boys showing signs of externalizing behaviour (M-age = 4 years, 9 months, SDage = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement.
   Methods. Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test.
   Results. Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2.
   Conclusions. This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour.
C1 [Van Craeyevelt, Sanne; Verschueren, Karine; Wouters, Sofie; Colpin, Hilde] Katholieke Univ Leuven, Univ Leuven, Res Unit Sch Psychol & Child & Adolescent Dev, Leuven, Belgium.
   [Vancraeyveldt, Caroline] UC Leuven Limburg, Heverlee, Belgium.
C3 KU Leuven
RP Van Craeyevelt, S (corresponding author), Tiensestr 102 Box 3717, B-3000 Leuven, Belgium.
EM sanne.vancraeyevelt@ppw.kuleuven.be
OI Verschueren, Karine/0000-0003-2172-1424
FU University of Leuven, Belgium [OT/09/019]
FX The study was funded by a research grant of the University of Leuven,
   Belgium (OT/09/019).
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NR 72
TC 5
Z9 12
U1 2
U2 39
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2017
VL 87
IS 3
BP 345
EP 364
DI 10.1111/bjep.12153
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA FF7HU
UT WOS:000409187900003
PM 28349528
DA 2024-07-15
ER

PT J
AU Li, L
   Chen, X
   Li, H
AF Li, Ling
   Chen, Xu
   Li, Hui
TI Bullying victimization, school belonging, academic engagement and
   achievement in adolescents in rural China: A serial mediation model
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Bullying victimization; School belonging; Academic engagement; Academic
   achievement
ID PEER VICTIMIZATION; DEPRESSION SYMPTOMS; GENDER-DIFFERENCES; CHILDHOOD;
   SENSE; AGGRESSION; CHILDREN; VICTIMS; MIDDLE; CONNECTEDNESS
AB This study aims to understand how bullying victimization impacts on adolescents' academic achievement through the serial mediation of school belonging and academic engagement in rural China. Altogether 813 rural adolescents in southwestern China (359 boys, 454 girls, M age = 15 years, SD = 0.00) completed the Multidimensional Peer Victimization Scale-Revised (MPVS-R), Psychological Sense of School Membership (PSSM) scale, Utrecht Work Engagement Scale-Student, and the Program for International Student Assessment (PISA) tests. The results indicated that (1) boys reported significantly higher bullying victimization and lower school belonging and academic engagement than girls; (2) school belonging and academic engagement were identified the serial mediators between bullying victimization and academic achievement in the models for the whole sample and boys group; (3) the mediation model for girls group differed from that for boys, as academic engagement did not predict academic achievement in girls. The findings highlight the importance of fostering a positive school climate to fight against negative consequences associated with bullying victimization.
C1 [Li, Ling; Chen, Xu] Southwest Univ, Ctr Educ Policy, Chongqing, Peoples R China.
   [Li, Hui] Macquarie Univ, Sydney, NSW, Australia.
C3 Southwest University - China; Macquarie University
RP Chen, X (corresponding author), Southwest Univ, Fac Educ, Ctr Educ Policy, Chongqing, Peoples R China.
EM chun1122@email.swu.edu.cn
RI Li, Hui/AAM-1224-2020; Li, Ling/E-1222-2012
OI Li, Hui/0000-0001-9355-1116; Chen, Xu/0000-0002-7419-4181
FU 2018 Annual National Social Science and Humanity Key Fund [18ZDA338];
   Government Fund for Higher Education Institution [SWU1709104]
FX This research was jointly supported by the 2018 Annual National Social
   Science and Humanity Key Fund (18ZDA338) and the Government Fund for
   Higher Education Institution (SWU1709104).
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NR 78
TC 64
Z9 66
U1 7
U2 139
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD JUN
PY 2020
VL 113
AR 104946
DI 10.1016/j.childyouth.2020.104946
PG 8
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA LK8FG
UT WOS:000531095100006
DA 2024-07-15
ER

PT J
AU Liu, SH
   Ying, JF
   Wang, XY
   Shi, JL
   Wu, XC
AF Liu, Sihan
   Ying, Jiefeng
   Wang, Xinyi
   Shi, Jialin
   Wu, Xinchun
TI Parent-child gender effect in the associations among problematic
   internet use, parent-adolescent conflict, and academic engagement
SO FAMILY RELATIONS
LA English
DT Article
DE academic engagement; COVID-19 pandemic; gender difference; parent;
   adolescent conflict; child dyad; problematic internet use
ID ACHIEVEMENT; METAANALYSIS; INVOLVEMENT; DEPRESSION; ADDICTION;
   MEDIATION; STUDENTS; CHINESE
AB Objective: In this study, we explored whether and how the indirect effects of father- and mother-adolescent conflict between PIU and academic engagement differ between female and male adolescents.Background: Problematic internet use (PIU) is an important health issue for adolescents. It has been found to be related to severe impairment in their interpersonal relationships (e.g., parent-child relationships) and academic outcomes (e.g., academic engagement), particularly during the COVID-19 pandemic.Method: A national survey was conducted in diverse regions of the Chinese mainland, and a total of 2,688 adolescents between 10 and 19 years old (52.8% girls, M-age = 14.06 +/- 2.47) participated in the study. Correlation and mediation analyses were conducted and were stratified by gender.Results: Multigroup analysis indicated that PIU was similarly and positively associated with father- and mother-adolescent conflict in adolescent boys and girls, whereas only father-adolescent conflict was negatively related to boys' academic engagement and only mother-adolescent conflict was negatively related to girls' academic engagement.Conclusion: These results support the same-gender matching model in parent-adolescent conflict and expand the same-gender effect to Chinese culture.Implications: These findings have important implications for understanding the mechanisms of how adolescent PIU impedes academic engagement through parent-adolescent conflict in father-son, father-daughter, mother-son, and mother-daughter dyads, indicating that family interventions focused on father-son and mother-daughter relationships may largely facilitate adolescents' academic engagement.
C1 [Liu, Sihan; Ying, Jiefeng; Wang, Xinyi; Shi, Jialin; Wu, Xinchun] Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Fac Psychol, Beijing, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ Zhuhai, Sch Appl Psychol, Zhuhai, Guangdong, Peoples R China.
   [Wu, Xinchun] BeijingNormal Univ, Fac Psychol, 19 XinjiekouwaiSt, Beijing 100875, Peoples R China.
C3 Beijing Normal University; Beijing Normal University; Beijing Normal
   University Zhuhai
RP Wu, XC (corresponding author), BeijingNormal Univ, Fac Psychol, 19 XinjiekouwaiSt, Beijing 100875, Peoples R China.
EM xcwu@bnu.edu.cn
OI Liu, Sihan/0000-0002-6020-0720
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NR 54
TC 0
Z9 0
U1 7
U2 13
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0197-6664
EI 1741-3729
J9 FAM RELAT
JI Fam. Relat.
PD JUL
PY 2024
VL 73
IS 3
BP 1536
EP 1549
DI 10.1111/fare.12958
EA OCT 2023
PG 14
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA TP1T5
UT WOS:001087291600001
DA 2024-07-15
ER

PT J
AU Zhang, Y
   Zhang, XY
   Meng, ZS
AF Zhang, Yue
   Zhang, Xiaoyue
   Meng, Zishu
TI Effect of interactive immediacy on online learning satisfaction of
   international students in Chinese universities: The chain mediating role
   of learning interest and academic engagement
SO ACTA PSYCHOLOGICA
LA English
DT Article
DE Interactive immediacy; Learning satisfaction; Learning interest;
   Academic engagement; International students; Chain mediating effect
ID SOCIAL COGNITIVE THEORY; SELF-EFFICACY; MOTIVATION; EMOTION
AB The aim of this study was to investigate the effect of interactive immediacy on online learning satisfaction, and the mediating effect of learning interest and academic engagement on the relationship between interactive immediacy and online learning satisfaction. 2221 international students in Chinese universities participated in the questionnaire survey. The coefficient omega (omega) and the confirmatory factor analysis (CFA) were used to test the reliability and validity. Structural equation modeling (SEM) was used to analyze interactive immediacy, learning interest, and academic engagement on online learning satisfaction of international students in Chinese universities, as well as the mediating effect of learning interest and academic engagement. The results showed that interactive immediacy did not directly influence the online learning satisfaction of international students in Chinese universities. Learning interest and academic engagement played a complete mediating role between interactive immediacy and online learning satisfaction. Meanwhile, interactive immediacy not only affected online learning satisfaction of international students in Chinese universities through learning interest and academic engagement respectively, but also indirectly affected online learning satisfaction through the chain mediating effect of learning interest and academic engagement. The results of Bootstrap showed that the mediating effects in the model were significant. The findings of this study explored the underlying mechanism of international students' online learning satisfaction in Chinese universities, which provided an empirical basis for universities and teachers to improve the effect of online teaching, and integrate online teaching and traditional classroom teaching.
C1 [Zhang, Yue; Zhang, Xiaoyue] Beijing Language & Culture Univ, 15 Xueyuan Rd, Beijing 100083, Peoples R China.
   [Meng, Zishu] Beijing Union Univ, 97 Beisihuan Dong Rd, Beijing 100101, Peoples R China.
   [Meng, Zishu] 97 Beisihuan Dong Rd, Beijing 100101, Peoples R China.
C3 Beijing Language & Culture University; Beijing Union University
RP Meng, ZS (corresponding author), 97 Beisihuan Dong Rd, Beijing 100101, Peoples R China.
EM zhangyue@blcu.edu.cn; sftzishu@buu.edu.cn
FU Young Scholar Project of Beijing Education Science Planning Project
   [CDCA21116]
FX This work was supported by Young Scholar Project of Beijing Education
   Science Planning Project during the 14th Five-year (Approval number:
   CDCA21116) .
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NR 53
TC 0
Z9 0
U1 14
U2 14
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0001-6918
EI 1873-6297
J9 ACTA PSYCHOL
JI Acta Psychol.
PD APR
PY 2024
VL 244
AR 104202
DI 10.1016/j.actpsy.2024.104202
EA MAR 2024
PG 8
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA OR9K5
UT WOS:001209118300001
PM 38430727
OA gold
DA 2024-07-15
ER

PT J
AU Sadoughi, M
   Hejazi, SY
AF Sadoughi, Majid
   Hejazi, S. Yahya
TI Teacher support, growth language mindset, and academic engagement: The
   mediating role of L2 grit
SO STUDIES IN EDUCATIONAL EVALUATION
LA English
DT Article
DE Academic engagement; Growth language mindset; Teacher support; L2 grit;
   English as a Foreign Language (EFL)
ID IMPLICIT THEORIES; UNIVERSITY LEARNERS; STUDENT ENGAGEMENT; GOAL
   ORIENTATIONS; SCHOOL ENGAGEMENT; SELF-EFFICACY; FIT INDEXES;
   ACHIEVEMENT; MOTIVATION; ENGLISH
AB Engagement as an essential factor for active and meaningful learning of English-as-a-Foreign-Language (EFL) is affected by both learner external (e.g., teacher support) and internal (e.g., growth language mindset and L2 grit) factors. This study examined the relationship between perceived teacher support, growth language mindset, and academic engagement by considering the mediating role of L2 grit. The participants were 295 Iranian EFL learners selected via multi-stage cluster sampling. The SEM results indicated that perceived teacher support and growth language mindset directly and positively predicted academic engagement. Additionally, L2 grit mediated the relationships 'between perceived teacher support and academic engagement' and 'between growth language mindset and academic engagement'. EFL learners receiving more teacher support and endorsing higher levels of growth language mindset can successfully overcome failures and difficulties in their learning process by showing more persistence in dealing with challenges and sustaining their interest, which could considerably enhance their engagement in learning.
C1 [Sadoughi, Majid] Univ Kashan, Fac Humanities, Psychol Dept, Kashan, Iran.
   [Hejazi, S. Yahya] Semnan Univ, Fac Foreign Languages & Literature, English Dept, Semnan, Iran.
C3 University Kashan; Semnan University
RP Hejazi, SY (corresponding author), Semnan Univ, Fac Foreign Languages & Literature, English Dept, Semnan, Iran.
EM hejazi@semnan.ac.ir
RI Sadoughi, Majid/T-3986-2017; Hejazi, S. Yahya/IZD-4792-2023
OI Sadoughi, Majid/0000-0002-6439-6513; Hejazi, S.
   Yahya/0000-0002-4213-3659
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NR 105
TC 16
Z9 16
U1 114
U2 233
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0191-491X
J9 STUD EDUC EVAL
JI Stud. Educ. Eval.
PD JUN
PY 2023
VL 77
AR 101251
DI 10.1016/j.stueduc.2023.101251
EA MAR 2023
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA C4WY7
UT WOS:000961948100001
DA 2024-07-15
ER

PT J
AU Martinez-Fuentes, S
   Jager, J
   Umaña-Taylor, AJ
AF Martinez-Fuentes, Stefanie
   Jager, Justin
   Umana-Taylor, Adriana J.
TI The Mediation Process Between Latino Youths' Family Ethnic
   Socialization, Ethnic-Racial Identity, and Academic Engagement:
   Moderation by Ethnic-Racial Discrimination?
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE family ethnic socialization; ethnic-racial identity; ethnic-racial
   discrimination; Latino adolescents; academic engagement
ID DEVELOPMENTAL COMPETENCES; PERCEIVED DISCRIMINATION; COGNITIVE
   ENGAGEMENT; AFRICAN-AMERICAN; ADOLESCENTS; SCHOOL; TRAJECTORIES;
   ASSOCIATIONS; CHILDREN; CONSEQUENCES
AB Objectives: Guided by Garcia Coll and colleagues' (1996) integrative model for the study of developmental competencies in minority children, the current study examined the role of ethnic-racial identity as a mediator through which family ethnic socialization was associated with academic engagement among Latino youth. Furthermore, based on the high prevalence rates of ethnic-racial discrimination among Latino adolescents, the associations between experiences with peer and adult discrimination and youth's academic engagement (controlling for family ethnic socialization and ethnic-racial identity) were tested. Finally, we tested whether discrimination from either peers or adults moderated the mediation process between family ethnic socialization, ethnic-racial identity, and academic engagement. Method: Data were collected from a cross-sectional study of adolescents in the Southwestern United States. Participants in the current study consisted of self-identified Latino adolescents (N = 370; M-age = 16.14 years; SD = 1.12; Range = 14-18; 52.8% female; 96.2% U.S.-born) who completed self-administered surveys during school hours. Results: Path analyses indicated that family ethnic socialization was indirectly associated with academic engagement via ethnic-racial identity. Adult discrimination was negatively associated with academic engagement; however, peer discrimination was not associated with academic engagement. Finally, neither source of discrimination emerged as a moderator of the associations of interest. Conclusion: Findings point to Latino youth's enhanced resilience against discrimination encounters when they have more experiences with family ethnic socialization and have engaged in greater ethnic-racial identity exploration and resolution.
C1 [Martinez-Fuentes, Stefanie; Jager, Justin] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, POB 873701, Tempe, AZ 85287 USA.
   [Umana-Taylor, Adriana J.] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.
C3 Arizona State University; Arizona State University-Tempe; Harvard
   University
RP Martinez-Fuentes, S (corresponding author), Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, POB 873701, Tempe, AZ 85287 USA.
EM stefanie.fuentes@asu.edu
OI Umana-Taylor, Adriana/0000-0002-8618-0115
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NR 70
TC 10
Z9 15
U1 2
U2 12
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD APR
PY 2021
VL 27
IS 2
BP 296
EP 306
DI 10.1037/cdp0000349
PG 11
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA SD0YV
UT WOS:000651093900013
PM 32406701
DA 2024-07-15
ER

PT J
AU Yao, XX
   Liu, CL
   Xin, WH
   Lu, MH
AF Yao, Xiaoxue
   Liu, Chunling
   Xin, Weihao
   Lu, Minghui
TI Ecobehavioural analysis of academic engagement of children with
   intellectual disabilities in Chinese mainstream schools
SO INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
LA English
DT Article; Early Access
DE ecobehavioural assessment; inclusive education; children with
   intellectual disabilities; academic engagement; mixed-methods research;
   China
ID GENERAL CURRICULUM; STUDENTS; EDUCATION; ACCESS; PARTICIPATION; MIDDLE
AB This study examined teacher behaviours, students' academic engagement, and classroom ecology in mainstream classrooms including children with intellectual disabilities, and examined the differences in academic engagement for students with and without intellectual disabilities. A mixed-method research methodology was employed. The study demonstrated that children with intellectual disabilities exhibited high level of engagement in the following situations: the classroom layout used grouping, the classroom organisation combined groups and independent learning, the learning tasks included reading aloud, copying, watching videos, and doing homework, and teachers paid attention to all students or to children with intellectual disabilities individually and walked around the classroom during lesson time. English was the discipline with most active engagement among children with intellectual disabilities, followed by music, art, science, Chinese, sports, social studies, and mathematics. Finally, academic engagement of children with and without intellectual disabilities was mostly passive. We discuss the factors related to academic engagement of children with intellectual disabilities and provide suggestions for improving their self-management skills and classroom organisation.
C1 [Yao, Xiaoxue] Binzhou Med Univ, Sch Special Educ, Yantai, Peoples R China.
   [Liu, Chunling] East China Normal Univ, Dept Special Educ, Shanghai, Peoples R China.
   [Xin, Weihao] Hangzhou Normal Univ, Jing Hengyi Coll Educ, Hangzhou, Peoples R China.
   [Lu, Minghui] Guangzhou Univ, Sch Educ, Dept Special Educ, Guangzhou, Peoples R China.
C3 Binzhou Medical University; East China Normal University; Hangzhou
   Normal University; Guangzhou University
RP Lu, MH (corresponding author), Guangzhou Univ, Sch Educ, Dept Special Educ, Guangzhou, Peoples R China.
EM luminghui18@126.com
RI Lu, Minghui/AAE-9980-2021
OI Lu, Minghui/0000-0002-7863-5255
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NR 24
TC 0
Z9 0
U1 2
U2 7
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 2047-3869
EI 2047-3877
J9 INT J DEV DISABIL
JI Int. J. Dev. Disabil.
PD 2022 DEC 8
PY 2022
DI 10.1080/20473869.2022.2156065
EA DEC 2022
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 7B2SQ
UT WOS:000898990200001
DA 2024-07-15
ER

PT J
AU Zhao, YL
   Yang, LR
AF Zhao, Yanlin
   Yang, Lianrui
TI Examining the relationship between perceived teacher support and
   students' academic engagement in foreign language learning: Enjoyment
   and boredom as mediators
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE perceived teacher support; enjoyment; boredom; academic engagement;
   second language learning
ID SOCIAL SUPPORT; SCHOOL ENGAGEMENT; SELF-EFFICACY; ANXIETY; ACHIEVEMENT;
   MOTIVATION; CONTEXT; VALIDATION; RATINGS; CLIMATE
AB As an important contextual factor influencing various aspects of students' learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students' academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.
C1 [Zhao, Yanlin; Yang, Lianrui] Ocean Univ China, Coll Foreign Languages, Qingdao, Peoples R China.
C3 Ocean University of China
RP Yang, LR (corresponding author), Ocean Univ China, Coll Foreign Languages, Qingdao, Peoples R China.
EM Lryang@ouc.edu.cn
FU Chinese National Social Science Fund Key Project [17AYY023]
FX This research was funded by the Chinese National Social Science Fund Key
   Project "Chinese EFL Learners' Second Language Pragmatic Competence
   Research" (17AYY023).
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   Zhang C, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.914759
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NR 112
TC 18
Z9 18
U1 60
U2 229
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 20
PY 2022
VL 13
AR 987554
DI 10.3389/fpsyg.2022.987554
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5F8CP
UT WOS:000866539800001
PM 36204761
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Mou, QX
   Zhuang, J
   Wu, QH
   Zhong, YQ
   Dai, QQ
   Cao, X
   Gao, YX
   Lu, QY
   Zhao, MM
AF Mou, Qiaoxing
   Zhuang, Jie
   Wu, Qunhong
   Zhong, Yaqin
   Dai, Qianqian
   Cao, Xin
   Gao, Yuexia
   Lu, Qingyun
   Zhao, Miaomiao
TI Social media addiction and academic engagement as serial mediators
   between social anxiety and academic performance among college students
SO BMC PSYCHOLOGY
LA English
DT Article
DE Social anxiety; Social media addiction; Academic engagement; Academic
   performance; Serial mediators
ID UNIVERSITY-STUDENTS; INTERNET ADDICTION; HIGHER-EDUCATION; WORK
   ENGAGEMENT; ADOLESCENTS; ACHIEVEMENT; PREVALENCE; PHOBIA; SATISFACTION;
   ATTACHMENT
AB Background Social anxiety has been shown to affect college students' academic performance. However, the role of social media addiction and academic engagement in this association is unclear.Methods A total 2661 college students completed a self-report questionnaire including Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, and the grade point average. Hayes' PROCESS macro for SPSS was employed to test the serial mediation effect.Results Results indicated that social anxiety was negatively related to academic performance, only academic engagement played a single mediating role in the relationship between social anxiety and academic performance, meanwhile social media addiction and academic engagement acted as serial mediators between social anxiety on academic performance.Conclusions Social media addiction and academic engagement can explain the potential mechanisms of the association between social anxiety and academic performance, which have implications for devising intervention strategies to enhance the mental health and academic outcomes of college students.
C1 [Mou, Qiaoxing; Zhuang, Jie; Wu, Qunhong; Zhong, Yaqin; Cao, Xin; Gao, Yuexia; Lu, Qingyun; Zhao, Miaomiao] Nantong Univ, Sch Publ Hlth, Dept Hlth Management, Nantong, Jiangsu, Peoples R China.
   [Mou, Qiaoxing] Chengdu Univ Tradit Chinese Med, Sch Publ Hlth, Chengdu, Peoples R China.
   [Wu, Qunhong; Dai, Qianqian] Nantong Univ, Affiliated Matern & Child Hlth Care Hosp, Dept Grp Hlth Care, Nantong, Jiangsu, Peoples R China.
C3 Nantong University; Chengdu University of Traditional Chinese Medicine;
   Nantong University
RP Gao, YX; Lu, QY; Zhao, MM (corresponding author), Nantong Univ, Sch Publ Hlth, Dept Hlth Management, Nantong, Jiangsu, Peoples R China.
EM gaoyuexia1103@163.com; qingyun79@126.com; zhaomiaomiao@ntu.edu.cn
FU Innovation Training Program for College Students in Jiangsu province
FX The authors would like to thank all participants and research assistants
   for their cooperation. We would also like to thank the reviewers for
   their valuable comments and suggestions.
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NR 74
TC 0
Z9 0
U1 25
U2 25
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD APR 6
PY 2024
VL 12
IS 1
AR 190
DI 10.1186/s40359-024-01635-7
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA NA4T3
UT WOS:001197711700001
PM 38582933
OA gold
DA 2024-07-15
ER

PT J
AU Zheng, J
AF Zheng, Jin
TI The Role of Chinese EMI Teachers' Clarity and Credibility in Fostering
   Students' Academic Engagement and Willingness to Attend Classes
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE teacher clarity; teacher credibility; student academic engagement;
   student willingness to attend classes; Chinese EMI teachers
ID NONVERBAL IMMEDIACY; INSTRUCTOR CREDIBILITY; SCHOOL ENGAGEMENT;
   EFFICACY; COLLEGE; MOTIVATION; BEHAVIORS; QUALITY; TRAITS; IMPACT
AB Given the fact that students' absence and disengagement are among the major challenges that teachers experience in educational contexts, investigating factors contributing to students' academic engagement and willingness to attend classes is of high importance. These challenges are more common in English as a medium of instruction (EMI) classes wherein students are usually not skilled enough to participate in academic tasks and activities. Accordingly, the present study probed into the role of Chinese EMI teachers' clarity and credibility in fostering students' academic engagement and willingness to attend classes. In doing so, the E-version of Teacher Clarity Short Inventory, Source Credibility Scale, Utrecht Work Engagement Scale for Students, and Willingness to Attend Classes Questionnaire was virtually distributed among 832 Chinese college students. Performing correlational analyses, strong associations were found between teachers' clarity and credibility and students' academic engagement and willingness to attend classes. To assess the power of Chinese EMI teachers' clarity and credibility in predicting students' academic engagement and willingness to attend classes, structural equation modeling (SEM) was employed. The results of SEM analysis illuminated that both teacher clarity and credibility are strong predictors of students' academic engagement and willingness to attend classes. The implications of the findings are also discussed.
C1 [Zheng, Jin] Yellow River Conservancy Tech Inst, Sch Int Educ, Kaifeng, Peoples R China.
C3 Yellow River Conservancy Technical Institute
RP Zheng, J (corresponding author), Yellow River Conservancy Tech Inst, Sch Int Educ, Kaifeng, Peoples R China.
EM hhsyzhengjin@163.com
FU Foreign Language Education Teaching Project of Vocational Colleges of
   the Ministry of Education in 2020 - "Vocational English Teaching Model
   Based on Knowledge Graph and Progression" [WYJZW-2020-1357]; project of
   Yellow River Conservancy Technical Institute - "Research on
   Self-Adaptive Teaching Model of Public English from the Perspective of
   Multiple-level students" [2020XJJGLXYB008]
FX This study was supported by the Foreign Language Education Teaching
   Project of Vocational Colleges of the Ministry of Education in 2020
   -"Vocational English Teaching Model Based on Knowledge Graph and
   Progression" (no. WYJZW-2020-1357) and the project of Yellow River
   Conservancy Technical Institute -"Research on Self-Adaptive Teaching
   Model of Public English from the Perspective of Multiple-level students"
   (no. 2020XJJGLXYB008).
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NR 77
TC 9
Z9 9
U1 7
U2 45
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 17
PY 2021
VL 12
AR 756165
DI 10.3389/fpsyg.2021.756165
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA UZ3DR
UT WOS:000702089400001
PM 34603175
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Stoeber, J
   Childs, JH
   Hayward, JA
   Feast, AR
AF Stoeber, Joachim
   Childs, Julian H.
   Hayward, Jennifer A.
   Feast, Alexandra R.
TI Passion and motivation for studying: predicting academic engagement and
   burnout in university students
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE passion; academic engagement; student burnout; motivation;
   self-concordance theory
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; WELL; ACHIEVEMENT;
   PERFORMANCE; AUTONOMY; SCHOOL; WORK; PERFECTIONISM; DISAFFECTION
AB Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well-being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students' academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology.
C1 [Stoeber, Joachim; Childs, Julian H.; Hayward, Jennifer A.; Feast, Alexandra R.] Univ Kent, Sch Psychol, Canterbury, Kent, England.
C3 University of Kent
RP Stoeber, J (corresponding author), Univ Kent, Sch Psychol, Canterbury, Kent, England.
EM j.stoeber@kent.ac.uk
RI Stoeber, Joachim/B-6729-2009
OI Stoeber, Joachim/0000-0002-6439-9917; Edbrooke-Childs,
   Julian/0000-0003-0401-4058
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NR 56
TC 97
Z9 127
U1 3
U2 140
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2011
VL 31
IS 4
BP 513
EP 528
AR PII 938200575
DI 10.1080/01443410.2011.570251
PG 16
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 772ZM
UT WOS:000291276800007
OA Green Submitted, Green Accepted
DA 2024-07-15
ER

PT J
AU Lee, T
   Hong, SE
   Kang, J
   Lee, S
AF Lee, Taerim
   Hong, So. E.
   Kang, Jieun
   Lee, Sang. M. M.
TI Role of achievement value, teachers' autonomy support, and teachers'
   academic pressure in promoting academic engagement among high school
   seniors
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE contextual factor effect; academic engagement; hierarchical linear
   modeling; achievement value; teachers' autonomy support; teachers'
   academic pressure
ID SELF-DETERMINATION THEORY; STUDENT ENGAGEMENT; MOTIVATION; CLASSROOM;
   MATHEMATICS; SUCCESS; BURNOUT
AB 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.
C1 [Lee, Taerim; Hong, So. E.; Kang, Jieun; Lee, Sang. M. M.] Korea Univ, Dept Educ, Seoul, South Korea.
   [Lee, Sang. M. M.] Korea Univ, Coll Educ, Dept Educ, Seoul 02841, South Korea.
C3 Korea University; Korea University
RP Lee, S (corresponding author), Korea Univ, Coll Educ, Dept Educ, Seoul 02841, South Korea.
EM leesang@korea.ac.kr
RI Lee, Sang Min/JTD-2543-2023
OI Lee, Sang Min/0000-0001-6148-772X
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF--2020S1A5A2A01043871]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Ministry of Education of the Republic of Korea and
   the National Research Foundation of Korea (grant number
   NRF--2020S1A5A2A01043871).
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NR 64
TC 1
Z9 1
U1 13
U2 41
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD DEC
PY 2023
VL 44
IS 6
BP 629
EP 648
DI 10.1177/01430343221150748
EA JAN 2023
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA W7DU2
UT WOS:000922408200001
DA 2024-07-15
ER

PT J
AU Lee, M
   Ha, G
AF Lee, Minyoung
   Ha, Gyuyoung
TI The role of peer relationships among elementary school students:
   Focusing on the mediation effects of grit depending on teacher-student
   relationships
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Grit; Teacher-student relationship; Peer
   relationship
ID ACADEMIC-ACHIEVEMENT; BEHAVIORAL ENGAGEMENT; PERSEVERANCE; ADOLESCENTS;
   MIDDLE; MODEL
AB In the situation where there is concern about the polarization of academic achievement due to remote education after the COVID-19 pandemic, we need to pay attention to academic engagement, which is mentioned to play a strong and decisive role in students' adaptive school life. In this sense, this study examined how the influence of peer relationships and grit on academic engagement of elementary school students differs according to the teacher-student relationship. For this purpose, in this study, two groups (a High and a Low T-S group) were formed according to the level of teacher-student relationship, and a multi-group analysis was conducted by setting grit as a mediating factor in the relationship between peer relationship and academic engagement. For the analysis, KYCPS data was used (2067 4th grade elementary students, 49.1% girls), and the results were as follows: 1) In the High T-S group, the direct effect of the peer relationship on academic engagement was not significant, 2) In the Low T-S group, the peer relationship not only had a direct and significant effect on academic engagement, but also had a significant effect through grit as a mediator. This study emphasizes the importance of interpersonal resources in promoting academic engagement and enhancing the grit in school contexts. Finally, based on these findings, implications and suggestions were discussed.
C1 [Lee, Minyoung] Korea Univ, Brain & Motivat Res Inst bMRI, Seoul, South Korea.
   [Ha, Gyuyoung] Kwangwoon Univ, Dept Ind Psychol, Seoul, South Korea.
C3 Korea University; Kwangwoon University
RP Ha, G (corresponding author), Kwangwoon Univ, Dept Ind Psychol, Seoul, South Korea.
EM stella1221@kw.ac.kr
OI Lee, Minyoung/0000-0003-3862-8760
FU Research Resettlement Fund for the new faculty of Kwangwoon University
FX This work was supported by Research Resettlement Fund for the new
   faculty of Kwangwoon University in 2021.
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NR 64
TC 5
Z9 5
U1 6
U2 35
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD AUG
PY 2023
VL 42
IS 22
BP 18463
EP 18472
DI 10.1007/s12144-022-03359-6
EA JUL 2022
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA Q8YC8
UT WOS:000825753000001
DA 2024-07-15
ER

PT J
AU Liu, SH
   Wang, XY
   Ying, JF
   Shi, JL
   Wu, XC
AF Liu, Sihan
   Wang, Xinyi
   Ying, Jiefeng
   Shi, Jialin
   Wu, Xinchun
TI Emotional involvement matters, too: Associations among parental
   involvement, time management and academic engagement vary with Youth′s
   developmental phase
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE academic engagement; adolescence; age difference; developmental phase;
   parental involvement; time management
ID SOCIAL SUPPORT; SCHOOL ENGAGEMENT; EARLY ADOLESCENCE; AUTONOMY SUPPORT;
   SELF-EFFICACY; MENTAL-HEALTH; ACHIEVEMENT; STUDENTS; PROCRASTINATION;
   COMPETENCE
AB Background: Prior studies have emphasized the importance of parents ' educational involvement (a type of cognitive involvement) to academic engagement, although little is known about emotional involvement.
   Aims: This study investigated whether and how different facets of involvement (cognitive vs. emotional, paternal vs. maternal) are differentially related to academic engagement and whether and how the associations among parental involvement, time management and academic engagement vary by adolescents ' developmental phases.
   Samples: The participants of this large national survey were students in elementary, middle and high school across different regions of mainland China. A total of 2687 adolescents (52.7% females, M-age = 14.07 +/- 2.47) participated in this study.
   Methods: Structural equation models and multigroup analysis were conducted.
   Results: We found that the total effect of paternal and maternal emotional involvement on academic engagement was positive in elementary-, middle- and high school students, and an indirect effect of time management underlying the above paths was found in all three groups. In contrast, the positive effect of maternal cognitive involvement on academic engagement as well as the indirect effects underlying the above pathways was established only in high school students.
   Conclusions: The findings highlight the necessity of parents ' emotional involvement and the consideration of adolescent developmental characteristics in the design of interventions.
C1 [Liu, Sihan; Wang, Xinyi; Ying, Jiefeng; Shi, Jialin; Wu, Xinchun] Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ Zhuhai, Sch Appl Psychol, Zhuhai, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
C3 Beijing Normal University; Beijing Normal University; Beijing Normal
   University Zhuhai; Beijing Normal University
RP Wu, XC (corresponding author), Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM xcwu@bnu.edu.cn
OI Wu, Xinchun/0000-0002-2756-0548; Liu, Sihan/0000-0002-6020-0720
FU Beijing Social Science Fund [22JYA006]
FX ACKNOWLEDGEMENTS This study is funded by Beijing Social Science Fund
   (22JYA006).
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NR 65
TC 1
Z9 1
U1 25
U2 57
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD DEC
PY 2023
VL 93
IS 4
BP 903
EP 920
DI 10.1111/bjep.12605
EA APR 2023
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA X8UH2
UT WOS:000978899100001
PM 37186306
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Valdez, JPM
   King, RB
AF Datu, Jesus Alfonso D.
   Valdez, Jana Patricia M.
   King, Ronnel B.
TI Exploring the Association Between Peace of Mind and Academic Engagement:
   Cross-Sectional and Cross-Lagged Panel Studies in the Philippine Context
SO JOURNAL OF HAPPINESS STUDIES
LA English
DT Article
DE Academic engagement; Peace of mind; Well-being
ID POSITIVE EMOTIONS; EARLY ADOLESCENTS; LIFE SATISFACTION; ACHIEVEMENT;
   PERFORMANCE; MOTIVATION; HAPPINESS; BROADEN; HEALTH; BUILD
AB Peace of mind (PoM) has been associated with positive psychological and well-being outcomes. However, it seems that limited research has been done to assess the role of PoM in the educational setting. The present study addressed this gap through examining the association of PoM with academic engagement via a cross-sectional (Study 1) and a two-wave cross-lagged study (Study 2) in the Philippine setting. Results of hierarchical regression in Study 1 revealed that PoM was positively associated academic engagement even after controlling for relevant demographic variables, positive affect, and life satisfaction. In Study 2, results of the cross-lagged structural equation modeling showed that Time 1 PoM was associated with higher extent of Time 2 academic engagement even after controlling for autoregressor effects, Time 1 positive affect, and Time 1 life satisfaction. Theoretical and practical implications are discussed.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Div Learning Dev & Divers, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] Univ Hong Kong, Div Informat Technol Studies, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
   [King, Ronnel B.] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
C3 University of Hong Kong; University of Hong Kong; Education University
   of Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Univ Hong Kong, Div Learning Dev & Divers, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
RI King, Ronnel B/AGZ-0675-2022; Valdez, Jana Patricia
   Millonado/HRC-9854-2023
OI King, Ronnel B/0000-0003-1723-1748; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237; Datu, Jesus Alfonso/0000-0002-8790-1113;
   KING, Ronnel Bornasal/0000-0002-0648-8508
CR [Anonymous], EUROPEAN J PSYCHOL E
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NR 39
TC 11
Z9 17
U1 3
U2 26
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1389-4978
EI 1573-7780
J9 J HAPPINESS STUD
JI J. Happiness Stud.
PD OCT
PY 2018
VL 19
IS 7
BP 1903
EP 1916
DI 10.1007/s10902-017-9902-x
PG 14
WC Psychology, Multidisciplinary; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics
GA GU7CJ
UT WOS:000445476000002
OA Green Published
DA 2024-07-15
ER

PT J
AU Gonzales, NA
   Germán, M
   Kim, SY
   George, P
   Fabrett, FC
   Millsap, R
   Dumka, LE
AF Gonzales, Nancy A.
   German, Miguelina
   Kim, Su Yeong
   George, Preethy
   Fabrett, Fairlee C.
   Millsap, Roger
   Dumka, Larry E.
TI Mexican American adolescents' cultural orientation, externalizing
   behavior and academic engagement:: The role of traditional cultural
   values
SO AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
DE Mexican; immigrant; acculturation; externalizing; academic engagement
ID SCHOOL; ACCULTURATION; IMPACT; MODEL; ACHIEVEMENT; FAMILY; HOME;
   BICULTURALISM; WELL
AB This study of 598 7th grade students of Mexican origin examined the role of traditional cultural values as a mediator of the effects of immigrant status, Mexican cultural orientation and Anglo cultural orientation on adolescent externalizing behavior and academic engagement. Immigrant status of adolescents and their maternal caregivers uniquely predicted increased Mexican cultural orientation and decreased Anglo cultural orientation, and both Mexican and Anglo cultural orientation related positively to adolescents' endorsement of traditional cultural values. Endorsement of traditional cultural values related, in turn, to decreased externalizing behaviors and increased academic engagement and these findings were replicated across adolescent and teacher report of these two outcomes. Tests of mediation provided further evidence to support these pathways. Findings support the central importance of traditional cultural values as a protective resource that explains why immigrant youth exhibit fewer externalizing problems and increased academic engagement when compared to their second and third generation peers.
C1 [Gonzales, Nancy A.; German, Miguelina; George, Preethy; Fabrett, Fairlee C.; Millsap, Roger] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA.
   [Kim, Su Yeong] Univ Texas Austin, Dept Human Ecol, Austin, TX 78712 USA.
   [Dumka, Larry E.] Arizona State Univ, Sch Social & Family Dynam, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe; University of
   Texas System; University of Texas Austin; Arizona State University;
   Arizona State University-Tempe
RP Gonzales, NA (corresponding author), Arizona State Univ, Dept Psychol, POB 871104, Tempe, AZ 85287 USA.
EM nancy.gonzales@asu.edu
FU NICHD NIH HHS [R24 HD042849, R24 HD042849-07, R03 HD051629-01A2, R03
   HD051629] Funding Source: Medline; NIMH NIH HHS [R01 MH064707-06, P30
   MH039246, R01 MH064707-04, T32 MH018387-22, R01 MH064707-01, R01
   MH064707-02, R01 MH064707, P30 MH068685, P30 MH039246-15,
   5-P30-MH39246-13, T32 MH018387, P30 MH039246-17, R01 MH064707-05, P30
   MH068685-04, P30 MH039246-16, R01 MH064707-07, P30 MH039246-18,
   R01-MH64707, R01 MH064707-03] Funding Source: Medline
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NR 66
TC 90
Z9 163
U1 1
U2 25
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0091-0562
EI 1573-2770
J9 AM J COMMUN PSYCHOL
JI Am. J. Community Psychol.
PD MAR
PY 2008
VL 41
IS 1-2
BP 151
EP 164
DI 10.1007/s10464-007-9152-x
PG 14
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA 268HG
UT WOS:000253570100012
PM 18085435
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Rispoli, MJ
   O'Reilly, MF
   Sigafoos, J
   Lang, R
   Kang, S
   Lancioni, G
   Parker, R
AF Rispoli, Mandy J.
   O'Reilly, Mark F.
   Sigafoos, Jeff
   Lang, Russell
   Kang, Soyeon
   Lancioni, Giulio
   Parker, Richard
TI Effects of Presession Satiation on Challenging Behavior and Academic
   Engagement for Children with Autism during Classroom Instruction
SO EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID FUNCTIONAL-ANALYSIS; SELF-INJURY; INTERVENTION
AB We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One condition involved presession satiation, in which participants were given unrestricted access to tangible items that maintained their challenging behavior prior to the classroom sessions. This presession satiation continued until the children rejected the tangible item three times. The second condition did not entail presession satiation prior to the beginning of classroom sessions. Effects of the two conditions on challenging behavior and academic engagement were evaluated using individual participant alternating treatments designs. Results demonstrated that the precession satiation condition was associated with consistently lower percentages of intervals with challenging behavior and consistently higher percentages of intervals with. academic engagement.
C1 [Rispoli, Mandy J.; Parker, Richard] Texas A&M Univ, College Stn, TX 77843 USA.
   [O'Reilly, Mark F.; Kang, Soyeon] Univ Texas Austin, Austin, TX 78712 USA.
   [Sigafoos, Jeff] Victoria Univ Wellington, Wellington, New Zealand.
   [Lang, Russell] Texas State Univ, San Marcos, TX USA.
   [Lancioni, Giulio] Univ Bari, I-70121 Bari, Italy.
C3 Texas A&M University System; Texas A&M University College Station;
   University of Texas System; University of Texas Austin; Victoria
   University Wellington; Texas State University System; Texas State
   University San Marcos; Universita degli Studi di Bari Aldo Moro
RP Rispoli, MJ (corresponding author), Texas A&M Univ, 4225 TAMU, College Stn, TX 77843 USA.
EM mrispoli@tamu.edu
OI Lancioni, Giulio/0000-0002-6515-5690
CR Abramson J.H., 2004, Epidemiologic Perspectives and Innovations, V1, P1, DOI DOI 10.1186/1742-5573-1-6
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NR 27
TC 16
Z9 24
U1 0
U2 7
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 2154-1647
J9 EDUC TRAIN AUTISM DE
JI Educ. Train. Autism Dev. Disabil.
PD DEC
PY 2011
VL 46
IS 4
BP 607
EP 618
PG 12
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 850WN
UT WOS:000297230400010
DA 2024-07-15
ER

PT J
AU Zhang, SL
   Shi, R
   Yun, LP
   Li, XF
   Wang, Y
   He, HB
   Miao, DM
AF Zhang, Shilei
   Shi, Rui
   Yun, Liping
   Li, Xuefei
   Wang, Yun
   He, Hongbin
   Miao, Danmin
TI Self-regulation and Study-Related Health Outcomes: A Structural Equation
   Model of Regulatory Mode Orientations, Academic Burnout and Engagement
   Among University Students
SO SOCIAL INDICATORS RESEARCH
LA English
DT Article
DE Locomotion; Assessment; Academic engagement; Academic burnout;
   Self-regulation
ID LOCOMOTION; MOTIVATION; PERFORMANCE; PASSION; WORK; FIT
AB Previous studies have shown that self-regulation is closely related to psychological well-being. However, as two types of self-regulation process, little is known about how the regulatory mode relates to good emotional health in academic settings. The purpose of this research was to investigate the role that the regulatory mode plays in college students' academic engagement and burnout. 301 university students were recruited from two Chinese universities, and a structural equation model showed a negative relationship between the locomotion mode and academic burnout, and a positive one between the locomotion mode and academic engagement. In contrast, the assessment mode was negatively associated with academic engagement, yet showed a positive correlation with academic burnout. Implications for the mechanism of how the regulatory mode influences academic engagement and burnout in college students are discussed.
C1 [Zhang, Shilei; Yun, Liping; Li, Xuefei; Wang, Yun; He, Hongbin] Changan Univ, Mental Hlth Educ & Counseling Ctr, Xian, Peoples R China.
   [Shi, Rui; Miao, Danmin] Fourth Mil Med Univ, Xian 710032, Shaanxi, Peoples R China.
C3 Chang'an University; Air Force Military Medical University
RP He, HB (corresponding author), Changan Univ, Mental Hlth Educ & Counseling Ctr, Xian, Peoples R China.
EM johndiamond@163.com; danminmiao@gmail.com
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NR 37
TC 7
Z9 24
U1 2
U2 50
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0303-8300
EI 1573-0921
J9 SOC INDIC RES
JI Soc. Indic. Res.
PD SEP
PY 2015
VL 123
IS 2
BP 585
EP 599
DI 10.1007/s11205-014-0742-3
PG 15
WC Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Sociology
GA CP6OL
UT WOS:000360006900014
DA 2024-07-15
ER

PT J
AU Hu, LM
   Zhao, SY
   Zhou, J
   Ou, WY
   Wen, J
   Lu, RJ
AF Hu, Lingmin
   Zhao, Shenyu
   Zhou, Jing
   Ou, Weiyan
   Wen, Juan
   Lu, Renjie
TI The influence of benefit finding on academic engagement among Chinese
   college students: A moderating effect model
SO HELIYON
LA English
DT Article
DE COVID-19; College students; Academic engagement; Anxiety; Benefit
   finding
ID MENTAL-HEALTH; COVID-19; ANXIETY
AB Objective: To explore how college students' academic engagement has changed in the outbreak of coronavirus disease 2019 (COVID-19) (hereinafter referred to as "in the outbreak"), this research will encompass more than just looking into the relationship among anxiety, benefit finding (BF) and academic engagement, but also involve evaluating how anxiety moderates the positive impact of BF on academic engagement.Method: Among college students, this study comprised an online-based cross-sectional survey in cities where COVID-19 broke out. Convenience sampling method was used. The survey took place between November 10 and November 19, 2021, during which all the cities surveyed were in the outbreak. With language revision, scales include Student Version of the Utrecht Work Engagement Scale (UWES-S), recompiled Benefit Finding Scale (BFS) and 7-item Generalized Anxiety Disorder Scale (GAD-7), as methods for gauging the academic engagement, BF and anxiety experienced by college students, respectively.Results: Academic engagement in the outbreak is higher than that before the outbreak stage of COVID-19 (hereinafter referred to as "before the outbreak") (Z = -18.201, P < 0.001). Between anxiety and BF, a negative correlation can be observed in the outbreak (P = 0.001), whereas BF and anxiety have an adverse correlation with academic engagement (P < 0.001). The positive effect of BF on academic engagement will be debilitated by anxiety. Further analysis shows that college students who are close to medium-and high-risk areas, worried about the infection, unvaccinated and concerned about the epidemic, are more likely to be anxious (P < 0.001). Those with confidence in government's ability to prevent and control the epidemic, as well as increased trust in medical workers, have a higher BF (P < 0.001).Conclusions: While COVID-19 could still exert adverse effects on psychology of college students, but it can also stimulate college students to perceive the meaning of life. In the outbreak, an
C1 [Hu, Lingmin; Zhou, Jing] Nanjing Med Univ, Changzhou Matern & Child Hlth Care Hosp, Changzhou Med Ctr, Dept Reprod, Changzhou 213000, Jiangsu, Peoples R China.
   [Zhao, Shenyu; Lu, Renjie] Nanjing Med Univ, Changzhou Peoples Hosp 3, Changzhou Med Ctr, Changzhou 213000, Jiangsu, Peoples R China.
   [Ou, Weiyan; Lu, Renjie] Southern Med Univ, Sch Hlth Management, Guangzhou 510515, Guangdong, Peoples R China.
   [Ou, Weiyan; Lu, Renjie] ISCTE Univ, Business Sch, Inst Lisbon, P-1649026 Lisbon, Portugal.
   [Wen, Juan] Nanjing Med Univ, Nanjing Matern & Child Hlth Care Hosp, Nanjing Matern & Child Hlth Care Inst, Womens Hosp, Nanjing 210000, Jiangsu, Peoples R China.
C3 Nanjing Medical University; Nanjing Medical University; Southern Medical
   University - China; Instituto Universitario de Lisboa; Nanjing Medical
   University
RP Lu, RJ (corresponding author), Nanjing Med Univ, Changzhou Peoples Hosp 3, Changzhou Med Ctr, Changzhou 213000, Jiangsu, Peoples R China.; Wen, J (corresponding author), Nanjing Med Univ, Nanjing Matern & Child Hlth Care Hosp, Nanjing Matern & Child Hlth Care Inst, Womens Hosp, Nanjing 210000, Jiangsu, Peoples R China.
EM wenj2010@139.com; renjie_lu@126.com
OI lu, renjie/0000-0003-2106-8277
FU Doctor of Management in Healthcare Program - ISCTE University Institute
   of Lisbon (Iscte), Portugal; Southern Medical University (SMU), P. R.
   China
FX We would like to thank Ms. WANG Xiaoyu from Nanjing Medical University,
   as a team member, for her contribution to our research. She is
   responsible for assistance with the translation of parts of the article.
   This research was supported by the Doctor of Management in Healthcare
   Program jointly held by ISCTE University Institute of Lisbon (Iscte),
   Portugal, and Southern Medical University (SMU), P. R. China. Thanks for
   the help with this program
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NR 40
TC 0
Z9 0
U1 5
U2 7
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD SEP
PY 2023
VL 9
IS 9
AR e20245
DI 10.1016/j.heliyon.2023.e20245
EA SEP 2023
PG 14
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA U3LA0
UT WOS:001083834300001
PM 37809830
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Meyers, LM
   Ripple, H
   Bates-Brantley, K
   Bobak, H
   VanderWoude, T
   Gadke, DL
AF Meyers, Lauren M.
   Ripple, Hailey
   Bates-Brantley, Kayla
   Bobak, Harry
   VanderWoude, Tashina
   Gadke, Daniel L.
TI Implementing the classroom password game via telehealth among students
   with intellectual disabilities
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; adults with intellectual disabilities; classroom
   password; comprehensive transition program; group contingencies;
   postsecondary education; telehealth
ID INTERDEPENDENT GROUP CONTINGENCY; CLASS-WIDE INTERVENTION; MIDDLE SCHOOL
   STUDENTS; DISRUPTIVE BEHAVIOR; ACADEMIC ENGAGEMENT; TRANSITION;
   EDUCATION; ADOLESCENTS; MANAGEMENT
AB Educational institutions are constantly aiming to better meet the academic needs of individuals with disabilities. As more students with disabilities attend postsecondary education settings researchers need to better understand how to apply both academic and behavioral interventions to better serve this population. Group contingencies are widely popular among educational settings to increase academic engagement and manage classroom behavior. More specifically, the classroom password is an independent group contingency intervention, often utilized in classroom settings to increase academic engagement and decrease disruptive and off-task behaviors. Utilizing a single case design withdrawal design, researchers sought to evaluate the effectiveness of the classroom password intervention to increase academic engagement and decrease disruptive and off-task behavior. Due to the COVID-19 pandemic, researchers utilized the classroom password via telehealth. Overall, the current study's results demonstrate that the intervention was effective at increasing academic engagement and decreasing disruptive and off-task behavior. Furthermore, the intervention was rated high for social validity among most participants. Future studies should continue to explore the effectiveness, generalizability, and maintenance of these results.
C1 [Meyers, Lauren M.; Ripple, Hailey; Bates-Brantley, Kayla; Bobak, Harry; VanderWoude, Tashina; Gadke, Daniel L.] Mississippi State Univ, Dept Counseling Educ Psychol & Fdn, Starkville, MS USA.
   [Bates-Brantley, Kayla] Mississippi State Univ, 175 Presidents Cir,Box 9727, Starkville, MS 39762 USA.
C3 Mississippi State University; Mississippi State University
RP Bates-Brantley, K (corresponding author), Mississippi State Univ, 175 Presidents Cir,Box 9727, Starkville, MS 39762 USA.
EM keb240@msstate.edu
OI Bates-Brantley, Kayla/0000-0001-9841-839X
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NR 48
TC 1
Z9 1
U1 1
U2 3
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD JUN
PY 2023
VL 60
IS 6
BP 2001
EP 2017
DI 10.1002/pits.22846
EA DEC 2022
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA E6JG6
UT WOS:000898181400001
DA 2024-07-15
ER

PT J
AU Wang, YL
   Xue, LA
AF Wang, Yongliang
   Xue, Lina
TI Using AI-driven chatbots to foster Chinese EFL students' academic
   engagement: An intervention study
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Academic engagement; AI -Driven chatbots; Artificial intelligence (AI);
   EFL students; Intervention study
ID ARTIFICIAL-INTELLIGENCE; LEARNERS
AB The present experimental research was an endeavor to assess the role of AI-driven chatbots in fostering Chinese EFL students' academic engagement. To do so, a sample of 113 EFL students was chosen from a national university in central China. Following that, through a random sampling method, students were allocated to the experimental and control groups. The experimental group (N = 57) was instructed through three AI-driven chatbots, whereas the control group (N = 56) received regular instructions without using AI-driven chatbots. To evaluate participants' level of academic engagement, a self-report scale was administered to them before and after the intervention. The study results indicated that the AI-driven chatbots positively influenced the academic engagement of students in Chinese EFL classrooms. Put it another way, the study outcomes revealed that AIdriven chatbots served as an important role in fostering Chinese EFL students' behavioral, cognitive, and emotional engagement. The results of this intervention study may be illuminating for all language teachers working in L2 instructional contexts. Concerning the outcomes of this inquiry, AI-driven chatbots could be of great help to language teachers in enhancing the academic engagement of their students.
C1 [Wang, Yongliang] North China Univ Water Resources & Elect Power, Sch Foreign Studies, 136,Jinsui East Rd, Zhengzhou 450046, Henan, Peoples R China.
   [Xue, Lina] Henan Univ, Sch Coll English Teaching & Res, Minglun St,85, Kaifeng 475001, Henan, Peoples R China.
C3 North China University of Water Resources & Electric Power; Henan
   University
RP Xue, LA (corresponding author), Henan Univ, Sch Coll English Teaching & Res, Minglun St,85, Kaifeng 475001, Henan, Peoples R China.
EM Godfreyeducation@163.com; lindaxue10@163.com
OI Wang, Yongliang/0000-0002-4672-8481
FU Social Sciences Program of Henan Provincial Government, China
   [2021BXW007]; Foundation of Henan Educational Committee, China
   [2024SJGLX0263]
FX <BOLD>Funding</BOLD> The current study is sponsored byPhilosophy and
   Social Sciences Program of Henan Provincial Government, China (Grant
   No.: 2021BXW007) . The current study is also sponsored by Foundation of
   Henan Educational Committee, China (Grant No.: 2024SJGLX0263) .
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NR 66
TC 1
Z9 1
U1 0
U2 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
EI 1873-7692
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD OCT
PY 2024
VL 159
AR 108353
DI 10.1016/j.chb.2024.108353
PG 8
WC Psychology, Multidisciplinary; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA XC6R5
UT WOS:001259530000001
DA 2024-07-15
ER

PT J
AU Collie, RJ
   Martin, AJ
   Papworth, B
   Ginns, P
AF Collie, Rebecca J.
   Martin, Andrew J.
   Papworth, Brad
   Ginns, Paul
TI Students' interpersonal relationships, personal best (PS) goals, and
   academic engagement
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Personal best (PB) goals; Growth; Interpersonal relationships;
   Engagement; Self-determination theory
ID TEACHER-CHILD RELATIONSHIPS; OF-FIT INDEXES; SCHOOL ENGAGEMENT; PARENTAL
   INVOLVEMENT; ACHIEVEMENT-MOTIVATION; CLASSROOM; MODEL; SUPPORT;
   EXPERIENCES; COMPETENCE
AB Informed by self-determination theory, the aims of this study were to examine the extent to which students' interpersonal relationships (a basic psychological need) with teachers, parents, and peers are associated with personal best (PB) goals and academic engagement, as well as the extent to which PB goals are associated with academic engagement beyond the effects of interpersonal relationships. With a sample of 3232 students (aged 11-19) from independent schools catering to day and boarding students in major cities in the US, Canada, and the UK, we used structural equation modeling to examine the associations among these constructs. Students' perceptions of teacher, parent, and peer relationships were associated with PB goals and the three types of academic engagement: cognitive, behavioral, and emotional engagement. In addition, there were significant indirect effects via PB goals from teacher and peer relationships to cognitive and behavioral engagement. These results provide new understanding of the relative salience of associations among interpersonal relationships, PB goals, and academic engagement. They also suggest that PB goals are one mechanism by which interpersonal relationships may connect with academic engagement. Implications are discussed. (C) 2015 Elsevier Inc. All rights reserved.
C1 [Collie, Rebecca J.; Martin, Andrew J.] Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia.
   [Papworth, Brad; Ginns, Paul] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
C3 University of New South Wales Sydney; University of Sydney
RP Martin, AJ (corresponding author), Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
OI Papworth, Brad/0000-0001-8421-2470; Ginns, Paul/0000-0003-0714-5205
FU Australian Research Council; Australian Boarding School Association
   [LP0990853]; Australian Research Council [LP0990853] Funding Source:
   Australian Research Council
FX The authors would like to thank the Australian Research Council and the
   Australian Boarding School Association (LP0990853) for funding this
   research.
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NR 97
TC 68
Z9 99
U1 6
U2 63
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JAN
PY 2016
VL 45
BP 65
EP 76
DI 10.1016/j.lindif.2015.12.002
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DF5AH
UT WOS:000371363700007
DA 2024-07-15
ER

PT J
AU Morton, LB
   Caughy, M
   Koss, KJ
AF Morton, LaRen B.
   Caughy, Margaret
   Koss, Kalsea J.
TI School Racial Composition and Changes in Black Children's Academic
   Engagement and Motivation During Late Elementary School
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE School diversity; Academic motivation; Academic engagement; Black
   children
ID TRANSITION; PERCEPTIONS; STUDENTS; RACE; DISCRIMINATION; CONGRUENCE;
   IDENTITY; CONTEXT; GENDER
AB The present study examined how attending a predominantly Black school, school quality, and school economic disadvantage influences Black children's academic engagement and motivation during late elementary school. Academic engagement and motivation were assessed in a sample of 182 Black boys and girls at ages 10 and 11. Longitudinal changes in children's academic engagement and motivation were estimated using a latent change score model. Findings indicated declines in emotional engagement for children attending predominantly Black schools, but only for those children attending lower quality schools. The current study highlights the important role of school racial composition, economic disadvantage, and school quality in shaping Black children's academic outcomes. Implications for future research on Black children's academic outcomes are discussed.
   Academic engagement and motivation was assessed in a sample of Black children prior to their transition to middle school.Declines in emotional engagement were identified for Black children attending lower quality, predominantly Black schools.School racial composition and economic disadvantage predicted declines in students' academic motivation self concept.This study emphasizes the important role of school level characteristics that shape Black children's academic outcomes.
C1 [Morton, LaRen B.; Caughy, Margaret; Koss, Kalsea J.] Univ Georgia, Athens, GA 30602 USA.
C3 University System of Georgia; University of Georgia
RP Morton, LB (corresponding author), Univ Georgia, Athens, GA 30602 USA.
EM LaRen.Morton@uga.edu
OI Morton, LaRen/0000-0002-3277-2027
FU Eunice Kennedy Shriver National Institute of Child Health and Human
   Development
FX No Statement Available
CR [Anonymous], CHILDREN RISK
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NR 43
TC 0
Z9 0
U1 1
U2 1
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1062-1024
EI 1573-2843
J9 J CHILD FAM STUD
JI J. Child Fam. Stud.
PD JUN
PY 2024
VL 33
IS 6
BP 2028
EP 2041
DI 10.1007/s10826-024-02853-8
EA MAY 2024
PG 14
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA XP0U4
UT WOS:001228181400001
DA 2024-07-15
ER

PT J
AU Lan, XY
AF Lan, Xiaoyu
TI Does peer acceptance promote active academic engagement in early
   adolescence? A robust investigation based on three independent studies
SO PERSONALITY AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Academic engagement; Peer acceptance; Grit; Early adolescence
ID SHORT GRIT SCALE; SCHOOL ENGAGEMENT; PERSEVERANCE; PERSONALITY;
   BEHAVIOR; SUCCESS
AB Does peer acceptance promote active academic engagement in early adolescence? The existing theoretical and empirical evidence seemingly supports this commonly assumed positive relationship, but extant research has sometimes shown that peer acceptance can create risks that potentially decrease youth proactive academic engagement. The present research critically examined this divergent finding across three independent but interrelated studies, postulating mediating by grit (i.e., perseverance and passion for long-term goals). Early adolescents aged 10 to 13 drawn from different regions in China participated in this multi-informant study. Generally, the results were replicated, indicating that multi-informant assessment of peer acceptance was positively related to grit; in turn, grit was positively associated with academic engagement. This partially indirect role of grit was, however, highlighted only when peer acceptance was assessed by self-report and not when peer acceptance was evaluated by peer-nominated procedure. The current findings not only provide a robust, theoretically driven evaluation of the relationship between peer acceptance and academic engagement, but also offer insights into the underlying mechanism of this relationship through grit in early adolescence. Based on these findings, I discuss the theoretical implications and data-supported school-based intervention initiatives.
C1 [Lan, Xiaoyu] Univ Oslo, Promenta Res Ctr, Dept Psychol, Oslo, Norway.
C3 University of Oslo
RP Lan, XY (corresponding author), Univ Oslo, Dept Psychol, Forskningsveien 3A Harald Schjelderups House, N-0373 Oslo, Norway.
EM Xiaoyu.lan@psykologi.uio.no
RI LAN, XIAOYU/KEH-8871-2024
FU Research Council of Norway [288083, 320709]
FX The author would like to thank school principals and teachers for
   collaborating with data collection, and participants for their voluntary
   contribution in these research projects. Additionally, the author is
   grateful for the anonymous reviewers that made several helpful
   suggestions on better clarity and readability of this article. Last but
   not least, the author was partially supported by the grants from the
   Research Council of Norway (#288083, #320709) to disseminate the present
   research.
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NR 66
TC 5
Z9 5
U1 5
U2 19
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0191-8869
EI 1873-3549
J9 PERS INDIV DIFFER
JI Pers. Individ. Differ.
PD MAR
PY 2023
VL 203
AR 112012
DI 10.1016/j.paid.2022.112012
EA DEC 2022
PG 11
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8Z7US
UT WOS:000933579800015
OA hybrid
DA 2024-07-15
ER

PT J
AU Yang, HX
   Wu, CY
   Chen, JK
AF Yang, Hexin
   Wu, Chaoyue
   Chen, Ji-Kang
TI Interparental and Intergenerational Co-parenting Conflict and Adolescent
   Academic Performance: The Mediating Roles of Adolescent Academic
   Engagement and Depression
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE co-parenting; family conflict; academic engagement; depression; academic
   performance
ID STUDENT ENGAGEMENT; COPARENTING CONFLICT; EFFORTFUL CONTROL;
   SELF-EFFICACY; ACHIEVEMENT; READINESS; CHILDREN; IMPACT; ASSOCIATION;
   PREDICTORS
AB While a link between co-parenting conflict and academic performance is frequently assumed, studies on this association have shown inconsistent results. In addition, academic engagement and depression can potentially mediate the association between co-parenting conflict and academic performance. However, studies have not tested this proposition. This paper examined the direct effect of co-parenting conflict on adolescent academic performance and the mediating effect of academic engagement and depression. Using data from a nationally representative survey, the 2020 China Family Panel Studies (CFPS), we constructed a sample of 1989 dyads of adolescents (aged 10 to 15) and their primary caregivers in China. The structural equation model analysis revealed that co-parenting conflict was not directly linked with academic performance but was indirectly associated with adolescent academic performance through academic engagement and depression. The findings provide empirical support that academic engagement and depression play important mediating roles in the relationship between co-parenting conflict and adolescent academic performance. Future intervention programs aimed at promoting adolescent academic performance may consider a family-oriented approach to identify adolescents from families with co-parenting conflict and provide them with professional support.
C1 [Yang, Hexin] Wuhan Univ, Dept Social Work, Wuhan 430072, Peoples R China.
   [Wu, Chaoyue] Univ Calif Los Angeles, Dept Social Welf, Los Angeles, CA 90095 USA.
   [Chen, Ji-Kang] Chinese Univ Hong Kong, Dept Social Work, Hong Kong, Peoples R China.
C3 Wuhan University; University of California System; University of
   California Los Angeles; Chinese University of Hong Kong
RP Chen, JK (corresponding author), Chinese Univ Hong Kong, Dept Social Work, Hong Kong, Peoples R China.
EM jkchen@swk.cuhk.edu.hk
RI WU, CHAOYUE/KJL-9764-2024
OI WU, CHAOYUE/0000-0002-6952-2910; Yang, Hexin/0000-0003-1943-0687; Chen,
   Ji-Kang/0000-0001-7762-3888
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NR 66
TC 4
Z9 4
U1 23
U2 75
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD DEC
PY 2022
VL 19
IS 23
AR 15952
DI 10.3390/ijerph192315952
PG 10
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 6X6KG
UT WOS:000896519900001
PM 36498028
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Swift, C
AF Swift, Christopher
TI Academic Engagement
SO QUARTERLY JOURNAL OF SPEECH
LA English
DT Article
C1 Texas A&M Univ, Dept Commun, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Swift, C (corresponding author), Texas A&M Univ, Dept Commun, 4234 TAMU, College Stn, TX 77843 USA.
EM c-swift@tamu.edu
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J9 Q J SPEECH
JI Q. J. Speech
PY 2010
VL 96
IS 4
BP 443
EP 449
AR PII 930072847
DI 10.1080/00335630.2010.521181
PG 7
WC Communication
WE Social Science Citation Index (SSCI)
SC Communication
GA 685LN
UT WOS:000284630300008
DA 2024-07-15
ER

PT J
AU Hendrick, L
   Opdenakker, MC
   van der Vaart, W
AF Hendrick, Laura
   Opdenakker, Marie-Christine
   van der Vaart, Wander
TI Students' academic engagement during COVID-19 times: a mixed-methods
   study into relatedness and loneliness during the pandemic
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE basic psychological needs; self determination theory; online class;
   higher education; academic engagement; relatedness; loneliness
ID DISAFFECTION; UNIVERSITY; SCALE
AB The COVID-19 outbreak forced higher education students to study online-only. Previous research indicates that forced solitude or loneliness can cause a variety of problems for students, among which is reduced academic engagement. The Basic Psychological Needs Theory, a sub-theory of Self-Determination Theory, relates academic engagement to three basic psychological needs (autonomy, competence and relatedness), whereas varying theories on loneliness highlight the complexities of engaging in a learning environment whilst feeling lonely. As university staff members have been struggling to keep students on task since the COVID-19 outbreak, the need arose for more knowledge about to what extent students have felt lonely, frustrated or satisfied in their need for relatedness and to what extent this affected their academic engagement. A convergent Mixed Methods research study was conducted among university students (N = 228) and an online questionnaire was administered to collect both quantitative and qualitative data. A series of multiple hierarchical regression analyses were performed, considering demographic characteristics, to analyze the quantitative data. Qualitative data was coded using a hybrid approach of deductive and inductive coding. Themes were generated that depicted in-depth issues of relatedness, loneliness, and academic engagement. Quantitative analysis demonstrated the importance for academic engagement of both (a) 'basic need satisfaction and frustration' of relatedness in life and in 'social study context', and (b) feeling (emotionally) lonely. The negative impact of frustration of relatedness seemed to be dominant but also overlapped with the effects of loneliness. The qualitative outcomes support and complement these quantitative results. The results showed that students' academic engagement suffered from the loss of a shared physical space and from uncertainty about university policies. For a minority of students, however, the relief from social obligations that came along with social distancing was a blessing in disguise.
C1 [Hendrick, Laura; van der Vaart, Wander] Univ Humanist Studies, Utrecht, Netherlands.
   [Opdenakker, Marie-Christine] Univ Groningen, Fac Behav & Social Sci, Dept Teacher Educ, Groningen, Netherlands.
   [Opdenakker, Marie-Christine] Univ Humanist Studies, Chair Grp Educ, Utrecht, Netherlands.
   [van der Vaart, Wander] Univ Humanist Studies, Chair Grp Humanist Chaplaincy Studies Plural Soc, Utrecht, Netherlands.
C3 University of Groningen
RP Hendrick, L (corresponding author), Univ Humanist Studies, Utrecht, Netherlands.
EM leahendrick@gmail.com
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NR 74
TC 2
Z9 2
U1 7
U2 14
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 8
PY 2023
VL 14
AR 1221003
DI 10.3389/fpsyg.2023.1221003
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA S2KU5
UT WOS:001069517700001
PM 37744611
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Saleem, MS
   Isha, ASN
   Awan, MI
   Yusop, YB
   Naji, GMA
AF Saleem, Muhammad Shoaib
   Isha, Ahmad Shahrul Nizam
   Awan, Maheen Iqbal
   Yusop, Yuzana Binti
   Naji, Gehad Mohammed Ahmed
TI Fostering Academic Engagement in Post-graduate Students: Assessing the
   Role of Positive Emotions, Positive Psychology, and Stress
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE positive emotions; psychological capital; study engagement; stress;
   post-graduate students
ID SAFETY PERFORMANCE; COLLEGE-STUDENTS; WORK ENGAGEMENT; MEDIATING ROLE;
   BUILD THEORY; IMPACT; ANXIETY; DEPRESSION; RESOURCES; DASS-21
AB AimThe current study attempted to assess the effect of positive emotion on post-graduate students' psychological capital (PsyCap) as well as on their academic engagement behavior. Also, the direct relationship between PsyCap and academic engagement behavior was assessed alongside the presence of Stress as a moderating variable between PsyCap and academic engagement behavior amongst post-graduate students in Malaysia. Materials and MethodsA self-administered questionnaire was used for data collection from 373 post-graduate Ph.D. students registered in various universities throughout Malaysia with a non-probabilistic sampling technique. Research respondents belonged to management, humanities, engineering, computer science, and health sciences domains, and they responded through a questionnaire copy. Statistically, structural equation modeling (SEM) was applied to evaluate confirmatory factor analysis (CFA), reliability analysis, validity analysis, measurement model, structural model, and path analysis. Furthermore, the (5000) bootstrapping approach was utilized to test the final model. ResultsFor the hypothesized model, our results confirmed that positive emotions had a positive and significant effect on students' psychological capita as well as on their academic engagement behavior. Further, PsyCap also had a positive and significant effect on academic engagement behavior. Our results also reported that stress as a moderating variable has a negative and deteriorating effect on the relationship between PsyCap and the academic engagement of students. ConclusionThe study's findings support the theoretical assumption that positive emotions help individuals generate cognitive resources, which in turn help them manage their engagement behavioral requirements. However, the stress caused by their study needs may deplete their psychological resources, consequently influencing their academic engagement behavior. Interventions like personal coaching/counseling, appropriate follow-up, and flexible goal settings with other measures may help post-graduate students in achieving their daunting tasks.
C1 [Saleem, Muhammad Shoaib; Isha, Ahmad Shahrul Nizam; Awan, Maheen Iqbal; Naji, Gehad Mohammed Ahmed] Univ Teknol PETRONAS, Dept Management & Humanities, Tronoh, Malaysia.
   [Yusop, Yuzana Binti] Sultan Zainal Abidin Univ, Fac Med, Kuala Terengganu, Malaysia.
C3 Universiti Teknologi Petronas; Universiti Sultan Zainal Abidin
RP Saleem, MS (corresponding author), Univ Teknol PETRONAS, Dept Management & Humanities, Tronoh, Malaysia.
EM sh.saleem87@gmail.com
RI Naji, Gehad Mohammed Ahmed/HGV-0143-2022; Saleem, Muammad
   Shoaib/AFD-3516-2022
OI Naji, Gehad Mohammed Ahmed/0000-0001-6125-4934; Ahmad Shahrul Nizam,
   Isha/0000-0003-0553-4346
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NR 74
TC 18
Z9 19
U1 7
U2 37
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 9
PY 2022
VL 13
AR 920395
DI 10.3389/fpsyg.2022.920395
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3Y6RN
UT WOS:000843850500001
PM 36017439
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Rowe, DA
   Mazzotti, VL
   Ingram, A
   Lee, S
AF Rowe, Dawn A.
   Mazzotti, Valerie L.
   Ingram, Angela
   Lee, Seunghee
TI Effects of Goal-Setting Instruction on Academic Engagement for Students
   At Risk
SO CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS
LA English
DT Article
DE self-determination; high incidence; disabilities; academics/standards;
   education; middle grades; single subject; research
ID SELF-DETERMINATION; OUTCOMES; INTERVENTIONS; SKILLS
AB Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to support teachers embedding goal-setting instruction across the academic day. Therefore, the purpose of this study was to investigate the effects of goal-setting instruction on academic engagement for middle school students at risk for academic failure. Results indicated a functional relation between goal-setting lessons and students' active academic engagement. Limitations, suggestions for future research, and implications for practice are provided.
C1 [Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee] Univ Oregon, 208 Clin Serv Bldg,5260 Univ Oregon, Eugene, OR 97403 USA.
C3 University of Oregon
RP Rowe, DA (corresponding author), Univ Oregon, 208 Clin Serv Bldg,5260 Univ Oregon, Eugene, OR 97403 USA.
EM drowe3@uoregon.edu
RI Rowe, Dawn/Q-5651-2018; Mazzotti, Valerie/Y-1037-2019
OI Rowe, Dawn/0000-0002-8969-0399; 
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NR 27
TC 11
Z9 37
U1 1
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2165-1434
EI 2165-1442
J9 CAREER DEV TRANSIT E
JI Career Dev. Transit. Except. Individ.
PD FEB
PY 2017
VL 40
IS 1
BP 25
EP 35
DI 10.1177/2165143416678175
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA EL7GG
UT WOS:000394788500004
DA 2024-07-15
ER

PT J
AU Huo, JY
AF Huo, Jiaying
TI The Role of Learners' Psychological Well-Being and Academic Engagement
   on Their Grit
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; psychological well-being; positive emotional
   constructs; pedagogical implications; grit
ID WILLINGNESS; COMMUNICATE; LANGUAGE; STUDENTS; PERSEVERANCE; ENVIRONMENT;
   CLASSROOM; EMOTIONS
AB This review aimed at examining the related studies on the effect of English as a foreign language learners' (EFL) psychological well-being and academic engagement as positive emotional constructs on learners' grit. The positive significant effect of psychological well-being on learners' grit has been confirmed in the literature review. Studies have shown that resilience, enjoyment, engagement, lack of depression, interest, and world meaningfulness can act as mediator variables in the relationship between psychological well-being and grit. Furthermore, few studies have been done on the effect of academic engagement on learners' grit. The studies showed that some factors such as meticulousness, self-control, self-confidence, and motivation act as mediators in the relationship between academic engagement and grittiness. In the end, the pedagogical implications are expounded to promote the quality of language learning quality. This review also provides some suggestions for further research to clarify our perspective over positive emotional variables and their relationships with each other.
C1 [Huo, Jiaying] Xian Int Univ, Coll Int Cooperat, Xian, Peoples R China.
RP Huo, JY (corresponding author), Xian Int Univ, Coll Int Cooperat, Xian, Peoples R China.
EM huojy_joanna@163.com
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NR 86
TC 5
Z9 6
U1 11
U2 71
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD FEB 23
PY 2022
VL 13
AR 848325
DI 10.3389/fpsyg.2022.848325
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA ZR8GM
UT WOS:000768016300001
PM 35282199
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Khuram, W
   Wang, YQ
   Ali, M
   Khalid, A
   Han, HS
AF Khuram, Waqas
   Wang, Yanqing
   Ali, Mudassar
   Khalid, Aisha
   Han, Heesup
TI Impact of Supportive Supervisor on Doctoral Students' Research
   Productivity: The Mediating Roles of Academic Engagement and Academic
   Psychological Capital
SO SAGE OPEN
LA English
DT Article
DE supportive supervisor; research productivity; academic engagement;
   academic psychological capital; international doctoral student
ID WORK ENGAGEMENT; INTERNATIONAL STUDENTS; SELF-PERCEPTIONS; PERFORMANCE;
   CREATIVITY; CONSERVATION; ENVIRONMENT; EXPERIENCE; LEADERSHIP; RESOURCES
AB This research investigates the impact of supportive supervisors on doctoral students' research productivity, with parallel mediation effects of academic engagement and academic psychological capital as two mediators. Data has been collected through an online survey from international doctoral students (N = 415) studying in six research-oriented universities in mainland China. Confirmatory factor analysis and structural modeling were used in the analysis and mediation analysis conducted by adopting the 04 Model in PROCESS. The results indicated that a supportive supervisor is positively related to research productivity. Student psychological factors-academic engagement and academic psychological capital-partially mediate the relationship between supportive supervisors and research productivity. The findings suggest that the supervisor's supportive behavior is essential for encouraging students' academic engagement and academic psychological capital. Furthermore, students are more productive, and their engagement and psychological resources are increased under supportive supervision, which ultimately significantly increases their research productivity.
C1 [Khuram, Waqas; Wang, Yanqing] Harbin Inst Technol, Harbin, Peoples R China.
   [Ali, Mudassar; Khalid, Aisha] Harbin Normal Univ, Harbin, Peoples R China.
   [Han, Heesup] Sejong Univ, Seoul, South Korea.
   [Han, Heesup] Sejong Univ, Coll Hospitality & Tourism Management, 825 B Gwanggetto Kwan, Seoul 05006, South Korea.
C3 Harbin Institute of Technology; Harbin Normal University; Sejong
   University; Sejong University
RP Han, HS (corresponding author), Sejong Univ, Coll Hospitality & Tourism Management, 825 B Gwanggetto Kwan, Seoul 05006, South Korea.
EM heesup@sejong.ac.kr
RI ali, Mudassar/AAP-8451-2021; Khuram, Waqas/AAN-7775-2021; Han,
   Heesup/H-9859-2013; Wang, Yanqing/B-4363-2015
OI ali, Mudassar/0000-0002-8869-2421; Khuram, Waqas/0000-0002-8940-6802;
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NR 73
TC 3
Z9 3
U1 4
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2158-2440
J9 SAGE OPEN
JI SAGE Open
PD JUL
PY 2023
VL 13
IS 3
AR 21582440231185554
DI 10.1177/21582440231185554
PG 15
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA L4IT0
UT WOS:001022918700001
OA gold
DA 2024-07-15
ER

PT J
AU Gremmen, MC
   Van den Berg, YHM
   Steglich, C
   Veenstra, R
   Dijkstra, JK
AF Gremmen, Mariola C.
   Van den Berg, Yvonne H. M.
   Steglich, Christian
   Veenstra, Rene
   Dijkstra, Jan Kornelis
TI The importance of near-seated peers for elementary students' academic
   engagement and achievement
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Academic achievement; Seating arrangements;
   Near-seated peers; Social networks
ID CLASSROOM SEATING ARRANGEMENTS; NETWORK-BEHAVIOR DYNAMICS; ADOLESCENT
   FRIENDSHIPS; SOCIAL NETWORKS; SCHOOL; SELECTION; MOTIVATION; TEACHERS;
   CONTEXT
AB Although students are part of a group of classmates, they spend the majority of time during lessons with students who are seated next or close to them. Therefore, near-seated peers in elementary school classrooms might play a crucial role in students' academic development. It was hypothesized that near-seated peers influence students' academic engagement and achievement, especially when they are also friends. Participants were 559 fourth sixth grade students (21 classrooms; 51.9% boys; Mage = 10.65 years, range = 8-12).
   Longitudinal social network analysis (RSiena) showed that students' academic engagement and achievement got better when friends scored better, and vice versa, regardless of their physical position in the classroom. In contrast, near-seated peers who were not befriended got more diverse scores over time. These results imply that teachers should consider students' friendships and academic engagement and achievement in designing seating arrangements. Moreover, it is recommended to actively monitor ongoing peer influence processes.
C1 [Gremmen, Mariola C.; Steglich, Christian; Veenstra, Rene; Dijkstra, Jan Kornelis] Univ Groningen, Interuniv Ctr Social Sci Theory & Methodol ICS, Grote Rozenstr 31, NL-9712 TG Groningen, Netherlands.
   [Van den Berg, Yvonne H. M.] Radboud Univ Nijmegen, Behav Sci Inst, Montessorilaan 3, NL-6500 HE Nijmegen, Netherlands.
   [Steglich, Christian] Linkoping Univ, Inst Analyt Sociol, Linkoping, Sweden.
C3 University of Groningen; Radboud University Nijmegen; Linkoping
   University
RP Gremmen, MC (corresponding author), Univ Groningen, ICS, Dept Sociol, POB 27,Grote Rozenstr 31, NL-9712 TG Groningen, Netherlands.
EM m.c.gremmen@rug.nl; y.vandenberg@psych.ru.nl; c.e.g.steglich@rug.nl;
   d.r.yeenstra@rug.nl; jan.dijkstra@rug.nl
RI Steglich, Christian E.G./F-3375-2013; Veenstra, René/G-6696-2011;
   Steglich, Christian E.G./IZE-0887-2023; van den Berg, Yvonne H.
   M./E-3320-2012; Dijkstra, Jan K/E-9338-2013
OI Steglich, Christian E.G./0000-0002-9097-0873; Veenstra,
   René/0000-0001-6686-6307; van den Berg, Yvonne H.
   M./0000-0002-9833-7722; 
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NR 59
TC 27
Z9 31
U1 3
U2 45
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD JUL-AUG
PY 2018
VL 57
BP 42
EP 52
DI 10.1016/j.appdev.2018.04.004
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GR5TG
UT WOS:000442704200004
OA Green Published
DA 2024-07-15
ER

PT J
AU Ozdemir, S
AF Ozdemir, Selda
TI The Effects of the First Step to Success Program on Academic Engagement
   Behaviors of Turkish Students With Attention-Deficit/Hyperactivity
   Disorder
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE First Step to Success; attention-deficit/hyperactivity disorder; early
   intervention; academic engagement behavior; disruptive behaviors
ID DEFICIT HYPERACTIVITY DISORDER; PEER RELATIONSHIPS; CHILDREN; BOYS;
   ADHD; INTERVENTION; REPLICATION; PREVENTION; OUTCOMES; ADULT
AB The present study evaluated the effectiveness of the First Step to Success (FSS) early intervention program with Turkish children identified with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness on target children's academic engagement behaviors was studied. Participants were four 7-year-old first-grade students in Ankara, the capital city of Turkey. The design was a single-subject, multiple-baseline, across-groups design. Findings from the study revealed that all target children displayed increased levels of academic engagement behaviors with the introduction of the FSS program and at 3 months' follow-up. However, follow-up data at 2 years indicated that although three students continued to display high levels of academic engagement behavior, one student did not catch up to these levels of performance. Limitations are discussed and implications for future research are presented.
C1 Gazi Univ, Gazi Educ Fac, Dept Special Educ, TR-06500 Ankara, Turkey.
C3 Gazi University
RP Ozdemir, S (corresponding author), Gazi Univ, Gazi Educ Fac, Dept Special Educ, L Blok,Z11, TR-06500 Ankara, Turkey.
EM seldaozdemir@gazi.edu.tr
RI Ozdemir, Selda/ACT-8087-2022
OI Ozdemir, Selda/0000-0001-9205-5946
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NR 50
TC 6
Z9 9
U1 0
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JUL
PY 2011
VL 13
IS 3
BP 168
EP 177
DI 10.1177/1098300710373503
PG 10
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 774RN
UT WOS:000291403900005
DA 2024-07-15
ER

PT J
AU Kang, X
   Wu, YJ
   Li, LS
AF Kang, Xia
   Wu, Yajun
   Li, Lisheng
TI Validation and Prediction of the School Psychological Capital Among
   Chinese College Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE school psychological capital; validation; academic engagement;
   achievement emotions; college students
ID ACADEMIC SELF-EFFICACY; OF-FIT INDEXES; UNIVERSITY-STUDENTS; HOPE;
   ACHIEVEMENT; RESILIENCE; ENGAGEMENT; PERFORMANCE; EMOTIONS; OPTIMISM
AB This study validated the school psychological capital (PsyCap) scale in the Chinese context and examined the predictive effect of PsyCap resources on academic engagement and achievement emotions. Self-report data for PsyCap resources, student engagement, enjoyment, anxiety, and boredom toward English learning were collected from 1,000 sophomores. Item-level analyses and confirmatory factor analysis were used to verify the validity of the school PsyCap scale, and structural equation modeling was applied to reveal the predictive effect of school PsyCap resources on academic engagement and achievement emotions. Results showed that the school PsyCap scale retained superior psychometric properties. Besides, PsyCap resources were demonstrated to have a positive relationship to academic engagement and enjoyment, and a negative relationship to anxiety and boredom. The effectiveness of the school PsyCap scale was verified among Chinese college students, and besides the traditional predictors, school PsyCap is also critically important for students' academic engagement and achievement emotions. Limitations and implications are discussed.
C1 [Kang, Xia] Univ Hong Kong, Teacher Educ & Learning Leadership Unit, Fac Educ, Hong Kong, Peoples R China.
   [Wu, Yajun; Li, Lisheng] Yunnan Normal Univ, Sch Foreign Languages & Literature, Kunming, Yunnan, Peoples R China.
C3 University of Hong Kong; Yunnan Normal University
RP Kang, X (corresponding author), Univ Hong Kong, Teacher Educ & Learning Leadership Unit, Fac Educ, Hong Kong, Peoples R China.
EM xkang@hku.hk
OI Wu, Yajun/0000-0002-3174-7575
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NR 84
TC 11
Z9 11
U1 3
U2 53
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 9
PY 2021
VL 12
AR 697703
DI 10.3389/fpsyg.2021.697703
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA TM9MJ
UT WOS:000675870500001
PM 34305758
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Lawson, C
   Salter, A
AF Lawson, Cornelia
   Salter, Ammon
TI The reverse engagement gap: gender differences in external engagement
   among UK academics
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Gender; academic engagement; women in science; third sector engagement;
   academic entrepreneurship
ID INDUSTRY; WOMEN; UNIVERSITY; PATTERNS; MOTIVES; FACULTY; SCIENCE
AB Examining academics 'engagement with non-academics in industry, public agencies and charities, this paper examines gender gaps between men and women. Using a large-scale survey of UK academics, we find that although there is difference between women and men in the commercial areas of engagement, with men being more active in this domain than their women colleagues of a similar age and experience and of the same rank, discipline, and university, this pattern is reversed for academic engagement with the third sector, with women more likely to engage with charities, regardless of career stage and research field. We explore the gendered nature of academic engagement, and discuss policy implications arising from it.
C1 [Lawson, Cornelia] Univ Manchester, Manchester Inst Innovat Res, Alliance Manchester Business Sch, Manchester, England.
   [Salter, Ammon] Univ Bath, Sch Management, Bath, England.
   [Lawson, Cornelia] Univ Manchester, Alliance Manchester Business Sch, Booth St W, Manchester M15 6PB, England.
C3 University of Manchester; Alliance Manchester Business School;
   University of Bath; University of Manchester; Alliance Manchester
   Business School
RP Lawson, C (corresponding author), Univ Manchester, Alliance Manchester Business Sch, Booth St W, Manchester M15 6PB, England.
EM cornelia.lawson@manchester.ac.uk
RI Peter, Serin/ITR-8938-2023
OI Lawson, Cornelia/0000-0002-1262-5142
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NR 45
TC 1
Z9 1
U1 6
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD MAY 4
PY 2023
VL 48
IS 5
SI SI
BP 695
EP 706
DI 10.1080/03075079.2023.2184790
EA MAR 2023
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AS0G4
UT WOS:000945408600001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Hu, YB
   Wang, JY
   Lin, Y
   Zhang, BS
AF Hu, Yibo
   Wang, Jiyu
   Lin, Yao
   Zhang, Baoshan
TI The relation of parental phubbing to academic engagement and the related
   mechanisms in elementary students
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Parental phubbing; Sense of exclusion; Academic engagement; Security;
   Elementary students
ID ADULT ATTACHMENT; RELATIONSHIP SATISFACTION; INDIVIDUAL-DIFFERENCES;
   SCHOOL ENGAGEMENT; EUROPEAN-AMERICAN; CHINESE; ACHIEVEMENT; PERCEPTIONS;
   PERFORMANCE; OSTRACISM
AB In contemporary society, it has become a common phenomenon for parents to browse their smartphones while accompanying their children. To explore the effects of parental smartphone use on elementary students' learning and its possible mechanisms, this study used a diary method to conduct a 14-day continuous survey of 80 senior elementary students. The results indicated that parental phubbing was a significant negative predictor of academic engagement in elementary students; the sense of exclusion mediated the relationship between parental phubbing and academic engagement in elementary students, and security moderated the relationship between parental phubbing and sense of exclusion. These findings enrich the theory of parental phubbing and reveal the mechanisms by which parental phubbing hurts the academic engagement of elementary students, filling a gap in the previous literature. In practical terms, there are important implications for parents and teachers in the education of elementary students with the popularity of smartphones.
C1 [Hu, Yibo; Wang, Jiyu; Lin, Yao; Zhang, Baoshan] Shaanxi Normal Univ, Sch Psychol, Xian, Peoples R China.
   [Zhang, Baoshan] Suzhou Univ Sci & Technol, Sch Educ, Suzhou, Peoples R China.
   [Zhang, Baoshan] Shaanxi Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Xian, Peoples R China.
C3 Shaanxi Normal University; Suzhou University of Science & Technology
RP Zhang, BS (corresponding author), Suzhou Univ Sci & Technol, Sch Educ, Suzhou, Peoples R China.
EM zhangbsh@gmail.com
FU Research Program Funds of the Collaborative Innovation Center of
   Assessment toward Basic Education Quality at Beijing Normal University
   [2018-05-017-BZPK01]
FX This work was supported by Research Program Funds of the Collaborative
   Innovation Center of Assessment toward Basic Education Quality at
   Beijing Normal University [2018-05-017-BZPK01] .
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NR 104
TC 5
Z9 5
U1 23
U2 58
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JAN
PY 2023
VL 101
AR 102251
DI 10.1016/j.lindif.2022.102251
EA DEC 2022
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8B9OJ
UT WOS:000917248500001
DA 2024-07-15
ER

PT J
AU Van Ryzin, MJ
   Roseth, CJ
AF Van Ryzin, Mark J.
   Roseth, Cary J.
TI The Cascading Effects of Reducing Student Stress: Cooperative Learning
   as a Means to Reduce Emotional Problems and Promote Academic Engagement
SO JOURNAL OF EARLY ADOLESCENCE
LA English
DT Article
DE emotional problems; academic engagement; stress; peer relatedness;
   cooperative learning; middle school
ID DIFFICULTIES QUESTIONNAIRE SDQ; PERCEIVED STRESS; PEER RELATIONSHIPS;
   PSYCHOMETRIC PROPERTIES; SCHOOL ENGAGEMENT; FIT INDEXES; ADOLESCENTS;
   STRENGTHS; BRAIN; DEPRESSION
AB Adolescents, particularly early adolescents, are vulnerable to stress created by negative peer interactions. Stress, in turn, can lead to increased mental health problems and reduced academic engagement, in addition to negative long-term consequences for cognitive development and physical health. Using four waves (2 years) of data from a cluster randomized trial (N= 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we evaluated whether enhancements to peer relations, brought about through carefully structured small-group learning activities (i.e.,cooperative learning), could reduce stress and emotional problems and promote academic engagement. We hypothesized that the increased social contact created by cooperative learning would promote greater peer relatedness, reducing student stress and, in turn, reducing emotional problems and promoting academic engagement. Our results confirmed these hypotheses. We conclude that cooperative learning can provide social, behavioral, academic, and mental health benefits for students.
C1 [Van Ryzin, Mark J.] Oregon Res Inst, 1776 Millrace, Eugene, OR 97403 USA.
   [Roseth, Cary J.] Michigan State Univ, E Lansing, MI 48824 USA.
C3 Oregon Research Institute; Michigan State University
RP Van Ryzin, MJ (corresponding author), Oregon Res Inst, 1776 Millrace, Eugene, OR 97403 USA.
EM markv@ori.org
FU National Institute on Alcohol Abuse and Alcoholism (NIAAA) [R34
   AA024275]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   National Institute on Alcohol Abuse and Alcoholism (NIAAA) provided
   financial support for this project (R34 AA024275; PI: M. J. Van Ryzin).
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NR 74
TC 12
Z9 15
U1 11
U2 61
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-4316
EI 1552-5449
J9 J EARLY ADOLESCENCE
JI J. Early Adolesc.
PD MAY
PY 2021
VL 41
IS 5
BP 700
EP 724
AR 0272431620950474
DI 10.1177/0272431620950474
EA AUG 2020
PG 25
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA RP0FW
UT WOS:000563028100001
PM 37621735
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Orazbayeva, B
   van der Sijde, P
   Baaken, T
AF Orazbayeva, Balzhan
   van der Sijde, Peter
   Baaken, Thomas
TI Autonomy, competence and relatedness - the facilitators of academic
   engagement in education-driven university-business cooperation
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE University-business cooperation; self-determination theory; student
   mobility; curriculum design and delivery; autonomy; competence and
   relatedness
ID SELF-DETERMINATION THEORY; INDUSTRY; PERFORMANCE; SCIENTISTS; WELL;
   COMMERCIALIZATION; IMPACT; NEEDS; PERSPECTIVE; WORKPLACE
AB Notwithstanding the growing importance of university-business cooperation (UBC), our understanding of education-driven UBC remains nebulous, so does our knowledge of facilitators of academic engagement in such cooperation. This research explores psychological facilitators underlying academic engagement with business in education-driven activities such as student mobility, curriculum design and delivery. Drawing on a self-determination theory (SDT), it investigates the factors facilitating academic engagement in these activities with a specific focus given on their UBC autonomy, competence and relatedness. Based on an extensive and wide-reaching European survey, this research shows that academic autonomy does not only play an important role in teaching and research, but also in facilitating academic engagement in education driven UBC, with UBC competence and relatedness being highly relevant too. This research contributes to the literature by shedding light on education-driven UBC and by applying SDT framework of need satisfaction in this context.
C1 [Orazbayeva, Balzhan; Baaken, Thomas] Munster Univ Appl Sci, Sci To Business Mkt Res Ctr, Munster, Germany.
   [Orazbayeva, Balzhan; van der Sijde, Peter] Vrije Univ Amsterdam, Sci Businesses & Innovat, Amsterdam, Netherlands.
C3 University of Applied Sciences, Muenster; Vrije Universiteit Amsterdam
RP Orazbayeva, B (corresponding author), Munster Univ Appl Sci, Sci To Business Mkt Res Ctr, Munster, Germany.; Orazbayeva, B (corresponding author), Vrije Univ Amsterdam, Sci Businesses & Innovat, Amsterdam, Netherlands.
EM orazbayeva@fh-muenster.de
OI Orazbayeva, Balzhan/0000-0002-3127-3103
FU project 'The State of University-Business Cooperation in Europe'
   [EAC/10/2015]
FX The survey was carried out as part of the project 'The State of
   University-Business Cooperation in Europe' conducted from 2016 to 2018
   by a consortium led by the Science-to-Business Marketing Research
   Centre, Germany for the DG Education and Culture, European Commission
   (EAC/10/2015).
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NR 81
TC 15
Z9 18
U1 4
U2 38
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD JUL 3
PY 2021
VL 46
IS 7
BP 1406
EP 1420
DI 10.1080/03075079.2019.1679764
EA OCT 2019
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SU4VJ
UT WOS:000492534100001
OA Green Published
DA 2024-07-15
ER

PT J
AU Oncu, S
AF Oncu, Semiral
TI Online Peer Evaluation for Assessing Perceived Academic Engagement in
   Higher Education
SO EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
LA English
DT Article
DE Perceived academic engagement; active learning; collaboration; paying
   attention; peer evaluation
ID COVARIANCE STRUCTURE-ANALYSIS; STUDENT ENGAGEMENT; TEAMWORK; SELF;
   QUALITY; MODEL
AB Many institutions monitor academic engagement to investigate student achievement and institutional performance. Relying only on self-reports is prone to misjudgment. Peer evaluation through teamwork has the potential to substitute for measuring engagement, which has not been emphasized in the literature. This study examines whether peer evaluation can represent perceived academic engagement with coursework, operationalized as "active learning" and "paying attention." Data were collected through an online peer evaluation system. Participants were 215 undergraduate and graduate students from three universities. Structural equation modeling (SEM) was used to test hypotheses. Results show that peer evaluation is statistically predictive of perceived academic engagement. Peers give high scores to their counterparts conforming to the literature. Students are more engaged than overall benchmarks. Results suggest that creating more opportunities for teamwork in the educational environment and efficient ways to incorporate peer evaluation through means such as social networks and online learning management systems are viable venues for improvement.
C1 [Oncu, Semiral] Uludag Univ, TR-16059 Bursa, Turkey.
C3 Uludag University
RP Oncu, S (corresponding author), Uludag Univ, Fac Educ, Dept Comp & Instruct Technol Educ, TR-16059 Bursa, Turkey.
EM semiral@uludag.edu.tr
RI Öncü, Semiral/A-5306-2016
OI Öncü, Semiral/0000-0001-8549-094X
FU Scientific Research Foundation of Uludag University [UAP(E)-2011/81]
FX This study was supported by the grant from the Scientific Research
   Foundation of Uludag University (Project No: UAP(E)-2011/81). The author
   would like to thank Adem Uzun, Ph.D. for his valuable contribution in
   the data collection phase of the study.
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NR 67
TC 11
Z9 16
U1 2
U2 49
PU MODESTUM LTD
PI LONDON
PA STE 124 CHALLENGE HOUSE 616 MITCHAM RD, CROYDON, LONDON, CRO 3AA,
   ENGLAND
SN 1305-8215
EI 1305-8223
J9 EURASIA J MATH SCI T
JI Eurasia J. Math. Sci. Technol. Educ.
PD JUN
PY 2015
VL 11
IS 3
BP 535
EP 549
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CI5UN
UT WOS:000354825400007
DA 2024-07-15
ER

PT J
AU Salamonson, Y
   Andrew, S
   Everett, B
AF Salamonson, Yenna
   Andrew, Sharon
   Everett, Bronwyn
TI Academic engagement and disengagement as predictors of performance in
   pathophysiology among nursing students
SO CONTEMPORARY NURSE
LA English
DT Article
DE academic engagement; academic performance; nursing education; homework;
   lecture attendance; part-time employment
ID PART-TIME EMPLOYMENT; LECTURE ATTENDANCE; HIGH-SCHOOL; AFRICAN-AMERICAN;
   ACHIEVEMENT; HOMEWORK; MATHEMATICS; WORK; PERSISTENCE; PSYCHOLOGY
AB Connecting students with learning activities to promote academic engagement has been a focus of higher education over the past decade, partly driven by an increasing rate of student participation in part-time employment, and a growing concern about the quality of the student experience. Using a prospective survey design, this study selected three elements of academic engagement (homework completion, lecture attendance, and study hours) and academic disengagement (part-time work), to identify predictors of academic performance in a pathophysiology subject in 126 second year nursing students. Homework completion emerged as the strongest positive predictor of academic performance, followed by lecture attendance; however, time spent studying was not a significant predictor of academic performance. Of concern was the finding that the amount of part-time work had a significant and negative impact on academic performance. Combining all elements of academic engagement and disengagement, and controlling for age and ethnicity, the multiple regression model accounted for 34% of the variance in the academic performance of second year nursing students studying pathophysiology. Results from these findings indicate the importance of active learning engagement in influencing academic success, and provide some direction for nursing academics to design effective learning approaches to promote academic engagement of nursing students.
C1 [Salamonson, Yenna; Andrew, Sharon; Everett, Bronwyn] Univ Western Sydney, Sch Nursing & Midwifery, Sydney, NSW, Australia.
C3 Western Sydney University
RP Salamonson, Y (corresponding author), Univ Western Sydney, Sch Nursing & Midwifery, Campbelltown Campus, Sydney, NSW, Australia.
RI Salamonson, Yenna/G-5751-2011; Everett, Bronwyn Lee/AAT-1308-2021;
   Salamonson, Yenna/AAX-4499-2020
OI Salamonson, Yenna/0000-0002-7429-4086; Everett,
   Bronwyn/0000-0003-1733-7462; Andrew, Sharon/0000-0001-5019-2782
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NR 56
TC 55
Z9 80
U1 1
U2 20
PU ECONTENT MANAGEMENT
PI MALENY
PA PO BOX 1027, MALENY, QUEENSLAND 4552, AUSTRALIA
SN 1037-6178
J9 CONTEMP NURSE
JI Contemp. Nurse.
PD APR-JUN
PY 2009
VL 32
IS 1-2
BP 123
EP 132
DI 10.5172/conu.32.1-2.123
PG 10
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA 493ID
UT WOS:000269729100014
PM 19697983
DA 2024-07-15
ER

PT J
AU Yidana, MB
   Arthur, F
AF Yidana, Mumuni Baba
   Arthur, Francis
TI Influence of economics students' self-esteem on their academic
   engagement: The moderating role of gender
SO HELIYON
LA English
DT Article
DE Affective engagement; Behavioural engagement; Economics students;
   Moderating role; Self-esteem
ID SCHOOL ENGAGEMENT; PLS-SEM; SCALE; TRANSLATION; CLASSROOM; WORLD
AB This study investigated the moderating role of gender in the influence of Economics students' selfesteem on their academic engagement. This quantitative research used a descriptive crosssectional survey design with a sample of 422 senior high school Economics students. The Academic Engagement and Self-Esteem Scales served as the instruments for data collection in this study. The data were analysed using partial least squares structural equation modelling (PLSSEM). The study revealed that there was a statistically significant positive influence of Economics students' self-esteem on their academic engagement. Specifically, it was found out that selfesteem had a significant positive influence on academic affective, behavioural and cognitive engagement. Also, it was discovered that gender did not moderate the influence of students' selfesteem on their academic affective, behavioural and cognitive engagement. Therefore, it was recommended that parents, guardians and Economics teachers should guide students to improve upon their self-esteem since high self-esteem will lead to high academic engagement.
C1 [Yidana, Mumuni Baba; Arthur, Francis] Univ Cape Coast, Fac Humanities & Social Sci Educ, Dept Business & Social Sci Educ, Cape Coast, Ghana.
C3 University of Cape Coast
RP Yidana, MB (corresponding author), Univ Cape Coast, Fac Humanities & Social Sci Educ, Dept Business & Social Sci Educ, Cape Coast, Ghana.
EM myidana@ucc.edu.gh; a.francis1608@gmail.com
RI Arthur, Francis/ACE-7783-2022
OI Arthur, Francis/0000-0001-7792-6563; Baba Yidana,
   Mumuni/0000-0002-1098-4512
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NR 69
TC 0
Z9 0
U1 2
U2 2
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD FEB 29
PY 2024
VL 10
IS 4
AR e26237
DI 10.1016/j.heliyon.2024.e26237
EA FEB 2024
PG 12
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA MM0L5
UT WOS:001193919500001
PM 38434032
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Xu, S
   Wang, J
   Lee, GT
   Luke, N
AF Xu, Sheng
   Wang, Jie
   Lee, Gabrielle T.
   Luke, Nicole
TI Using Self-Monitoring With Guided Goal Setting to Increase Academic
   Engagement for a Student With Autism in an Inclusive Classroom in China
SO JOURNAL OF SPECIAL EDUCATION
LA English
DT Article
DE self-monitoring; goal setting; academic engagement; inclusive classroom;
   autism; China
ID GENERAL-EDUCATION CLASSROOM; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER;
   REPUBLIC-OF-CHINA; MANAGEMENT INTERVENTIONS; SCHOOL-STUDENTS; CHILDREN;
   BEHAVIOR; ACCURACY; SPECTRUM; PRODUCTIVITY
AB The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion single-subject design was used. Training on self-monitoring took place outside of the classroom prior to the implementation of self-monitoring and guided goal setting in the language art class in an inclusive classroom. The goal was gradually increased and determined by the student's best performance on the previous phase. Results showed an increase in the student's academic engagement during intervention. The student also maintained a high level of academic engagement during 1-week follow-up sessions without self-monitoring.
C1 [Xu, Sheng] Chongqing Normal Univ, Chongqing, Peoples R China.
   [Lee, Gabrielle T.] Michigan State Univ, E Lansing, MI 48824 USA.
   [Luke, Nicole] Surrey Pl Ctr, Toronto, ON, Canada.
   [Wang, Jie] Shandong Weifang Sch Hearing & Speech, Shandong, Peoples R China.
C3 Chongqing Normal University; Michigan State University
RP Lee, GT (corresponding author), Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, 620 Farm Lane, E Lansing, MI 48824 USA.
EM gtlee@msu.edu
RI Lee, Gabrielle Tsai/AAL-1753-2021
OI Lee, Gabrielle Tsai/0000-0002-9560-8080
FU National Social Science Foundation, China [12XSH020]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   project was funded by National Social Science Foundation, China (Grant
   Number: 12XSH020, PI: Sheng Xu).
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NR 50
TC 12
Z9 28
U1 2
U2 46
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-4669
EI 1538-4764
J9 J SPEC EDUC
JI J. Spec. Educ.
PD AUG
PY 2017
VL 51
IS 2
BP 106
EP 114
DI 10.1177/0022466916679980
PG 9
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FB0YB
UT WOS:000405869800005
DA 2024-07-15
ER

PT J
AU Oriol-Granado, X
   Mendoza-Lira, M
   Covarrubias-Apablaza, CG
   Molina-Lopez, VM
AF Oriol-Granado, Xavier
   Mendoza-Lira, Michelle
   Covarrubias-Apablaza, Carmen-Gloria
   Molina-Lopez, Victor-Michel
TI Positive Emotions, Autonomy Support and Academic Performance of
   University Students: The Mediating Role of Academic Engagement and
   Self-efficacy
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE Positive emotions; Self-efficacy; Academic engagement; Academic
   performance
ID ACHIEVEMENT; MOTIVATION; PREDICTORS
AB The overall objective of this study is to prove whether some variables, such as autonomy support and positive affect experienced in the classroom, are predictors of academic performance through self-efficacy and engagement in university students. The tested model confirms the expected results but notes that self-efficacy does not show a significant direct effect on performance. Therefore, a second model is tested. We include self-efficacy as a predictor of academic engagement, eliminating the direct effect of this variable on performance. The results show a greater adjustment in the second model. It is concluded that: (a) positive emotions and autonomy support predict academic performance, self-efficacy and academic engagement; (b) self-efficacy predicts higher levels of academic engagement and the latter improves academic performance, and (c) indirect effects also show the existence of a mediation of these variables on the predictive relationship of autonomy support and positive emotions on performance. (C) 2017 Universidad del Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Oriol-Granado, Xavier] Univ Santiago, Fac Adm & Econ, Dept Gest & Polit Publ, Santiago, Chile.
   [Mendoza-Lira, Michelle; Molina-Lopez, Victor-Michel] Univ Autonoma Chile, Fac Educ, Temuco, Chile.
   [Covarrubias-Apablaza, Carmen-Gloria] Univ Talca, Programa Formac Fundamental, Talca, Chile.
C3 Universidad de Santiago de Chile; Universidad Autonoma de Chile;
   Universidad de Talca
RP Oriol-Granado, X (corresponding author), Univ Santiago, Fac Adm & Econ, Dept Gest & Polit Publ, Santiago, Chile.
EM xavier.oriol@usach.cl
RI Mendoza Lira, Michelle/ABH-2214-2021; Oriol, Xavier/AAO-3112-2021
OI Oriol, Xavier/0000-0001-7130-7729; Mendoza Lira,
   Michelle/0000-0003-4275-1841
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NR 57
TC 101
Z9 123
U1 9
U2 116
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PY 2017
VL 22
IS 1
BP 45
EP 53
DI 10.1387/RevPsicodidact.14280
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA EU8GC
UT WOS:000401275500007
DA 2024-07-15
ER

PT J
AU Orazbayeva, B
   Plewa, C
AF Orazbayeva, Balzhan
   Plewa, Carolin
TI Academic motivations to engage in university-business cooperation: a
   fuzzy set analysis
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE University-business cooperation; motivation; academic engagement;
   self-determination theory; fuzzy-set qualitative comparative analysis
ID SELF-DETERMINATION THEORY; INDUSTRY COLLABORATION; HIGHER-EDUCATION;
   INTRINSIC MOTIVATION; REGRESSION-ANALYSIS; KNOWLEDGE NETWORKS;
   INNOVATION; PERSPECTIVE; IMPACT; SCIENTISTS
AB For university-business cooperation (UBC) to prosper, academics must be sufficiently motivated to undertake different collaborative activities and engage with businesses in various ways. Our understanding of the motivations that underpin academic engagement has improved, yet the inherent complexity and constellations of a multitude of relevant motivations remain unexplored. This research relies on a fuzzy-set qualitative comparative analysis, informed by self-determination theory, to identify and explain the constellations of motivations that encourage extensive academic engagement with business. The configurations of motivations reflect ribbon, gold, and puzzle forms, with the novel addition of prosocial motivations. Four different constellations of motivations emerge, each of which explains academic engagement in UBC: impact, inspiration, promotion, and distinction. The resulting theoretical and managerial contributions provide foundations for further research, by clarifying motivations as jointly driving academic engagement with business and emphasising the intrinsic rather than extrinsic nature of these motivations.
C1 [Orazbayeva, Balzhan] Munster Univ Appl Sci, Sci To Business Mkt Res Ctr, Munster, Germany.
   [Plewa, Carolin] Univ Adelaide, Fac Profess, Adelaide, SA, Australia.
C3 University of Applied Sciences, Muenster; University of Adelaide
RP Orazbayeva, B (corresponding author), Munster Univ Appl Sci, Sci To Business Mkt Res Ctr, Munster, Germany.
EM orazbayeva@fh-muenster.de
OI Orazbayeva, Balzhan/0000-0002-3127-3103
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NR 104
TC 10
Z9 10
U1 5
U2 42
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD MAR 4
PY 2022
VL 47
IS 3
BP 486
EP 498
DI 10.1080/03075079.2020.1761784
EA MAY 2020
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ZR2DF
UT WOS:000532445100001
DA 2024-07-15
ER

PT J
AU Mou, QX
   Zhuang, J
   Gao, YX
   Zhong, YQ
   Lu, QY
   Gao, F
   Zhao, MM
AF Mou, Qiaoxing
   Zhuang, Jie
   Gao, Yuexia
   Zhong, Yaqin
   Lu, Qingyun
   Gao, Fei
   Zhao, Miaomiao
TI The relationship between social anxiety and academic engagement among
   Chinese college students: A serial mediation model
SO JOURNAL OF AFFECTIVE DISORDERS
LA English
DT Article
DE Social anxiety; Social media addiction; Sleep quality; Academic
   engagement; Serial mediation model
ID SLEEP QUALITY; INTERNET ADDICTION; SCHOOL ENGAGEMENT; ADOLESCENTS;
   SYMPTOMS; CAPACITY; FACEBOOK
AB Background: Few studies have elucidated the mechanisms linking social anxiety and academic engagement. This study aimed to explore the link between social anxiety and academic engagement through a series of mediating effects of social media addiction and sleep quality among college students.
   Methods: 2661 college students completed the Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Pittsburgh Sleep Quality Index, and the Utrecht Work Engagement Scale for Student. The serial mediation analysis was conducted using Hayes' PROCESS macro (Model 6).
   Results: Social anxiety had a significantly direct effect on academic engagement (c =-0.162, p < 0.001) and through three significantly indirect pathways: (1) through social media addiction (B = -0.019, 95% CI: -0.027 to -0.011), accounting for 11.7% of the total effect; (2) through poor sleep quality (B = -0.043, 95% CI: -0.052 to -0.034), accounting for 26.5% of the total effect; and (3) through the serial mediators involving in social media addiction and poor sleep quality (B = -0.007, 95% CI: -0.009 to -0.005), accounting for 4.3% of the total effect. The total mediating effect was 42.6%.
   Limitations: This cross-sectional study prevented us from establishing causality.
   Conclusions: This study highlights the serial mediating role of social media addiction and sleep quality, the behavior and lifestyle factors, in the relationship between social anxiety and academic engagement. Therefore, social media addiction and sleep quality interventions for college students with social anxiety have the potential to improve their academic engagement.
C1 [Mou, Qiaoxing; Zhuang, Jie; Gao, Yuexia; Zhong, Yaqin; Lu, Qingyun; Zhao, Miaomiao] Nantong Univ, Sch Publ Hlth, Dept Hlth Management, Nantong, Jiangsu, Peoples R China.
   [Gao, Fei] Heilongjiang Prov Ctr Dis Control & Prevent, Ctr Food Safety & Sch Hlth, Harbin, Heilongjiang, Peoples R China.
C3 Nantong University
RP Zhao, MM (corresponding author), Nantong Univ, Sch Publ Hlth, Dept Hlth Management, Nantong, Jiangsu, Peoples R China.
EM zhaomiaomiao@ntu.edu.cn
RI zhang, xueying/JMB-7808-2023
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NR 68
TC 11
Z9 11
U1 11
U2 90
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0165-0327
EI 1573-2517
J9 J AFFECT DISORDERS
JI J. Affect. Disord.
PD AUG 15
PY 2022
VL 311
BP 247
EP 253
DI 10.1016/j.jad.2022.04.158
EA MAY 2022
PG 7
WC Clinical Neurology; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Psychiatry
GA 2E6TF
UT WOS:000812359100016
PM 35513116
DA 2024-07-15
ER

PT J
AU O'Neill, TA
   Deacon, A
   Larson, NL
   Hoffart, GC
   Brennan, RW
   Eggermont, M
   Rosehart, W
AF O'Neill, Thomas A.
   Deacon, Amanda
   Larson, Nicole L.
   Hoffart, Genevieve C.
   Brennan, Robert W.
   Eggermont, Marjan
   Rosehart, William
TI Life-long learning, conscientious disposition, and longitudinal measures
   of academic engagement in engineering design teamwork
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Life-long learning; Personality; Conscientiousness; Academic engagement
ID NARROW PERSONALITY-TRAITS; SCHOOL; SATISFACTION; ACHIEVEMENT;
   PERFORMANCE; MOTIVATION; PREDICTORS; STUDENTS; BROAD; MODEL
AB The capability of life-long learning is a stable set of attributes and skills related to interest in and self-regulation of Continuous learning. This and other attributes related to professional skill development have been increasingly viewed as a priority for the development in post-secondary education, rather than solely focusing on technical and discipline-specific knowledge acquisition. In the current study we examined the role of life-long learning as an antecedent of academic engagement in a university course using student engineering project teams with extensive team-related deliverables. We adopted multilevel longitudinal methodology and analytics to support several novel contributions. First, the general trend over the course of the semester was a decrease in academic engagement, but only for students low on the attribute of life-long learning. Second, life-long learning was a significant predictor of all 12 indicators of academic engagement over three time periods. Third, life-long learning was more important for academic engagement than other dispositional variables known to be relevant, namely conscientiousness and its facet of achievement-striving. As such, this adds unique evidence in support of recent accreditation initiatives, interventions, and learning structures that promote life-long learning development. (C) 2015 Elsevier Inc. All rights reserved.
C1 [O'Neill, Thomas A.; Deacon, Amanda; Larson, Nicole L.; Hoffart, Genevieve C.] Univ Calgary, Dept Psychol, Calgary, AB T2N 1N4, Canada.
   [Brennan, Robert W.; Eggermont, Marjan; Rosehart, William] Univ Calgary, Schulich Sch Engn, Calgary, AB T2N 1N4, Canada.
C3 University of Calgary; University of Calgary
RP O'Neill, TA (corresponding author), Univ Calgary, Dept Psychol, 2500 Univ Dr NW, Calgary, AB T2N 1N4, Canada.
OI Larson, Nicole/0000-0002-8474-5987; O'Neill, Thomas/0000-0002-8336-5763;
   Brennan, Robert/0000-0003-0468-393X
FU Social Sciences and Humanities Research Council of Canada Insight
   Development Grant [430-2012-0059]; Teaching Innovation Award in
   Service-Learning from the University of Calgary and its Students' Union;
   Chair in Design Engineering in Energy Systems by the Suncor Foundation
FX The current research was funded by a Social Sciences and Humanities
   Research Council (430-2012-0059) of Canada Insight Development Grant, a
   Teaching Innovation Award in Service-Learning from the University of
   Calgary and its Students' Union, and a Chair in Design Engineering in
   Energy Systems funded by the Suncor Foundation.
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NR 46
TC 14
Z9 20
U1 3
U2 44
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD APR
PY 2015
VL 39
BP 124
EP 131
DI 10.1016/j.lindif.2015.03.022
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CJ4ZA
UT WOS:000355496000013
DA 2024-07-15
ER

PT J
AU Yuan, LJ
AF Yuan, Lingjie
TI EFL teacher-student interaction, teacher immediacy, and Students'
   academic engagement in the Chinese higher learning context
SO ACTA PSYCHOLOGICA
LA English
DT Article
DE Academic engagement; Teacher -student interaction; teachers' immediacy;
   Academic performance
ID WILLINGNESS; MOTIVATION; BURNOUT; LEARNERS; LIFE
AB The present study was conducted with the aim of determining the role of mediators of teacher-student rapport in the relationship between the teachers' immediacy and academic engagement in EFL contexts. The participants of this correlational study were 285 students of Xinxiang which is an important central city in northern Henan province, China. They (195 females and 90 males) were selected as a convenient sampling. To collect the data, Teacher-Student Rapport Questionnaire (Wilson et al., 2010), Teachers' Immediacy Questionnaire (Gorham, 1988), and Learners' Academic Engagement (Kember & Leung, 2009) were employed. The collected data were analyzed using the Structural Equation Modeling (SEM) method. The results showed that the research model is confirmed in terms of significance and fit indicators, and the variable of teachers' immediacy indirectly affects academic engagement through teacher-student rapport (p < .05). The research findings presented robust evidence supporting a robust and positive correlation between teachers' verbal immediacy and students' engagement. This implies that when educators exhibit clear and expressive communication, it contributes significantly to fostering active involvement and participation among students. Expanding on this insight, the study suggests that the impact of teachers' nonverbal immediacy should not be overlooked. Indeed, nonverbal cues from educators can hold considerable influence in shaping the dynamics of the teacher-student relationship. Furthermore, it is proposed that nonverbal immediacy plays a pivotal role in influencing academic engagement. In essence, both verbal and nonverbal aspects of immediacy contribute synergistically to creating a conducive learning environment, enhancing the teacher-student connection, and ultimately promoting students' academic engagement.
C1 [Yuan, Lingjie] Xinxiang Med Univ, Sch Foreign Languages, Xinxiang 453003, Henan, Peoples R China.
C3 Xinxiang Medical University
RP Yuan, LJ (corresponding author), Xinxiang Med Univ, Sch Foreign Languages, Xinxiang 453003, Henan, Peoples R China.
EM yuanlingjie@xxmu.edu.cn
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NR 66
TC 0
Z9 0
U1 20
U2 20
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0001-6918
EI 1873-6297
J9 ACTA PSYCHOL
JI Acta Psychol.
PD APR
PY 2024
VL 244
AR 104185
DI 10.1016/j.actpsy.2024.104185
EA FEB 2024
PG 10
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA LI1I2
UT WOS:001186064500001
PM 38364636
OA gold
DA 2024-07-15
ER

PT J
AU King, RB
AF King, Ronnel B.
TI Materialism is detrimental to academic engagement: Evidence from
   self-report surveys and linguistic analysis
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Materialism; Engagement; Learning; LIWC; Linguistic analysis
ID GOAL CONTENTS; COUNTING BLESSINGS; NEED SATISFACTION; MEDIATING ROLE;
   GRATITUDE; MOTIVATION; STUDENTS; VALUES; LIFE; INTERVENTION
AB Extensive research has shown that materialism is detrimental for one's well-being. However, little is known about how materialism is associated with learning-related outcomes. In Study 1 (n = 466), we conducted a survey study and found that students who scored high in materialism had lower levels of academic engagement. In Study 2 (n = 59), we used the Linguistic Inquiry Word Count (LIWC) and found that students who wrote more about monetary concerns scored lower in terms of academic engagement. Results of the cross-sectional survey (Study 1) and the linguistic analysis (Study 2) provided converging evidence that materialism is negatively associated with academic engagement. Theoretical and practical implications are discussed.
C1 [King, Ronnel B.] Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK)
RP King, RB (corresponding author), Educ Univ Hong Kong, Dept Curriculum & Instruct, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
EM ronnel@eduhk.hk
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748
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NR 53
TC 9
Z9 10
U1 0
U2 10
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD AUG
PY 2020
VL 39
IS 4
BP 1397
EP 1404
DI 10.1007/s12144-018-9843-5
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA MN8UJ
UT WOS:000551116700031
DA 2024-07-15
ER

PT J
AU Martínez, BMT
   Pérez-Fuentes, MD
AF Martinez, Begona Maria Tortosa
   Perez-Fuentes, Maria del Carmen
TI Design and validation of the general scale of academic engagement for
   Spanish adolescents (CAADE)
SO HELIYON
LA English
DT Article
DE Academic engagement; Self-report; Adolescents; Validation; Instrument
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; SOCIAL SUPPORT; BURNOUT;
   SATISFACTION
AB Academic engagement is considered one of the most essential elements to achieve educational success and decrease levels of school dropout. However, there is a need to develop reliable, practical and valid instruments that evaluate the academic engagement of adolescents taking into account their multidimensionality. The main aim of this research was to design and validate the General Scale of Academic Engagement for Spanish Adolescents that overcomes this limitation. The elaboration process began with the creation of items that are relying on the evaluation of existing literature, then the items were refined thanks to the reviews of the experts and discussion groups with adolescents. Data from 1158 students in compulsory secondary education were analyzed. The instrument's psychometric properties were determined by comprehension validity, analysis of content, reliability and construct validity. An Exploratory Factor Analysis was performed with the first sample (n = 356), while the second sample (n = 802) was used to verify the factor structure identified through Confirmatory Factor Analysis. Evidence of reliability and validity was provided for the instrument using SPSS Version 27 and SPSS AMOS. The results of the analyses resulted in a questionnaire of 17 items grouped into three factors (Cognitive, Affective-Emotional and Behavioral), and confirm that the General Scale of Academic Engagement for Spanish Adolescents (CAADE) has an adequate construct validity and reliability. In summary, this study has resulted in the development of a tool that can be utilized by educators or any institution concerned in evaluating student academic engagement, a construct that does not yet to have consensus.
C1 [Martinez, Begona Maria Tortosa; Perez-Fuentes, Maria del Carmen] Univ Almeria, Dept Psychol, Almeria 04120, Spain.
C3 Universidad de Almeria
RP Martínez, BMT (corresponding author), Univ Almeria, Dept Psychol, Almeria 04120, Spain.
EM btm172@ual.es
OI TORTOSA MARTINEZ, BEGONA MARIA/0000-0003-2969-9030
FU Ministry of Education and Vocational Training [FPU19/01568]
FX Begona Maria Tortosa Martinez with reference FPU19/01568 received the
   scholarship Program for the Training of University Teachers (FPU), which
   supported this study from the Ministry of Education and Vocational
   Training.
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NR 56
TC 0
Z9 0
U1 3
U2 3
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD JAN 15
PY 2024
VL 10
IS 1
AR e23732
DI 10.1016/j.heliyon.2023.e23732
EA DEC 2023
PG 12
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA FQ9D8
UT WOS:001147425700001
PM 38205283
OA gold
DA 2024-07-15
ER

PT J
AU Maulana, R
   Opdenakker, MC
   Stroet, K
   Bosker, R
AF Maulana, Ridwan
   Opdenakker, Marie-Christine
   Stroet, Kim
   Bosker, Roel
TI Observed lesson structure during the first year of secondary education:
   Exploration of change and link with academic engagement
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Classroom practice; Lesson structure; Academic engagement; Video-based
   approach; Longitudinal study; Multilevel growth curve modeling
ID TEACHER-BEHAVIOR; CLASSROOM MANAGEMENT; SCHOOL; DISAFFECTION; STUDENTS;
   OUTCOMES; QUALITY; VIDEO
AB This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel] Univ Groningen, Groningen Inst Educ Sci GION, NL-9700 AB Groningen, Netherlands.
   [Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel] Univ Groningen, Univ Ctr Learning & Teaching Groningen, NL-9700 AB Groningen, Netherlands.
C3 University of Groningen; University of Groningen
RP Maulana, R (corresponding author), Univ Groningen, Groningen Inst Educ Sci GION, NL-9700 AB Groningen, Netherlands.
EM r.maulana@rug.nl
OI Bosker, Roel/0000-0002-1495-7298
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NR 100
TC 24
Z9 29
U1 0
U2 37
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD AUG
PY 2012
VL 28
IS 6
BP 835
EP 850
DI 10.1016/j.tate.2012.03.005
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 972CK
UT WOS:000306253900006
DA 2024-07-15
ER

PT J
AU Medrano, LA
   Moretti, L
   Ortiz, A
AF Adrian Medrano, Leonardo
   Moretti, Luciana
   Ortiz, Alvaro
TI Measure of Academic Engagement in University Students
SO REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO
   PSICOLOGICA
LA Spanish
DT Article
DE academic engagement; psychometric validation; university
ID WORK ENGAGEMENT; BURNOUT; EDUCATION
AB To optimize their academic performance, students must engage with their learning processes. Evidence suggest that academic engagement is an important construct to promote learning, academic performance, interest, enjoyment and psychological well-being among college students. Although many studies demonstrate the importance of this construct, two main obstacles affect its investigation in Argentina: 1) theoretical controversies among engagement definition; and 2) the absence of investigations that evaluate the psychometric properties of the UWES-S. This study appraises both predicaments. The adjustment of two opponent theoretical models was evaluated with factorial analyses (n= 555). Results showed that the conceptualization of academic engagement by means of dimensions such as arousal and direction is theoretically supported with an optimal data adjustment (CFI=.90; GFI=.91; RMSEA=.09) and acceptable psychometric properties (a values between .75 and .84).
C1 [Adrian Medrano, Leonardo; Moretti, Luciana; Ortiz, Alvaro] Univ Siglo 21, Psicol, Cordoba, Argentina.
RP Medrano, LA (corresponding author), Leon 1955, RA-5000 Cordoba, Argentina.
EM leomedpsico@gmail.com; lsmoretti@gmail.com; aortiztulian@gmail.com
RI Medrano, Leonardo Adrián/AAC-1456-2020
CR Medrano LA, 2014, ELECTRON J RES EDUC, V12, P541, DOI 10.14204/ejrep.33.13131
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   [No title captured]
   [No title captured]
   [No title captured]
   [No title captured]
NR 31
TC 10
Z9 11
U1 1
U2 15
PU AIDEP
PI BUENOS AIRES
PA MARIO BRAVO 427 1 C, CAPITAL FEDERAL, BUENOS AIRES, C175ASM CPA,
   ARGENTINA
SN 2183-6051
J9 REV IBEROAM DIAGN EV
JI Rev. Iberoam. Diagn. Eval.-Aval. P.
PY 2015
VL 2
IS 40
BP 114
EP 124
PG 11
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA DC0IQ
UT WOS:000368900800011
DA 2024-07-15
ER

PT J
AU Li, XM
   Zhang, FL
   Duan, P
   Yu, ZG
AF Li, Xiaomeng
   Zhang, Falian
   Duan, Peng
   Yu, Zhonggen
TI Teacher support, academic engagement and learning anxiety in online
   foreign language learning
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article; Early Access
DE academic engagement; foreign language learning anxiety; foreign language
   teaching; online learning; teacher support
ID PERCEIVED SOCIAL SUPPORT; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; SCALE
   DEVELOPMENT; CLASSROOM; LEARNERS; ACHIEVEMENT; MOTIVATION; EMOTIONS;
   BEHAVIOR
AB Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions.Practitioner notes What is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class. Students will be more engaged in learning when they perceive support from their teachers. Teacher support was an influential external predictor of students' mood swings. What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement. Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning. This paper further corroborates the relationship among the presences in the CoI framework. Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes. Teachers need to ensure continued intellectual support and provide more emotional support for learners. Teachers are recommended to deliver feedback that aligns with students' emotional state.
C1 [Li, Xiaomeng; Yu, Zhonggen] Beijing Language & Culture Univ, Acad Int Language Serv, Fac Foreign Studies, Dept English Studies,Natl Base Language Serv Expor, Beijing, Peoples R China.
   [Zhang, Falian] China Univ Polit Sci & Law, Sch Foreign Studies, Beijing, Peoples R China.
   [Duan, Peng] Beijing Language & Culture Univ, Beijing, Peoples R China.
   [Yu, Zhonggen] Beijing Language & Culture Univ, Acad Int Language Serv, Fac Foreign Studies, Natl Base Language Serv Export, Beijing 100083, Peoples R China.
C3 Beijing Language & Culture University; China University of Political
   Science & Law; Beijing Language & Culture University; Beijing Language &
   Culture University
RP Yu, ZG (corresponding author), Beijing Language & Culture Univ, Acad Int Language Serv, Fac Foreign Studies, Natl Base Language Serv Export, Beijing 100083, Peoples R China.
EM 401373742@qq.com
RI Yu, Zhonggen/AAJ-3063-2020; Yu, Zhonggen/AAE-5514-2020
OI Yu, Zhonggen/0000-0002-3873-980X; Yu, Zhonggen/0000-0002-3873-980X
FU Key Research and Application Project of the Key Laboratory of Key
   Technologies for Localization Language Services of the State
   Administration of Press and Publication, "Research on Localization and
   Intelligent Language Education Technology [CSLS 20230012]; Special fund
   of Beijing Co-construction Project-Research and reform of the
   "Undergraduate Teaching Reform and Innovation Project" of Beijing higher
   education [202010032003]
FX Authors would like to extend gratitude to anonymous reviewers, editors,
   and financial support. This work is supported by Key Research and
   Application Project of the Key Laboratory of Key Technologies for
   Localization Language Services of the State Administration of Press and
   Publication, "Research on Localization and Intelligent Language
   Education Technology for the 'Belt and Road Initiative" (Project Number:
   CSLS 20230012), and Special fund of Beijing Co-construction
   Project-Research and reform of the "Undergraduate Teaching Reform and
   Innovation Project" of Beijing higher education in 2020-innovative
   "multilingual +" excellent talent training system (202010032003).
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NR 114
TC 1
Z9 1
U1 54
U2 54
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD 2024 FEB 26
PY 2024
DI 10.1111/bjet.13430
EA FEB 2024
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JT9W9
UT WOS:001175542900001
DA 2024-07-15
ER

PT J
AU Guimond, FA
   Laursen, B
AF Guimond, Fanny-Alexandra
   Laursen, Brett
TI Low Body Image Satisfaction Predicts Declining Academic Engagement in
   Primary School Children
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Body image satisfaction; Academic engagement; Children; Peer rejection;
   Emotional problems
ID PHYSICAL-ACTIVITY QUESTIONNAIRE; DIFFICULTIES QUESTIONNAIRE; PEER
   REJECTION; RECIPROCAL RELATIONS; STUDENT ENGAGEMENT; WEIGHT PERCEPTION;
   EATING PATTERNS; SELF-CONCEPT; DISSATISFACTION; CLASSROOM
AB The present study examines whether low body image satisfaction in school-aged children predicts decreasing academic engagement and the degree to which risk factors such as emotional problems, peer rejection, and low physical activity exacerbate this association. The participants (ages 8-10) were 353 children (177 boys, 176 girls) from a public school required to represent the state of Florida in terms of ethnicity and family income. Children completed self-reports of body image satisfaction, academic engagement, physical activity, and emotional problems at two time points (in the fall and the winter of the same academic year). Peer rejection was assessed through peer nominations. Low levels of body image satisfaction predicted greater subsequent declines in academic engagement, an association that was particularly strong for children with emotional problems and for children rejected by peers. The findings have practical implications, suggesting that low body image satisfaction during childhood should be added to the list of risk factors that predict early declining engagement in school.
C1 [Guimond, Fanny-Alexandra] Univ Ottawa, Fac Social Sci, Sch Psychol, 136 Jean Jacques Lussier,Vanier Hall, Ottawa, ON K1N 6N5, Canada.
   [Laursen, Brett] Florida Atlantic Univ, Dept Psychol, Davie, FL USA.
C3 University of Ottawa; State University System of Florida; Florida
   Atlantic University
RP Guimond, FA (corresponding author), Univ Ottawa, Fac Social Sci, Sch Psychol, 136 Jean Jacques Lussier,Vanier Hall, Ottawa, ON K1N 6N5, Canada.
EM fguimond@uottawa.ca
RI Laursen, Brett/HCH-3428-2022
OI Laursen, Brett/0000-0002-1642-1980; Guimond,
   Fanny-Alexandra/0000-0002-4261-5025
FU US National Institute of Child Health and Human Development [HD096457]
FX This work was supported by the US National Institute of Child Health and
   Human Development (Grant Number: HD096457). Arushi Sachdeva contributed
   to the conceptualization of this project.
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NR 61
TC 0
Z9 0
U1 0
U2 20
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD DEC
PY 2022
VL 14
IS 4
BP 891
EP 901
DI 10.1007/s12310-022-09503-8
EA FEB 2022
PG 11
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6J7KT
UT WOS:000753745600001
DA 2024-07-15
ER

PT J
AU Kogan, SM
   Brody, GH
   Gibbons, FX
   Chen, YF
   Grange, CM
   Simons, RL
   Gerrard, M
   Cutrona, CE
AF Kogan, Steven M.
   Brody, Gene H.
   Gibbons, Frederick X.
   Chen, Yi-fu
   Grange, Christina M.
   Simons, Ronald L.
   Gerrard, Meg
   Cutrona, Carolyn E.
TI Mechanisms of Family Impact on African American Adolescents' HIV-Related
   Behavior
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID DRUG-USE; YOUNG-ADULTS; SEXUAL RISK; ACADEMIC-ACHIEVEMENT; SCHOOL;
   PARENT; ALCOHOL; NEIGHBORHOOD; AFFILIATION; INVOLVEMENT
AB A longitudinal model that tested mediating pathways between protective family processes and HIV-related behavior was evaluated with 195 African American youth. Three waves of data were collected when the youth were 13, 15, and 19 years old. Evidence of mediation and temporal priority were assessed for 3 constructs: academic engagement, evaluations of prototypical risk-taking peers, and affiliations with risk-promoting peers. Structural equation modeling indicated that protective family processes assessed during early adolescence were associated with HIV-related behavior during emerging adulthood and that academic engagement, evaluations of prototypical risk-taking peers, and affiliations with risk-promoting peers accounted for this association. Evidence of a specific pathway emerged: protective family processes -> academic engagement -> negative evaluations of prototypical risk-taking peers -> affiliations with risk-promoting peers -> HIV-related behavior. Academic engagement also was a direct predictor of HIV-related risk behavior.
C1 [Kogan, Steven M.] Univ Georgia, Ctr Family Res, Athens, GA 30602 USA.
   [Gibbons, Frederick X.] Dartmouth Coll, Hanover, NH 03755 USA.
   [Gerrard, Meg] Dartmouth Med Sch, Hanover, NH USA.
   [Cutrona, Carolyn E.] Iowa State Univ, Ames, IA 50011 USA.
C3 University System of Georgia; University of Georgia; Dartmouth College;
   Dartmouth College; Iowa State University
RP Kogan, SM (corresponding author), Univ Georgia, Ctr Family Res, 1095 Coll Stn Rd, Athens, GA 30602 USA.
EM smkogan@uga.edu
RI Cutrona, Carolyn E/A-4870-2013
FU NIDA NIH HHS [R01 DA021898, R01 DA021898-06A2, R01 DA021898-07] Funding
   Source: Medline; NIMH NIH HHS [R01 MH062666] Funding Source: Medline
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NR 56
TC 25
Z9 30
U1 1
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PY 2011
VL 21
IS 2
BP 361
EP 375
DI 10.1111/j.1532-7795.2010.00672.x
PG 15
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA 764KB
UT WOS:000290627300005
PM 21643492
OA Green Accepted, Green Submitted
DA 2024-07-15
ER

PT J
AU McGee, T
   Kruger, AC
AF McGee, Taylor
   Kruger, Ann Cale
TI Racial Microaggressions and African American Undergraduates' Academic
   Experiences: Preparation for Bias Messages as a Protective Resource
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE preparation for bias; racial microaggressions; academic outcomes;
   African Americans; college students
ID SOCIALIZATION PRACTICES; ETHNIC SOCIALIZATION; STUDENT ENGAGEMENT;
   SCHOOL ENGAGEMENT; DISCRIMINATION; IDENTITY; RACE; ADOLESCENTS;
   ACHIEVEMENT; MOTHERS
AB Using a sample of 108 African American undergraduates at a minority serving institution, this quantitative study investigated the relationships among aspects of parental racial socialization messages, on-campus racial microaggressions, and academic outcomes. The analysis indicated a negative relationship between academic inferiority microaggressions and school belonging. Results showed a positive intercorrelation between the academic outcomes (academic engagement and school belonging). Findings from multiple linear regressions, using Hayes PROCESS model, revealed the frequency of receiving preparation for bias messages (PBM) moderated the relationship between academic engagement and academic inferiority microaggressions. For undergraduates who reported receiving a low amount of PBM from their parents, experiencing high amounts of academic inferiority microaggressions predicted lower academic engagement. In contrast, among students who reported receiving a high amount of PBM, experiencing more academic inferiority microaggressions predicted higher academic engagement. These results indicated PBM can serve as a protective factor for the extent to which African American undergraduates' academic engagement is harmed by experiences of academic-related racial microaggressions.
C1 [McGee, Taylor; Kruger, Ann Cale] Georgia State Univ, Atlanta, GA 30303 USA.
C3 University System of Georgia; Georgia State University
RP McGee, T (corresponding author), Georgia State Univ, Learning Sci, 30 Pryor St SW,Suite 750, Atlanta, GA 30303 USA.
EM tmcgee9@student.gsu.edu
OI McGee, Taylor/0000-0001-8766-8481
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NR 56
TC 2
Z9 3
U1 2
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
EI 1552-4558
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD NOV
PY 2022
VL 48
IS 6
BP 726
EP 750
AR 00957984211067628
DI 10.1177/00957984211067628
EA MAR 2022
PG 25
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5L3OC
UT WOS:000772033900001
DA 2024-07-15
ER

PT J
AU Hooi, R
   Wang, J
AF Hooi, Rosalie
   Wang, Jue
TI Research funding and academic engagement: a Singapore case
SO KNOWLEDGE MANAGEMENT RESEARCH & PRACTICE
LA English
DT Article
DE Government funding; industry funding; academic engagement; STEM faculty
ID BAYH-DOLE ACT; UNIVERSITY-RESEARCH; INDUSTRY; PERFORMANCE;
   ENTREPRENEURIAL; PUBLICATION; INNOVATION; KNOWLEDGE; INVENTION; SCIENCE
AB Universities have been called upon to work more closely with the industry and actively take part in economic development. Research funding has been used as an instrument to direct research agenda and promote technology partnership. The study examines how research funding is associated with various academic engagement in the context of Singapore, a country with explicit policies to encourage university-industry collaboration. Based on a survey with 276 academics in STEM fields, we find that research funding does play a role in academic engagement. In particular, funding from industry is observed to have a significant correlation with patent licensing, consultancy, and serving on advisory board. In addition to funding, more on-the-ground university and government effort to support academic scientists in their commercialisation activity, in particular, new ventures, would be helpful.
C1 [Hooi, Rosalie; Wang, Jue] Nanyang Technol Univ, Sch Social Sci, Singapore 637332, Singapore.
C3 Nanyang Technological University
RP Wang, J (corresponding author), Nanyang Technol Univ, Sch Social Sci, Singapore 637332, Singapore.
EM wangjue@ntu.edu.sg
RI Wang, Jue/P-6168-2014
OI Wang, Jue/0000-0002-3401-713X
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NR 66
TC 7
Z9 7
U1 7
U2 49
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1477-8238
EI 1477-8246
J9 KNOWL MAN RES PRACT
JI Knowl. Manag. Res. Pract.
PD APR 2
PY 2020
VL 18
IS 2
BP 162
EP 174
DI 10.1080/14778238.2019.1638739
PG 13
WC Information Science & Library Science; Management
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science; Business & Economics
GA ME0TS
UT WOS:000544376900003
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Scandura, A
   Iammarino, S
AF Scandura, Alessandra
   Iammarino, Simona
TI Academic engagement with industry: the role of research quality and
   experience
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Academic engagement; Academic quality; Experience; University-industry
   collaboration
ID RESEARCH-AND-DEVELOPMENT; UNIVERSITY TECHNOLOGY-TRANSFER; KNOWLEDGE
   TRANSFER; PRIVATE-SECTOR; IVORY TOWER; SCIENTISTS; COLLABORATION; UK;
   COMMERCIALIZATION; ENTREPRENEURSHIP
AB This work explores the role of university department characteristics in academic engagement with industry. In particular, we investigate the role played by research quality and previous experience in academic engagement across different scientific disciplines. We test our hypotheses on a dataset of public sponsored university-industry partnerships in the United Kingdom, combined with data from the UK Research Assessment Exercises 2001 and 2008. Our analysis reveals a negative link between academic quality and the level of engagement with industry for departments in the basic sciences and a positive relationship for departments in the applied sciences. Our results further show that the role of research quality for academic engagement strictly depends on the level of the department's previous experience in university-industry partnerships, notably in the basic sciences, where experience acts as a moderating factor. The findings of this work are highly relevant for policy makers and university managers and contribute to the innovation literature focused on the investigation of the determinants of valuable knowledge transfer practices in academia.
C1 [Scandura, Alessandra] Univ Torino, Dept Econ & Stat Cognetti Martiis, Turin, Italy.
   [Iammarino, Simona] London Sch Econ & Polit Sci, Dept Geog & Environm, London, England.
C3 University of Turin; University of London; London School Economics &
   Political Science
RP Iammarino, S (corresponding author), London Sch Econ & Polit Sci, Dept Geog & Environm, London, England.
EM alessandra.scandura@unito.it; s.iammarino@lse.ac.uk
OI Iammarino, Simona/0000-0001-9450-1700; Scandura,
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NR 83
TC 9
Z9 9
U1 8
U2 41
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD AUG
PY 2022
VL 47
IS 4
BP 1000
EP 1036
DI 10.1007/s10961-021-09867-0
EA JUN 2021
PG 37
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA 2X0KS
UT WOS:000664558500001
OA hybrid
DA 2024-07-15
ER

PT J
AU Hermanson, I
   McKelvey, M
   Zaring, O
AF Hermanson, Ida
   McKelvey, Maureen
   Zaring, Olof
TI Organising an early phase of academic engagement: a case study of
   interactions between engineering and equestrian sports
SO INNOVATION-ORGANIZATION & MANAGEMENT
LA English
DT Article
DE University-industry interaction; academic engagement; societal impact;
   engineering; equestrian sport
ID UNIVERSITY-INDUSTRY COLLABORATION; COMMERCIALIZATION; ENTREPRENEURSHIP;
   KNOWLEDGE; RESEARCHERS; TECHNOLOGY; EXPERIENCE; IMPACT; ACTORS; MODEL
AB This paper explores the underlying processes of initiating academic engagement, seen from the university perspective. We do so through a longitudinal case study, of the university, Chalmers, and specifically around the engineering subjects, and the development of such relationships with a sector with few such traditions, namely equestrian sports. In terms of how the chosen university has worked to initiate academic engagement, we find, in contrast to existing literature, how, what we call researcher-teachers, primarily used students to engage with a variety of external organisations, rather than relying on research excellence. University management offered support and made small investments. In terms of perceived benefits, the researcher-teachers, university managers and students all stressed positive reputational benefits, especially attracting female students into engineering and diffusing engineering knowledge in society. Acknowledging the limitations of our study, three propositions for future research are to conceptualise the university as providing knowledge-intensive services, to explore the potential involvement of university management, and to articulate different phases of academic engagement.
C1 [Hermanson, Ida] Univ Boras, Swedish Sch Text, Boras, Sweden.
   [McKelvey, Maureen; Zaring, Olof] Univ Gothenburg, Sch Business Econ & Law, Dept Econ & Soc, Inst Innovat & Entrepreneurship, Gothenburg, Sweden.
C3 University of Boras; University of Gothenburg
RP Hermanson, I (corresponding author), Univ Boras, Swedish Sch Text, Boras, Sweden.
EM ida.hermansson@hb.se
OI McKelvey, Maureen/0000-0002-1457-7922
FU University of Boras; Bank of Sweden Tercentenary Foundation (Riksbankens
   Jubileumfond); Bank of Sweden Tercentenary Foundation [FSK15-1080:1];
   Swedish Research Council for Environment, Agricultural Sciences and
   Spatial Planning (Formas); Swedish Research Council for Health, Working
   Life and Welfare (Forte); Swedish Research Council (VR); Swedish
   Research Council [VR DNR 2017-03360]; Bank of Sweden Tercentenary
   Foundation
FX Ida Hermansson acknowledges the financial support for her PhD thesis
   project from University of Boras. Maureen McKelvey and Olof Zaring
   acknowledge financial support from the Bank of Sweden Tercentenary
   Foundation (Riksbankens Jubileumfond). The Bank of Sweden Tercentenary
   Foundation has financed our project 'How engineering sciences can impact
   industry in a global world', with M. McKelvey as Principal Investigator.
   FSK15-1080:1. Please also note that this project is part of the larger
   research programme called Long-Term Provision of Knowledge, financed by
   the Bank of Sweden Tercentenary Foundation; the Swedish Research Council
   for Environment, Agricultural Sciences and Spatial Planning (Formas);
   the Swedish Research Council for Health, Working Life and Welfare
   (Forte); and the Swedish Research Council (VR). Maureen McKelvey
   acknowledges financial support from the Swedish Research Council
   Distinguished Professor's Programme, awarded to Professor McKelvey for
   'Knowledge-intensive entrepreneurial ecosystems: Transforming society
   through knowledge, innovation and entrepreneurship', VR DNR 2017-03360.
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NR 62
TC 1
Z9 1
U1 2
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1447-9338
EI 2204-0226
J9 INNOV-ORGAN MANAG
JI Innov.-Organ. Manag.
PD APR 3
PY 2021
VL 23
IS 2
SI SI
BP 266
EP 286
DI 10.1080/14479338.2020.1759427
EA MAY 2020
PG 21
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA RH8PP
UT WOS:000539688000001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Hurd, NM
   Sellers, RM
AF Hurd, Noelle M.
   Sellers, Robert M.
TI Black Adolescents' Relationships With Natural Mentors: Associations With
   Academic Engagement via Social and Emotional Development
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE natural mentors; Black adolescents; academic engagement; social and
   emotional development
ID DISCRIMINATION EXPERIENCES; YOUTH; ADULTS; PREDICTORS; DURATION;
   MOTHERS; YOUNG; TIME
AB This study aimed to identify types of natural mentoring relationships that Black adolescents may experience and to connect these relationship types to academic outcomes via social and emotional development. Data were collected from 259 adolescents attending 3 middle schools in a Midwestern metropolitan area. Adolescents reported on whether or not they had a relationship with a natural mentor and answered several questions about characteristics of the relationship, as well as reporting on a number of indicators of positive development. Cluster analyses suggested two different types of natural mentoring relationships among study youth: less connected and more connected. We found that in comparison with youth without a natural mentor, youth who had a more connected natural mentoring relationship had greater student-reported academic engagement via higher social skills and psychological well-being and greater teacher-reported academic engagement via elevated social skills. We found that youth with less connected natural mentoring relationships did not differ from their counterparts without natural mentors on social skills, psychological well-being, or student- or teacher-reported academic engagement. Findings from the current study suggest that characteristics of the mentoring relationship may determine whether these relationships contribute to more positive outcomes among Black youth. Further, findings suggest that social and emotional development may transmit the positive effects of more connected natural mentoring relationships on Black youths' academic engagement.
C1 [Hurd, Noelle M.] Univ Virginia, Dept Psychol, Charlottesville, VA 22904 USA.
   [Sellers, Robert M.] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA.
C3 University of Virginia; University of Michigan System; University of
   Michigan
RP Hurd, NM (corresponding author), Univ Virginia, Dept Psychol, 102 Gilmer Hall,POB 400400, Charlottesville, VA 22904 USA.
EM nh3v@virginia.edu
FU Direct For Social, Behav & Economic Scie; Division Of Behavioral and
   Cognitive Sci [0820309] Funding Source: National Science Foundation
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NR 51
TC 80
Z9 140
U1 2
U2 31
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD JAN
PY 2013
VL 19
IS 1
BP 76
EP 85
DI 10.1037/a0031095
PG 10
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA 077PB
UT WOS:000314038500008
PM 23356358
DA 2024-07-15
ER

PT J
AU Brass, NR
   Hung, CY
   Stephen, T
   Bergin, C
   Rose, C
   Prewett, S
AF Brass, Nicole R.
   Hung, Chenyu
   Stephen, Tayla
   Bergin, Christi
   Rose, Chad
   Prewett, Sara
TI Student's and Classmates' Prosocial Behavior predict Academic Engagement
   in Middle School
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article; Early Access
DE Prosocial behavior; Engagement; Middle school; Peers; Classrooms
ID YOUNG ADOLESCENTS; PEER REJECTION; FIT INDEXES; ACHIEVEMENT; CLASSROOM;
   MOTIVATION; PERCEPTIONS; GRADE; ASSOCIATIONS; FRIENDSHIPS
AB Students' academic engagement is greatly informed by a classroom's social climate. However, more research is needed regarding how specific peer behavior, especially prosocial behavior, come to shape academic engagement. The present study investigated whether students' perceptions about their classmates' prosocial behavior were associated with their academic engagement (cognitive, behavioral, affective) across the school year. Indirect effects via increases in students' own prosocial behavior were examined. Participants were 905 middle school students from rural, low-income communities in the Midwestern United States (50% girls, 46% boys; Mage = 12.94 years). Students completed self-report surveys in the fall and spring of the 2022-2023 school year. Results revealed that students' perceptions of their classmates' prosocial behavior were positively associated with students' own prosocial behavior. Students' own prosocial behavior was positively associated with all three dimensions of engagement. The positive indirect effect of classmates' prosocial behavior on engagement through students' own prosocial behavior was significant. The findings highlight the importance of classmates' behavior on individuals' academic engagement and offer insights into classroom-based interventions aimed at improving collective behavior.
C1 [Brass, Nicole R.; Hung, Chenyu; Stephen, Tayla; Bergin, Christi; Rose, Chad; Prewett, Sara] Univ Missouri, Columbia, MO 65201 USA.
C3 University of Missouri System; University of Missouri Columbia
RP Brass, NR (corresponding author), Univ Missouri, Columbia, MO 65201 USA.
EM nrbrass@missouri.edu
FU Institute of Education Sciences; Prosocial Development and Education
   Research Lab at the University of Missouri
FX We would like to extend a special thank you to the students, teachers,
   and administrators at our participating school sites. We thank all
   members and affiliates of the Prosocial Development and Education
   Research Lab at the University of Missouri for their contributions to
   the research process.
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NR 74
TC 0
Z9 0
U1 5
U2 5
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD 2024 JUN 12
PY 2024
DI 10.1007/s10964-024-02027-1
EA JUN 2024
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA TX7P7
UT WOS:001244627000001
PM 38864954
DA 2024-07-15
ER

PT J
AU Romero, JCG
   Domínguez, AP
   Villa, EG
   Lugo, SG
AF Gaxiola Romero, Jose Concepcion
   Pineda Dominguez, Antonio
   Gaxiola Villa, Eunice
   Gonzalez Lugo, Sandybell
TI Positive Family Environment, General Distress, Subjective Well-Being,
   and Academic Engagement among High School Students Before and During the
   COVID-19 Outbreak
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE general distress(1); subjective well-being(2); academic engagement(3);
   COVID-19(4); parent involvement(5)
ID PARENT INVOLVEMENT; ACHIEVEMENT; RELIABILITY; PERFORMANCE; SYMPTOMS;
   EMOTIONS; SUPPORT; MODEL; MOOD
AB The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students' well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.
C1 [Gaxiola Romero, Jose Concepcion; Gaxiola Villa, Eunice] Univ Sonora, Psychol Dept, Blvd Luis Encinas & Rosales S-N, Hermosillo 83000, Sonora, Mexico.
   [Pineda Dominguez, Antonio] Res Ctr Food & Dev, Postgrad Reg Dev, Col La Victoria, Mexico.
   [Gonzalez Lugo, Sandybell] Sonora State Univ, Physiotherapy & Nursing, Hermosillo, Sonora, Mexico.
C3 Universidad de Sonora; Universidad de Sonora
RP Romero, JCG (corresponding author), Univ Sonora, Psychol Dept, Blvd Luis Encinas & Rosales S-N, Hermosillo 83000, Sonora, Mexico.
EM jose.gaxiola@unison.mx
OI Pineda, Antonio/0000-0002-9481-2573; Gaxiola Villa,
   Eunice/0000-0003-4673-7094; Gaxiola Romero, Jose
   Concepcion/0000-0001-8037-3082; GONZALEZ, SANDYBELL/0000-0002-2918-4873
FU Mexican Council of Science and Technology (CONACYT) [CB 2016-281010]
FX This study was supported by the Mexican Council of Science and
   Technology (CONACYT) through the project CB 2016-281010.
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NR 85
TC 10
Z9 12
U1 3
U2 66
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD APR
PY 2022
VL 43
IS 2
BP 111
EP 134
AR 01430343211066461
DI 10.1177/01430343211066461
EA DEC 2021
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA ZU7NI
UT WOS:000738576600001
PM 35619892
OA Green Published
DA 2024-07-15
ER

PT J
AU Poteat, VP
   Marx, RA
   Sherwood, SH
   Calzo, JP
   Yoshikawa, H
AF Poteat, V. Paul
   Marx, Robert A.
   Sherwood, S. Henry
   Calzo, Jerel P.
   Yoshikawa, Hirokazu
TI LGBTQ plus students' weekly academic engagement and disaffection
   predicted by experiences in gender-sexuality alliance meetings*
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE LGBTQ plus students; Gender-sexuality alliances; Academic engagement;
   Disaffection with learning
ID GAY-STRAIGHT ALLIANCES; COGNITIVE ENGAGEMENT; SCHOOL ENGAGEMENT; YOUTH;
   CONTEXT; VICTIMIZATION; PARTICIPATION; TRAJECTORIES; ACHIEVEMENT;
   TRANSGENDER
AB Background: Schools are responsible for promoting LGBTQ+ students' academic success, yet many LGBTQ+ students contend with unsupportive learning environments. Gender-Sexuality Alliances (GSAs)-clubs that affirm students' sexual orientation and gender diversity-could promote academic engagement and protect against disaffection. Aims: We aimed to identify GSA meeting-to-meeting experiences that predicted students' ensuing academic engagement and disaffection over an eight-week weekly survey study. Sample: Participants were 92 LGBTQ+ GSA members (50% students of color, 51% trans/nonbinary, Mage = 15.83). Methods: Participants completed once-weekly surveys over an 8-week period on their experiences in their most recently attended GSA meeting and their current level of academic engagement and disaffection with learning. Results: Participants reported relatively lower disaffection on days after meetings where they had perceived greater advisor responsiveness, socialized with peers, and discussed academic issues. They reported relatively greater engagement on days after meetings where they took on more leadership. Participants who led more, on average, over the eight-week period reported less disaffection and greater engagement than others. Conclusions: GSAs may contribute partially to LGBTQ+ students' educational experiences by guarding against academic disaffection and, to a lesser extent, promoting their academic engagement from week to week. More research needs to consider how GSAs and other school-based resources promote learning among LGBTQ+ students.
C1 [Poteat, V. Paul] Boston Coll, 140 Commonwealth Ave,Camp Hall 307, Chestnut Hill, MA 02467 USA.
   [Marx, Robert A.] San Jose State Univ, Lurie Coll Educ, Sweeney Hall 319, San Jose, CA USA.
   [Sherwood, S. Henry] New York Univ, Rory Meyers Coll Nursing, 433 1st Ave,668, New York, NY 10010 USA.
   [Calzo, Jerel P.] San Diego State Univ, 5500 Campanile Dr, San Diego, CA 92182 USA.
   [Yoshikawa, Hirokazu] New York Univ, NYU Steinhardt, 627 Broadway,Room 815, New York, NY 10012 USA.
C3 Boston College; California State University System; San Jose State
   University; New York University; California State University System; San
   Diego State University; New York University
RP Poteat, VP (corresponding author), Boston Coll, 140 Commonwealth Ave,Camp Hall 307, Chestnut Hill, MA 02467 USA.
EM PoteatP@bc.edu; Robert.Marx@sjsu.edu; Hank.Sherwood@nyu.edu;
   JCalzo@sdsu.edu; Hiro.Yoshikawa@nyu.edu
OI Poteat, V. Paul/0000-0002-0289-9289
CR [Anonymous], 2022, School health profiles 2020: Characteristics of health programs among secondary schools
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NR 46
TC 0
Z9 0
U1 1
U2 2
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD APR
PY 2024
VL 90
AR 101853
DI 10.1016/j.learninstruc.2023.101853
EA NOV 2023
PG 10
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CK0L9
UT WOS:001125028400001
DA 2024-07-15
ER

PT J
AU Hughes, K
   Coplan, RJ
AF Hughes, Kathleen
   Coplan, Robert J.
TI Exploring Processes Linking Shyness and Academic Achievement in
   Childhood
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE academic achievement; peer relationships; classroom behavior
ID SOCIOEMOTIONAL ADJUSTMENT; SCHOOL ADJUSTMENT; CHILDRENS; KINDERGARTEN;
   TEMPERAMENT; GRADE; SELF; PERFORMANCE; COMPETENCE; TEACHERS
AB The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests of reading comprehension and mathematics. As well, a new teacher-rated measure of academic engagement was created to assess student participation and on-task behavior in the classroom. Among the results, shyness was negatively related to teacher-rated achievement but not related to standardized test scores. Academic engagement was significantly and negatively related to shyness, and positively related to all measures of achievement. Finally, academic engagement partially mediated the relation between shyness and teacher ratings of achievement. These findings suggest that poorer teacher-rated academic performance in shy children may be partially accounted for by a lack of academic engagement in the classroom. Future studies are needed to explore why shy children are less likely to be engaged in the classroom.
C1 [Hughes, Kathleen; Coplan, Robert J.] Carleton Univ, Dept Psychol, Ottawa, ON K1S 5B6, Canada.
C3 Carleton University
RP Hughes, K (corresponding author), Carleton Univ, Dept Psychol, 1125 Colonel Drive, Ottawa, ON K1S 5B6, Canada.
EM khughes4@connect.carleton.ca
OI Hughes, Kathleen/0000-0002-2185-9178
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NR 55
TC 99
Z9 133
U1 1
U2 40
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD DEC
PY 2010
VL 25
IS 4
BP 213
EP 222
DI 10.1037/a0022070
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 707LY
UT WOS:000286289300003
DA 2024-07-15
ER

PT J
AU Hu, L
   Wang, YL
AF Hu, Li
   Wang, Yongliang
TI The predicting role of EFL teachers' immediacy behaviors in students'
   willingness to communicate and academic engagement
SO BMC PSYCHOLOGY
LA English
DT Article
DE EFL teacher; Willingness to communicate (WTC); Teacher immediacy
   behaviors; Student academic engagement; SEM analysis
ID NONVERBAL IMMEDIACY; CHINESE; CONFIDENCE; MOTIVATION; CLASSROOM;
   CLARITY; ANXIETY; L2
AB BackgroundTeacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers' immediacy behaviors on students' willingness to communicate (WTC) and academic engagement remains relatively unexamined in the context of English as a foreign language (EFL).PurposeThis study intended to examine the association among EFL teachers' immediacy behaviors and students' WTC and engagement.MethodsIn this quantitative study, three online questionnaires were completed by 400 Chinese EFL students in different universities out of which 364 were valid.ResultsThe results of statistical analysis and structural equation modeling (SEM) indicated that teachers' immediacy behaviors (verbal, nonverbal) had a highly significant influence on EFL students' WTC (ss=0.89, p = .000) and academic engagement (ss=0.71, p = .000). It was also revealed that teachers' immediacy could predict 89% and 71% of variances in students' WTC academic engagement, respectively.ConclusionsBased on the results, I could be concluded that EFL teachers' interpersonal communication abilities (e.g., immediacy) foster the establishment and growth of other positive outcomes among learners.ImplicationsThe study presents some conclusions and practical implications for EFL teachers, materials developers, and trainers to integrate the nonverbal cues of L2 communication into their practices. Such practices have the potential to enhance students' willingness to communicate (WTC) and improve academic engagement.
C1 [Hu, Li] Chaohu Univ, Sch Foreign Languages, 1 Bantang Rd,Chaohu Econ Dev Zone, Hefei 238024, Anhui, Peoples R China.
   [Wang, Yongliang] Nanjing Normal Univ, Sch Foreign Languages, 1 Wenyuan Rd, Nanjing 210046, Peoples R China.
C3 Chaohu University; Nanjing Normal University
RP Wang, YL (corresponding author), Nanjing Normal Univ, Sch Foreign Languages, 1 Wenyuan Rd, Nanjing 210046, Peoples R China.
EM Godfreyeducation@163.com
OI Hu, Li/0009-0003-0133-3325; Wang, Yongliang/0000-0002-4672-8481
FU This work was partly supported by Chaohu University, People's Republic
   of China. The authors are also grateful to the insightful comments
   suggested by the editor and the anonymous reviewers.; Chaohu University,
   People's Republic of China
FX This work was partly supported by Chaohu University, People's Republic
   of China. The authors are also grateful to the insightful comments
   suggested by the editor and the anonymous reviewers.
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NR 77
TC 39
Z9 39
U1 65
U2 90
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD OCT 7
PY 2023
VL 11
IS 1
AR 318
DI 10.1186/s40359-023-01378-x
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA T3BH1
UT WOS:001076764400001
PM 37805631
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Wittrup, AR
   Hussain, SB
   Albright, JN
   Hurd, NM
   Varner, FA
   Mattis, JS
AF Wittrup, Audrey R.
   Hussain, Saida B.
   Albright, Jamie N.
   Hurd, Noelle M.
   Varner, Fatima A.
   Mattis, Jacqueline S.
TI Natural Mentors, Racial Pride, and Academic Engagement Among Black
   Adolescents Resilience in the Context of Perceived Discrimination
SO YOUTH & SOCIETY
LA English
DT Article
DE natural mentors; Black adolescents; academic engagement; school-based
   discrimination; racial pride
ID AFRICAN-AMERICAN ADOLESCENTS; PSYCHOLOGICAL DISTRESS; ETHNIC-IDENTITY;
   ASIAN-AMERICAN; SCHOOL; EXPERIENCES; ASSOCIATIONS; BEHAVIORS; ADULTS;
   YOUNG
AB The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school-based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students' academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth.
C1 [Wittrup, Audrey R.; Albright, Jamie N.] Univ Virginia, Clin Psychol, Charlottesville, VA USA.
   [Hussain, Saida B.] Univ Virginia, Community Psychol Doctoral Program, Charlottesville, VA USA.
   [Hurd, Noelle M.] Univ Virginia, Psychol Dept, 026 Gilmer Hall,POB 400400, Charlottesville, VA 22903 USA.
   [Varner, Fatima A.] Univ Texas Austin, Human Dev & Family Sci, Austin, TX 78712 USA.
   [Mattis, Jacqueline S.] Univ Michigan, Psychol, Ann Arbor, MI 48109 USA.
   [Mattis, Jacqueline S.] Univ Michigan, Ctr Study Black Youth Context, Ann Arbor, MI 48109 USA.
C3 University of Virginia; University of Virginia; University of Virginia;
   University of Texas System; University of Texas Austin; University of
   Michigan System; University of Michigan; University of Michigan System;
   University of Michigan
RP Wittrup, AR (corresponding author), Univ Virginia, Psychol Dept, 026 Gilmer Hall,POB 400400, Charlottesville, VA 22903 USA.
EM Wittrup@Virginia.edu
FU National Science Foundation [0820309]; Institute of Education Sciences;
   National Academy of Education; Spencer Foundation; William T. Grant
   Foundation Scholar Award; Direct For Social, Behav & Economic Scie;
   Division Of Behavioral and Cognitive Sci [0820309] Funding Source:
   National Science Foundation
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by the National Science Foundation, Grant No.
   0820309. We are grateful to the youth and families for participating in
   this study and to the schools for their support. The writing of this
   article was supported, in part, by a predoctoral fellowship from the
   Institute of Education Sciences to the first author, a predoctoral
   fellowship from the National Science Foundation to the third author, and
   a postdoctoral fellowship from the National Academy of Education and
   Spencer Foundation, as well as a William T. Grant Foundation Scholar
   Award to the fourth author.
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NR 57
TC 31
Z9 61
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0044-118X
EI 1552-8499
J9 YOUTH SOC
JI Youth Soc.
PD MAY
PY 2019
VL 51
IS 4
BP 463
EP 483
DI 10.1177/0044118X16680546
PG 21
WC Social Issues; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Sociology
GA HR5IT
UT WOS:000463181000002
PM 38239814
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Goagoses, N
   Itenge, H
   Winschiers-Theophilus, H
   Koglin, U
AF Goagoses, Naska
   Itenge, Helvi
   Winschiers-Theophilus, Heike
   Koglin, Ute
TI The influence of social achievement goals on academic engagement: a
   cross-sectional survey in a Namibian primary school
SO SOUTH AFRICAN JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Academic engagement; achievement goals; motivation; primary school;
   social goals
ID MOTIVATION; ADOLESCENTS; PERSPECTIVE; ENVIRONMENT; VALIDATION; WORK
AB Achievement goal researchers have primarily focused on mastery and performance goals, while goals concerning the social reasons for wanting to achieve academically have only been minimally explored. The aim of the current study was to extend previous research, by investigating the influence of social achievement goals on different types of academic engagement. Namibian primary school students (N = 117) answered questionnaires regarding their mastery, performance, and work avoidance achievement goals, their social achievement goals (i.e., affiliation, approval, concern, responsibility, status), and their academic engagement (i.e., behavioral, emotional, agentic). Hierarchical regression analyses, that controlled for the effects of mastery, performance, and work avoidance achievement goals, prior achievement, as well as grade-level, revealed that social achievement goals were able to account for a significant additional proportion of variance in engagement. Social status goals predicted behavioral engagement, while social concern goals predicted emotional and agentic engagement. Our findings indicate that social achievement goals are a distinct construct that can contribute to the current understanding of student motivation and academic engagement.
C1 [Goagoses, Naska; Koglin, Ute] Carl von Ossietzky Univ Oldenburg, Ammerlander Heerstr 114, D-26129 Oldenburg, Germany.
   [Itenge, Helvi; Winschiers-Theophilus, Heike] Namibia Univ Sci & Technol, Windhoek, Namibia.
C3 Carl von Ossietzky Universitat Oldenburg; Namibia University of Science
   & Technology
RP Goagoses, N (corresponding author), Carl von Ossietzky Univ Oldenburg, Ammerlander Heerstr 114, D-26129 Oldenburg, Germany.
EM naska.goagoses@uni-oldenburg.de
RI Goagoses, Naska/GOE-4265-2022
OI Goagoses, Naska/0000-0002-9679-9499; Winschiers-Theophilus,
   Heike/0000-0002-9752-3398; Itenge, Helvi/0000-0002-0201-7530
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NR 38
TC 4
Z9 4
U1 1
U2 17
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0081-2463
EI 2078-208X
J9 S AFR J PSYCHOL
JI South Afr. J. Psychol.
PD SEP
PY 2021
VL 51
IS 3
BP 356
EP 368
AR 0081246320957291
DI 10.1177/0081246320957291
EA SEP 2020
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA TT6MT
UT WOS:000568542000001
OA hybrid
DA 2024-07-15
ER

PT J
AU Kotera, Y
   Lieu, J
   Kirkman, A
   Barnes, K
   Liu, GHT
   Jackson, J
   Wilkes, J
   Riswani, R
AF Kotera, Yasuhiro
   Lieu, Jenai
   Kirkman, Ann
   Barnes, Kristian
   Liu, Gillian H. T.
   Jackson, Jessica
   Wilkes, Juliet
   Riswani, Riswani
TI Mental Wellbeing of Indonesian Students: Mean Comparison with UK
   Students and Relationships with Self-Compassion and Academic Engagement
SO HEALTHCARE
LA English
DT Article
DE Indonesian students; mental wellbeing; self-compassion; academic
   engagement; vigour; dedication
ID UNIVERSITY-STUDENTS; BURNOUT; STRESS; MINDFULNESS; ASSOCIATION;
   SYMPTOMS; VALIDITY; HEALTH; SCALE
AB The number of Indonesian students in higher education has been increasing rapidly. However, many Indonesian university students report experiencing mental distress. Research on student wellbeing found that self-compassion (i.e., being kind towards oneself in challenging times) and academic engagement (i.e., a commitment and purposeful effort toward study) are essential to students' mental wellbeing. With the present study, we aimed to assess the mental wellbeing of Indonesian students. A convenience sample of 156 Indonesian students completed self-report measures on mental wellbeing, self-compassion and academic engagement (consisting of vigour, dedication and absorption). To contextualise their mental wellbeing, data from Indonesian students were compared with those from 145 UK students using Welch t-tests. Correlation, regression and mediation analyses were then performed to examine the relationships among these variables. Indonesian students had higher levels of self-compassion and absorption and a lower level of dedication than UK students. Self-compassion and academic engagement explained 36% of variance in mental wellbeing. Self-compassion and vigour were identified as significant predictors of mental wellbeing, whereas self-compassion was the strongest predictor. Lastly, vigour did not mediate the pathway from self-compassion to mental wellbeing. Interventions to support self-compassion and academic engagement, especially vigour, in Indonesian students are recommended to support their mental wellbeing.
C1 [Kotera, Yasuhiro] Univ Nottingham, Sch Hlth Sci, Nottingham NG7 2HA, England.
   [Lieu, Jenai; Kirkman, Ann; Barnes, Kristian; Liu, Gillian H. T.; Jackson, Jessica; Wilkes, Juliet] Univ Derby, Coll Hlth Psychol & Social Care, Derby DE22 1GB, England.
   [Riswani, Riswani] State Islamic Univ Sultan Syarif Kasim Riau, Fac Educ & Teacher Training, Pekanbaru 28293, Indonesia.
C3 University of Nottingham; University of Derby
RP Wilkes, J (corresponding author), Univ Derby, Coll Hlth Psychol & Social Care, Derby DE22 1GB, England.
EM yasuhiro.kotera@nottingham.ac.uk; jenai.lieu@gmail.com;
   a.kirkman2@derby.ac.uk; kmjbarnes@gmail.com; gillianlht@gmail.com;
   j.jackson2@derby.ac.uk; julietlorettawilkes@gmail.com;
   riswani@uin-suska.ac.id
RI Kotera, Yasuhiro/A-9823-2017
OI Kotera, Yasuhiro/0000-0002-0251-0085; Barnes,
   Kristian/0000-0002-8792-0373; Lieu, Jenai/0000-0001-7616-9409; Kirkman,
   Dr Ann/0000-0002-8195-9111; Jackson, Dr Jessica Eve/0000-0001-9186-3925;
   Wilkes, Juliet/0000-0002-1618-8269
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NR 89
TC 9
Z9 9
U1 2
U2 12
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-9032
J9 HEALTHCARE-BASEL
JI Healthcare
PD AUG
PY 2022
VL 10
IS 8
AR 1439
DI 10.3390/healthcare10081439
PG 13
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA 4C5QU
UT WOS:000846508500001
PM 36011098
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Luo, ZQ
   Luo, WS
AF Luo, Zhiqiang
   Luo, Wenshu
TI Discrete achievement emotions as mediators between achievement goals and
   academic engagement of Singapore students
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Achievement emotions; achievement goals; academic engagement;
   mediational analysis
ID MOTIVATED STRATEGIES; MODEL; SCHOOL; ORIENTATIONS; ANTECEDENTS;
   MATHEMATICS; CLASSROOMS; BELIEFS; ABILITY
AB This study investigated discrete achievement emotions (enjoyment, pride, boredom, and anxiety) as simultaneous mediators between achievement goals (mastery goals, performance-approach goals, and performance-avoidance goals) and academic engagement (cognitive engagement, effort withdrawal, and novelty avoidance). The data were collected using an online questionnaire with a sample of secondary school students (n = 1939) in Singapore. With gender, stream, and grade controlled, we conducted structural equation modelling to test the hypothesised mediation model. We found that achievement goals had a differential relationship with the four achievement emotions, which in turn showed a distinct association with engagement variables. Achievement emotions as mediators partly explained the differential relationship between achievement goals and academic engagement. In particular, the findings highlight the complex meaning of enjoyment and anxiety and the adaptive role of mastery goals in student learning.
C1 [Luo, Zhiqiang; Luo, Wenshu] Foshan Univ, Foshan, Peoples R China.
   [Luo, Wenshu] Nanyang Technol Univ, Singapore, Singapore.
C3 Foshan University; Nanyang Technological University
RP Luo, WS (corresponding author), Foshan Univ, Sch Humanities & Educ, 33 Guang Yun Lu, Foshan, Guangdong, Peoples R China.
EM luows@fosu.edu.cn
RI Luo, Zhiqiang/B-8840-2008
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NR 54
TC 6
Z9 6
U1 17
U2 89
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD JUL 3
PY 2022
VL 42
IS 6
BP 749
EP 766
DI 10.1080/01443410.2022.2048795
EA MAR 2022
PG 18
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 2H6YV
UT WOS:000772321000001
DA 2024-07-15
ER

PT J
AU Hajdarpasic, A
   Brew, A
   Popenici, S
AF Hajdarpasic, Ademir
   Brew, Angela
   Popenici, Stefan
TI The contribution of academics' engagement in research to undergraduate
   education
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE value; casualisation; engagement; undergraduate research; teaching-only;
   qualitative
ID EXPERIENCES; PERSPECTIVES; PERCEPTIONS; AWARENESS
AB Can current trends to develop teaching-only academic positions be reconciled with the notion of the interrelationship of teaching and research as a defining characteristic of universities? In particular, what does academics' engagement in research add to students' learning? A study of 200 undergraduates' perceptions of the role of staff research in their university education is presented to contribute towards answering these important questions. The data, which include a large number of qualitative responses, show that students believe that academics' engagement in research deepens student understanding, increases enthusiasm for learning and teaching, encourages postgraduate study, develops skills useful for employment and enhances undergraduate research activities. The article argues that academics' engagement with research is a key contributor to making higher education 'higher' and effectively increases the value of education to the student.
C1 [Hajdarpasic, Ademir; Brew, Angela] Macquarie Univ, Learning & Teaching Ctr, Sydney, NSW 2109, Australia.
   [Popenici, Stefan] Univ Melbourne, Ctr Study Higher Educ, Melbourne, Vic 3010, Australia.
C3 Macquarie University; University of Melbourne
RP Hajdarpasic, A (corresponding author), Macquarie Univ, Learning & Teaching Ctr, Sydney, NSW 2109, Australia.
EM ademir.hajdarpasic@mq.edu.au
RI Popenici, Stefan/G-4937-2017; Popenici, Stefan/M-5027-2019
OI Popenici, Stefan/0000-0002-0323-2945; Popenici,
   Stefan/0000-0002-0323-2945; Brew, Angela/0000-0002-2944-7098
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NR 32
TC 30
Z9 33
U1 0
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD APR 21
PY 2015
VL 40
IS 4
BP 644
EP 657
DI 10.1080/03075079.2013.842215
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CD4PQ
UT WOS:000351066200007
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Buenconsejo, JU
AF Datu, Jesus Alfonso D.
   Buenconsejo, Jet U.
TI Academic Engagement and Achievement Predict Career Adaptability
SO CAREER DEVELOPMENT QUARTERLY
LA English
DT Article
DE academic achievement; academic engagement; career adaptability; Filipino
   students; high school
ID PROACTIVE PERSONALITY; SCHOOL ENGAGEMENT; SELF-EFFICACY; CONSTRUCTION;
   EXPLORATION; ADOLESCENCE; ADAPTATION; INTENTIONS; SUCCESS; LINKS
AB Abundant evidence indicates that personality, social, cultural, and contextual factors predict career adaptability. However, little research attends to the roles of academic engagement and achievement in career adaptability, especially in non-Western cultural contexts. We examined the associations of perceived academic engagement dimensions (i.e., behavioral and emotional engagement) and academic achievement with facets of career adaptability among 324 Filipino high school students. Results of hierarchical regression analyses demonstrate that, after controlling for age and gender, behavioral engagement served as the strongest predictor of concern, curiosity, confidence, and control. In addition, perceived academic achievement was the weakest predictor of career adaptability dimensions. Our findings underscore the benefits of integrating active involvement in school-related tasks to foster career adaptability in high school student populations.
C1 [Datu, Jesus Alfonso D.; Buenconsejo, Jet U.] Educ Univ Hong Kong, Dept Special Educ & Counselling, Room D2-2F-28,10 Ping Rd, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Wellbeing, Hong Kong, Peoples R China.
   [Buenconsejo, Jet U.] Colegio San Juan Letran, Manila, Philippines.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); Colegio de San Juan de Letran
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Dept Special Educ & Counselling, Room D2-2F-28,10 Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI Buenconsejo, Jet Uy/KHU-2321-2024
OI Buenconsejo, Jet Uy/0000-0003-3777-8601; Datu, Jesus
   Alfonso/0000-0002-8790-1113
CR Alrashidi O., 2016, INT ED STUDIES, V9, P41, DOI [10.5539/ies.v9n12p41, DOI 10.5539/IES.V9N12P41, https://doi.org/10.5539/ies.v9n12p41]
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NR 47
TC 17
Z9 18
U1 8
U2 62
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0889-4019
EI 2161-0045
J9 CAREER DEV Q
JI Career Dev. Q.
PD MAR
PY 2021
VL 69
IS 1
BP 34
EP 48
DI 10.1002/cdq.12247
PG 15
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA QR9HR
UT WOS:000625522700003
DA 2024-07-15
ER

PT J
AU Hill, NE
   Liang, B
   Bravo, DY
   Price, M
   Polk, W
   Perella, J
   Savitz-Romer, M
AF Hill, Nancy E.
   Liang, Belle
   Bravo, Diamond Y.
   Price, Maggi
   Polk, Whitney
   Perella, John
   Savitz-Romer, Mandy
TI Adolescents' Perceptions of the Economy: Its Association with Academic
   Engagement and the Role of School-Based and Parental Relationships
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Parenting; School belonging; Academic engagement; Economy; Adolescence
ID GREAT RECESSION; MIDDLE SCHOOL; SOCIAL-CLASS; ACHIEVEMENT; ASPIRATIONS;
   INVOLVEMENT; UNEMPLOYMENT; TRANSMISSION; EXPECTATIONS; DISTRESS
AB In the context of widespread media coverage of economic problems, un- and under-employment, and overwhelming student loan debt, youth are making sense of the prospects of getting a job and value of education. Further, they are assessing the implications of the job market in curtailing or enhancing their future success. School-based and familial relationships may support students in making sense of the job market. The current study focuses on how youth view the economy, its association with academic engagement, and how parental and school-based relationships shape views of the job market and their impact on academic engagement. With an ethnically diverse sample of high school students (N = 624; 54% female), perceptions of the job market were tested as mediators and moderators of the relations between school-based relationships and parenting on academic engagement. Using structural equation modeling, job market pessimism mediated the relation between school-based relationships and engagement. School-based relationships and parenting practices moderated the relation between job market pessimism and academic engagement. At high levels of parental and school support, interpreted as increased centrality and salience of academic success, there was a stronger negative association between job market pessimism and academic engagement. This set of findings indicates that high school students are thinking about the job market in ways that impact their engagement in school. These findings extend theories that have focused on the job market and the likelihood of dropping out of school or enrolling in post-secondary education. These findings are significant because just staying in school is not enough to succeed. With increased emphasis on college and career readiness, students are required to be more planful and purposeful during high school in order to succeed in the job market.
C1 [Hill, Nancy E.; Bravo, Diamond Y.; Polk, Whitney; Savitz-Romer, Mandy] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.
   [Liang, Belle; Price, Maggi] Boston Coll, Lynch Sch Educ, Chestnut Hill, MA 02467 USA.
   [Perella, John] Medford Publ Sch, Medford, MA USA.
C3 Harvard University; Boston College
RP Hill, NE (corresponding author), Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.
EM nancy_hill@gse.harvard.edu
RI Price, Maggi/ACZ-3196-2022
OI Price, Maggi/0000-0001-9825-6925
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NR 88
TC 4
Z9 7
U1 1
U2 28
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD MAY
PY 2018
VL 47
IS 5
BP 895
EP 915
DI 10.1007/s10964-017-0802-5
PG 21
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GB3EC
UT WOS:000428937200001
PM 29313250
DA 2024-07-15
ER

PT J
AU Amerstorfer, CM
   von Münster-Kistner, CF
AF Amerstorfer, Carmen M.
   von Muenster-Kistner, Clara Freiin
TI Student Perceptions of Academic Engagement and Student-Teacher
   Relationships in Problem-Based Learning
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; communication style; feedback; problem-based
   learning; student-teacher relationships; teacher caring; teacher
   credibility
ID LANGUAGE LEARNERS; CREDIBILITY; MOTIVATION; BEHAVIORS; CONSTRUCT;
   EDUCATION; FEEDBACK; SUCCESS; MIDDLE; SCHOOL
AB Students' academic engagement depends on a variety of factors that are related to personal learner characteristics, the teacher, the teaching methodology, peers, and other features in the learning environment. Components that influence academic engagement can be cognitive, metacognitive, affective, social, task-related, communicative, and foreign language-related. Rather than existing in isolated spheres, the factors contributing to an individual's academic engagement intertwine and overlap. The relationships students cultivate with others are prominent in several of these areas. Positive interpersonal relationships enhance individuals' enthusiasm for learning (Mercer and Dornyei, 2020), which benefits sustainable learning success and self-confidence. The relationships between students and teachers and the perceptions students have of their teachers seem to be particularly influential on students' engagement in academic undertakings. Problem-based learning (PBL), a teaching approach particularly suitable for tertiary education, involves students in authentic problem-solving processes and fosters students' self-regulation and teamwork. Intensive relationship-building is one of the key characteristics of this student-centered approach (Amerstorfer, 2020). The study reported in this article explores the connection between the academic engagement of 34 students and their perceptions of three instructors in a teacher education program for pre-service English teachers in Austria. An online questionnaire was used to investigate the participants' perceived academic engagement (effort, dedication, learning success) in a university course that implements PBL as its underlying teaching methodology in comparison to conventional teaching approaches. The study further examines how the students perceived the course instructors' caring, credibility, communication style, and feedback, which leads to new information about how PBL shapes student-teacher relationships. Due to Covid-19, the otherwise face-to-face course was taught online.
C1 [Amerstorfer, Carmen M.; von Muenster-Kistner, Clara Freiin] Univ Klagenfurt, Dept English, Klagenfurt, Austria.
C3 University of Klagenfurt
RP Amerstorfer, CM (corresponding author), Univ Klagenfurt, Dept English, Klagenfurt, Austria.
EM carmen.amerstorfer@aau.at
FU University of Klagenfurt
FX The publication of this article is fully funded by the University of
   Klagenfurt.
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NR 74
TC 42
Z9 51
U1 8
U2 92
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD OCT 28
PY 2021
VL 12
AR 713057
DI 10.3389/fpsyg.2021.713057
PG 18
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA WW1OY
UT WOS:000717696000001
PM 34777094
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Fan, QQ
   Li, YD
   Hu, WY
   Zhang, HF
   Zhao, FQ
   Henderson, SL
AF Fan, Qianqian
   Li, Yudan
   Hu, Wanying
   Zhang, Huifang
   Zhao, Fengqing
   Henderson, Stacey Lee
TI Does mindfulness benefit adolescents' academic adaptation? The mediating
   roles of autonomous and controlled motivation
SO CURRENT PSYCHOLOGY
LA English
DT Article; Early Access
DE Mindfulness; Autonomous motivation; Controlled motivation; Academic
   engagement; Academic procrastination; Adolescents
ID ASSOCIATIONS; ENGAGEMENT; PROCRASTINATION; EXPERIENCES; PREDICTORS;
   MECHANISMS; STUDENTS; FACETS
AB Previous research demonstrated the relationship between mindfulness and academic performance among adolescents. However, there is a lack of research distinguishing between the five facets of mindfulness (observing, describing, acting with awareness, non-judgment and non-reactivity) and their associated underlying mechanisms through motivation. The present study investigated whether autonomous and controlled motivation would mediate the relationship between the five facets of mindfulness and two indicators of academic performance - academic engagement and procrastination among adolescents. A sample of 713 Chinese students were recruited to complete a series of self-reported measures quantifying mindfulness, academic engagement, academic procrastination, and autonomous and controlled motivation. Results indicated that four out of five mindfulness facets- observing (r = 0.198), describing (r = 0.329), acting with awareness (r = 0.365), and non-reactivity (r = 0.187)- were positively correlated with academic engagement (ps < 0.001), whereas non-judgment showed a negative correlation (r=-0.115, p = 0.002). In terms of relationship with academic procrastination, three mindfulness facets- observing (r=-0.115, p = 0.002), describing (r=-0.289, p < 0.001) and acting with awareness (r=-0.365, p < 0.001) exhibited a negative association. Furthermore, autonomous and controlled motivation together mediated the relationships between four facets of mindfulness and academic engagement as well as academic procrastination. However, there was a non-significant mediating effect of controlled motivation in relation between describing and academic performance. Overall, the mediating effect of autonomous motivation was stronger than controlled motivation. Results also indicated that acting with awareness was a relatively more robust protective factor for academic engagement and academic procrastination. Hence, mindfulness intervention programs developed to improve academic performance among adolescents may benefit from targeting on autonomous motivation and the mindfulness facet of acting with awareness.
C1 [Fan, Qianqian; Li, Yudan; Hu, Wanying; Zhang, Huifang; Zhao, Fengqing] Zhengzhou Univ, Sch Educ, 100 Sci Ave, Zhengzhou City 450001, Henan Province, Peoples R China.
   [Henderson, Stacey Lee] Birkbeck Univ London, Fac Business & Law, London, England.
C3 Zhengzhou University; University of London; Birkbeck University London
RP Zhao, FQ (corresponding author), Zhengzhou Univ, Sch Educ, 100 Sci Ave, Zhengzhou City 450001, Henan Province, Peoples R China.
EM susanfair@163.com
OI Zhao, Fengqing/0000-0002-2834-7706
FU Social Science Planning Project of Henan Province; Higher Education
   Research Project of Henan Province [23B190001]; Outstanding Youth
   research team of Humanities and Social Sciences of Zhengzhou University
   [2023-QNTD-09];  [2022BJY033];  [2023CSH036]
FX The research was supported by the Social Science Planning Project of
   Henan Province (2022BJY033, 2023CSH036), Higher Education Research
   Project of Henan Province (23B190001),Outstanding Youth research team of
   Humanities and Social Sciences of Zhengzhou University (2023-QNTD-09).
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NR 51
TC 0
Z9 0
U1 12
U2 12
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD 2024 MAY 9
PY 2024
DI 10.1007/s12144-024-06082-6
EA MAY 2024
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA QL5A3
UT WOS:001221029800007
DA 2024-07-15
ER

PT J
AU Yin, T
   Yin, J
   Xu, ZJ
AF Yin, Ting
   Yin, Jing
   Xu, Zhujun
TI Chinese students' perceptions of social networks and their academic
   engagement in technology-enhanced classrooms
SO HELIYON
LA English
DT Article
DE Technology-enhanced learning; Social networks; Academic engagement;
   Online learning environments
ID FLIPPED CLASSROOM; LANGUAGE LEARNERS; UNIVERSITY; PERFORMANCE;
   MOTIVATION; EDUCATION; TEACHERS; DESIGN
AB Using social networks as one of the new instruments of information and communication technologies in recent years has gained popularity. Social networks are used in various political, social, cultural, and educational fields. In education, students increasingly use social networks to create and maintain social relationships and support informal learning methods. The current study investigated the relationship between the use of social networks and academic engagement in Chinese EFL language learners. Using a convenience sampling method, the researcher invited 591 EFL students from Guangdong Province, China to participate in the study. The participants consisted of 307 male learners and 284 female learners, of whom 345 (58.38 %) were B.A., 234 (39.59 %) were M.D. and 2.03 % were Ph.D. To obtain the necessary data, the researcher employed two questionnaires. The researcher distributed the questionnaires that were Social Network Usage Questionnaire and Academic Engagement Questionnaire to the participants. Employing the multivariate regression method and Pearson correlation coefficient in SPSS and Amos, the researcher analyzed the collected data. The results show that there is a significant and positive association between learners' social network usage, their ethnographic factor (age), and their academic engagement. However, other ethnographic factors such as gender and educational level do not affect learners' social networks usage. Also, there is a significant and positive association between the amount of use of social networks for entertainment and components of academic engagement which are cognitive, emotional, and socio-behavioral factors. The use of technology, especially the use of social networks, enhances learners' academic engagement and increases their motivation, energy, and mastering abilities. They provide the ability to easy access for all learners and provide personalized/individual course materials.
C1 [Yin, Ting] Guangdong Polytech Normal Univ, Sch Foreign Languages, Guangzhou 510665, Guangdong, Peoples R China.
   [Yin, Jing] Hengyang Normal Univ, Sch Foreign Languages, Hengyang 421002, Hunan, Peoples R China.
   [Xu, Zhujun] Guangdong Polytech Normal Univ, Human Resources Div, Guangzhou 510665, Guangdong, Peoples R China.
C3 Guangdong Polytechnic Normal University; Hengyang Normal University;
   Guangdong Polytechnic Normal University
RP Yin, T (corresponding author), Guangdong Polytech Normal Univ, Sch Foreign Languages, Guangzhou 510665, Guangdong, Peoples R China.
EM yinting@gpnu.edu.cn
FU Guangdong Planning Office of Philosophy and Social Science
   [GD20WZX01-04]
FX This work is a staged achievement of EFL Learner Engagement and its
   Factors in Mobile Learning Environment supported by Guangdong Planning
   Office of Philosophy and Social Science (Grant Numbers: GD20WZX01-04) .
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NR 83
TC 0
Z9 0
U1 10
U2 21
PU CELL PRESS
PI CAMBRIDGE
PA 50 HAMPSHIRE ST, FLOOR 5, CAMBRIDGE, MA 02139 USA
EI 2405-8440
J9 HELIYON
JI Heliyon
PD NOV
PY 2023
VL 9
IS 11
AR e21686
DI 10.1016/j.heliyon.2023.e21686
EA OCT 2023
PG 14
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA X9BI1
UT WOS:001101318100001
PM 37954340
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU López-García, GD
   Carrasco-Poyatos, M
   Burgueño, R
   Granero-Gallegos, A
AF Lopez-Garcia, Gines D.
   Carrasco-Poyatos, Maria
   Burgueno, Rafael
   Granero-Gallegos, Antonio
TI Teaching style and academic engagement in pre-service teachers during
   the COVID-19 lockdown: Mediation of motivational climate
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE autonomy support; controlling style; mastery motivational climate;
   performance motivational climate; resilience
ID MASTERY GOAL STRUCTURE; UNIVERSITY-STUDENTS; PHYSICAL-EDUCATION; FIT
   INDEXES; AUTONOMY; CONTEXT; QUESTIONNAIRE; ORIENTATIONS; BEHAVIOR;
   BELIEFS
AB COVID-19 and the resulting confinement has had a great impact on the educational environment. Although research in initial teacher education has focused on studying the factors that lead to increased academic engagement, there is no evidence that examines the role of teacher interpersonal style and motivational classroom in a virtual learning context. The aim of this research was to analyze the mediating role of motivational climate between teacher interpersonal style (i.e., autonomy support and controlling style) and academic engagement climate in pre-service teachers in a resilient context. The research design was observational, descriptive, cross-sectional, and non-randomized. A total of 1,410 university students (pre-service teachers) participated (M-age = 23.85; SD = 5.13) (59.6% female; 40.3% male; 0.1% other). The scales of interpersonal teaching style, classroom motivational climate, academic commitment, and resilience were used, and a structural equation analysis with latent variables was carried out controlling resilience and gender. The results of the structural equation model show the importance of student perception of teacher autonomy support on academic engagement of the pre-service teachers, as well as the mediation of the mastery climate between autonomy support and academic engagement. For this reason, in order to increase academic engagement in pre-service teachers, it is recommended the use of motivating styles and instructional strategies focused on supporting the decision-making process, initiative, and significant learning.
C1 [Lopez-Garcia, Gines D.; Carrasco-Poyatos, Maria; Burgueno, Rafael; Granero-Gallegos, Antonio] Univ Almeria, Fac Educ Sci, Dept Educ, Almeria, Spain.
   [Carrasco-Poyatos, Maria; Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Almeria, Spain.
C3 Universidad de Almeria; Universidad de Almeria
RP Granero-Gallegos, A (corresponding author), Univ Almeria, Fac Educ Sci, Dept Educ, Almeria, Spain.; Granero-Gallegos, A (corresponding author), Univ Almeria, Hlth Res Ctr, Almeria, Spain.
EM agranero@ual.es
RI Carrasco, María/AEG-2391-2022; Burgueño, Rafael/ABI-2789-2020;
   Granero-Gallegos, Antonio/P-4888-2015
OI Burgueño, Rafael/0000-0003-2354-0037; Granero-Gallegos,
   Antonio/0000-0002-1385-8386; LOPEZ GARCIA, GINES
   DAVID/0000-0002-7761-0865
FU Andalusian Plan for Research, Development, and Innovation (PAIDI);
   University of Almeria's Own Plan for Research and Transfer 2021;  [Ref.
   PPUENTE2021/002]
FX This work was carried out thanks to the help received from the "I + D +
   i" research project entitled "Is the empowering-disempowering
   motivational climate perceived by undergraduate students related to
   their intention to become teachers" A longitudinal study with teachers
   in training" (Ref. P20_00148), funded by the Andalusian Plan for
   Research, Development, and Innovation (PAIDI, 2020) of the Junta de
   Andalucia, as well as by the University of Almeria's Own Plan for
   Research and Transfer 2021 (Ref. PPUENTE2021/002).
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NR 64
TC 3
Z9 3
U1 4
U2 21
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD OCT 13
PY 2022
VL 13
AR 992665
DI 10.3389/fpsyg.2022.992665
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5U3QK
UT WOS:000876465500001
PM 36312149
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Zhuang, J
   Mou, QX
   Zheng, T
   Gao, F
   Zhong, YQ
   Lu, QY
   Gao, YX
   Zhao, MM
AF Zhuang, Jie
   Mou, Qiaoxing
   Zheng, Tong
   Gao, Fei
   Zhong, Yaqin
   Lu, Qingyun
   Gao, Yuexia
   Zhao, Miaomiao
TI A serial mediation model of social media addiction and college students'
   academic engagement: the role of sleep quality and fatigue
SO BMC PSYCHIATRY
LA English
DT Article
DE Social media addiction; Academic engagement; Sleep quality; Fatigue;
   Serial mediation model
ID INTERNET ADDICTION; MENTAL FATIGUE; POOR SLEEP; CHILDREN; SATISFACTION;
   ADOLESCENTS; SYMPTOMS; FACEBOOK; ABILITY; NEED
AB BackgroundIt has been documented that social media addiction (SMA) has a detrimental effect on college students' academic engagement. However, the mechanisms underlying this association are not well understood. This study aimed to determine the serial mediation effects of sleep quality and fatigue on the relationship between SMA and academic engagement among college students.MethodsA cross-sectional survey was conducted with 2661 college students (43.3% males, mean age = 19.97 years). The participants completed the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, the Pittsburgh Sleep Quality Index, and the Fatigue Assessment Scale. The serial mediation effects were examined using Model 6 in the Hayes' PROCESS macro for SPSS.ResultsThe results showed that SMA among college students had a direct negative relationship with their academic engagement (Effect = - 0.051, 95% CI: -0.087 to - 0.015). In addition, sleep quality and fatigue mediated the relationship between SMA and academic engagement both independent and serially, with the independent mediation effect of sleep quality being - 0.031 (95% CI: -0.048 to - 0.016), the independent mediation effect of fatigue being - 0.109 (95% CI: -0.133 to - 0.088), and the serial mediation effect of sleep quality and fatigue being - 0.080 (95% CI: -0.095 to - 0.066). The total indirect effect of the three mediation paths was 80.9%.ConclusionsDecreased academic engagement caused by SMA can be aggravated by poor sleep quality and fatigue. Strengthening supervision and intervention in social media use among college students, supplemented by attention to psychosomatic health, including sleep quality and fatigue could promote their engagement in academic work.
C1 [Zhuang, Jie; Mou, Qiaoxing; Zhong, Yaqin; Lu, Qingyun; Gao, Yuexia; Zhao, Miaomiao] Nantong Univ, Sch Publ Hlth, Dept Hlth Management, Nantong, Jiangsu, Peoples R China.
   [Zheng, Tong] First Psychiat Hosp Harbin, Dept Med Adm, Harbin, Heilongjiang, Peoples R China.
   [Gao, Fei] Heilongjiang Prov Ctr Dis Control & Prevent, Ctr Food Safety, Harbin, Heilongjiang, Peoples R China.
   [Gao, Fei] Heilongjiang Prov Ctr Dis Control & Prevent, Sch Hlth, Harbin, Heilongjiang, Peoples R China.
C3 Nantong University
RP Gao, YX; Zhao, MM (corresponding author), Nantong Univ, Sch Publ Hlth, Dept Hlth Management, Nantong, Jiangsu, Peoples R China.
EM gaoyuexia1103@163.com; zhaomiaomiao@ntu.edu.cn
RI zhao, weiwei/JUU-6585-2023; zhao, wei/JZD-4475-2024; chen,
   bin/KBQ-8114-2024; yang, yy/KBR-1536-2024; lu, Li/KBA-2603-2024; liu,
   xiao/JLL-2119-2023; zhang, zheng/KBQ-7815-2024; Zhang,
   Wenbin/JXX-8070-2024; zhang, zhang/KBQ-9978-2024; chen,
   yanhong/JVE-0289-2024; LI, HAO/KBD-0866-2024; Chen, Liang/JXX-7887-2024;
   Wang, Chen/JZE-6385-2024; zhang, yimeng/JLL-7337-2023; WANG,
   YING/JLM-9219-2023; Yang, Min/JPY-3791-2023
OI chen, bin/0000-0002-3398-1314; 
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NR 79
TC 6
Z9 6
U1 21
U2 55
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-244X
J9 BMC PSYCHIATRY
JI BMC Psychiatry
PD MAY 12
PY 2023
VL 23
IS 1
AR 333
DI 10.1186/s12888-023-04799-5
PG 10
WC Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Psychiatry
GA G3MD6
UT WOS:000988229100004
PM 37173670
OA Green Published, gold, Green Submitted
DA 2024-07-15
ER

PT J
AU Ye, YJ
   Wang, CX
   Zhu, QY
   He, MX
   Havawala, M
   Bai, XF
   Wang, T
AF Ye, Yijun
   Wang, Cixin
   Zhu, Qianyu
   He, Minxuan
   Havawala, Mazneen
   Bai, Xuefeng
   Wang, Tian
TI Parenting and Teacher-Student Relationship as Protective Factors for
   Chinese Adolescent Adjustment During COVID-19
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
DE mental health; academic engagement; cyberbullying; teacher&#8211;
   student relationship; parenting; Samuel Y; Song
ID ACADEMIC-ACHIEVEMENT; SCHOOL CLIMATE; PEER VICTIMIZATION; MEDIATING
   ROLE; MENTAL-HEALTH; ENGAGEMENT; STRENGTHS; PERCEPTIONS; ELEMENTARY;
   BURNOUT
AB COVID-19 negatively impacts students' learning as well as physical and mental health. This study examined the effects of perceived online learning difficulties and cyberbullying on academic engagement and mental health, and if parenting styles and student-teacher relationship moderated these relations among 733 middle school students (54.3% boys) and their parents (M-age = 44.76 years, SD = 4.13 years, 28.1% fathers and 71.9% mothers) from Beijing, China. Results suggested that perceived online learning difficulties and cyberbullying predicted more mental health difficulties; perceived difficulties with online learning negatively predicted academic engagement. Authoritative parenting and positive student-teacher relationship predicted more academic engagement and less mental health difficulties, while authoritarian parenting predicted more mental health difficulties. Student-teacher relationship also moderated the relation between cyberbullying and mental health as well as difficulties with online learning and academic engagement. Parents and adolescents wanted more interactions with teachers and group activities to foster peer relationships, and more support from teachers and school psychologists to address students' social and emotional needs during COVID-19. Implications for school psychologists and school staff are discussed. Impact Statement A majority of Chinese middle school students in our sample experienced difficulties with distance learning during COVID-19, which was negatively related to their academic engagement (e.g., active participation in class) and mental health. This is one of the first studies to highlight the importance of two protective factors (authoritative parenting and positive student-teacher relationships) on student academic engagement and mental health during COVID-19. The findings highlight important implications for school staff (teachers and school psychologists) and provide suggestions on how to better support adolescents in the online learning environment during the COVID-19.
C1 [Ye, Yijun; Bai, Xuefeng] Tsinghua Univ High Sch, Beijing, Peoples R China.
   [Wang, Tian] Tsinghua Univ High Sch, Dev Ctr, Beijing, Peoples R China.
   [Wang, Cixin] Univ Maryland, Sch Psychol, Dept Counseling Higher Educ & Special Educ, College Pk, MD 20742 USA.
   [Zhu, Qianyu] Univ Maryland, Sch Psychol, College Pk, MD 20742 USA.
   [He, Minxuan] Univ Maryland, Dept Human Dev & Quantitat Methodol, College Pk, MD 20742 USA.
   [Havawala, Mazneen] Univ Maryland, Sch Psychol Program, College Pk, MD 20742 USA.
C3 University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park
RP Wang, CX (corresponding author), Univ Maryland, Counseling Higher Educ & Special Educ, 3234 Benjamin Bldg,3234 Benjamin Bldg, College Pk, MD 20742 USA.
EM cxwang@umd.edu
RI Bai, Xue-Feng/H-5164-2013
OI Wang, Cixin/0000-0002-4947-0228; Zhu, Qianyu/0000-0003-1728-9384
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NR 85
TC 42
Z9 42
U1 8
U2 99
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD MAR 17
PY 2022
VL 51
IS 2
BP 187
EP 205
DI 10.1080/2372966X.2021.1897478
EA MAR 2021
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA ZX9CZ
UT WOS:000649168200001
DA 2024-07-15
ER

PT J
AU Zhen, R
   Liu, RD
   Wang, MT
   Ding, Y
   Jiang, RH
   Fu, XC
   Sun, Y
AF Zhen, Rui
   Liu, Ru-De
   Wang, Ming-Te
   Ding, Yi
   Jiang, Ronghuan
   Fu, Xinchen
   Sun, Yan
TI Trajectory patterns of academic engagement among elementary school
   students: The implicit theory of intelligence and academic self-efficacy
   matters
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE trajectory patterns; academic engagement; implicit theory of
   intelligence; academic self-efficacy
ID ACHIEVEMENT; MOTIVATION; CLASSROOM; KINDERGARTEN; ADOLESCENCE;
   TRANSITION; CONTINUITY; COMPONENTS; PATHWAYS; GROWTH
AB Background The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement. Aims Examine the developmental trajectories of cognitive, emotional, and behavioural engagement, and assess relations between the implicit theory of intelligence and academic self-efficacy and the development of academic engagement. Sample and methods We recruited 532, 450, and 415 elementary students to rate on self-report scales in April 2016 (T1), October 2016 (T2), and April 2017 (T3), respectively. Trajectories of academic engagement were analysed by using a multiple-process growth mixture model, and levels of entity theory of intelligence and academic self-efficacy between engagement groups were compared by using analysis of variance. Results We categorized the students into four groups: persistent (71.24%), climbing (6.01%), descending (16.54%), and struggling engagement (6.20%) groups. Within each group, the levels of academic self-efficacy from T1 to T3 demonstrated a consistent trend with the engagement trajectory; the levels of the implicit theory of intelligence over time showed the reverse trend. Conclusions Attention should be given more on the students from the descending and struggling groups. The implicit theory of intelligence and academic self-efficacy showed different longitudinal associations with engagement trajectories.
C1 [Zhen, Rui; Liu, Ru-De; Jiang, Ronghuan; Fu, Xinchen; Sun, Yan] Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol, Beijing, Peoples R China.
   [Wang, Ming-Te] Univ Pittsburgh, Sch Educ, Dept Psychol, Pittsburgh, PA 15260 USA.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
C3 Beijing Normal University; Pennsylvania Commonwealth System of Higher
   Education (PCSHE); University of Pittsburgh; Fordham University
RP Liu, RD (corresponding author), Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM liurude@126.com
RI D, Y/JJC-2699-2023; Wang, Ming-Te/HCH-2285-2022
FU Project of Humanities and Social Sciences Key Research Base in Ministry
   of Education of the People's Republic of China [15JJD190001]
FX This study was supported by the Project of Humanities and Social
   Sciences Key Research Base in Ministry of Education of the People's
   Republic of China (15JJD190001). Thank you for the teachers and students
   in the participating school for their time and support.
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NR 53
TC 22
Z9 25
U1 11
U2 56
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2020
VL 90
IS 3
BP 618
EP 634
DI 10.1111/bjep.12320
EA OCT 2019
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA NB0IW
UT WOS:000488660600001
PM 31573072
DA 2024-07-15
ER

PT J
AU Kong, T
   Zeng, S
AF Kong, Ting
   Zeng, Shuang
TI The Effect of Perceived Environmental Uncertainty on University
   Students' Anxiety, Academic Engagement, and Prosocial Behavior
SO BEHAVIORAL SCIENCES
LA English
DT Article
DE perceived environmental uncertainty; anxiety; academic engagement;
   prosocial behavior; intolerance of uncertainty; university students
ID SELF
AB Uncertainty, as the predominant characteristic of the contemporary landscape, poses significant challenges and exerts profound influence on individual decision making and behaviors; however, there remains a limited understanding of its impact on university student behavior. Building upon the uncertainty management theory, this study presents a conceptual framework to investigate the impact of perceived environmental uncertainty on university students' anxiety levels and behaviors, including academic engagement and prosocial behavior. Additionally, our model proposes that the intolerance of uncertainty moderates a mediating effect on anxiety. These hypotheses are empirically tested using a sample of 221 Chinese university students. The results reveal a positive relationship between perceived environmental uncertainty and anxiety among university students; subsequently, anxiety exerts a negative influence on both academic engagement and prosocial behavior. Furthermore, we find that anxiety serves as a psychological mediator between perceived environmental uncertainty and both academic engagement and prosocial behavior. This research also underscores the significance of the intolerance of uncertainty in shaping university students' involvement in academic pursuits when confronted with anxiety stemming from perceived environmental uncertainty. Consequently, these findings have practical implications for facilitating university students' adaptive coping strategies in uncertain contexts and mitigating the negative effects of anxiety on their behavioral responses.
C1 [Kong, Ting] Univ Shanghai Sci & Technol, Business Sch, Shanghai 200093, Peoples R China.
   [Zeng, Shuang] Univ Shanghai Sci & Technol, Coll Foreign Languages, Shanghai 200093, Peoples R China.
C3 University of Shanghai for Science & Technology; University of Shanghai
   for Science & Technology
RP Zeng, S (corresponding author), Univ Shanghai Sci & Technol, Coll Foreign Languages, Shanghai 200093, Peoples R China.
EM kongting@usst.edu.cn; s.zeng@usst.edu.cn
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NR 41
TC 0
Z9 0
U1 30
U2 37
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-328X
J9 BEHAV SCI-BASEL
JI Behav. Sci.
PD NOV
PY 2023
VL 13
IS 11
AR 906
DI 10.3390/bs13110906
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AK4K9
UT WOS:001118345500001
PM 37998653
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU FRIEDMAN, DL
   CANCELLI, AA
   YOSHIDA, RK
AF FRIEDMAN, DL
   CANCELLI, AA
   YOSHIDA, RK
TI ACADEMIC ENGAGEMENT OF ELEMENTARY-SCHOOL CHILDREN WITH
   LEARNING-DISABILITIES
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
C1 CUNY QUEENS COLL,FLUSHING,NY 11367.
C3 City University of New York (CUNY) System; Queens College NY (CUNY)
RP FRIEDMAN, DL (corresponding author), FORDHAM UNIV,GRAD SCH EDUC,ROOM 1008,113 W 60TH ST,NEW YORK,NY 10023, USA.
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NR 43
TC 10
Z9 17
U1 0
U2 1
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD, ENGLAND OX5 1GB
SN 0022-4405
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD WIN
PY 1988
VL 26
IS 4
BP 327
EP 340
DI 10.1016/0022-4405(88)90041-6
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA Q8819
UT WOS:A1988Q881900002
DA 2024-07-15
ER

PT J
AU Tang, YX
   He, WG
AF Tang, Yuxi
   He, Weiguang
TI Depression and academic engagement among college students: the role of
   sense of security and psychological impact of COVID-19
SO FRONTIERS IN PUBLIC HEALTH
LA English
DT Article
DE academic engagement; college students; COVID-19; depression;
   psychological impact of COVID-19; sense of security
ID MENTAL-HEALTH; FOOD INSECURITY; ATTACHMENT INSECURITY; SAUDI-ARABIA;
   SUCCESS; PERFORMANCE; EXPERIENCES; PREVALENCE; ANXIETY; TRAUMA
AB BackgroundThe negative consequences of depression in college students have garnered global attention, especially in relation to academic achievement during the COVID-19 pandemic, which need critical assessment. AimThis study investigated whether a sense of security mediated the relationship between depression and academic engagement among college students during the pandemic and whether the moderating psychological impact of COVID-19 has a moderating effect on this relationship. MethodsIn this cross-sectional study, we recruited 466 college students from 30 provincial-level administrative regions in China via the Internet and used established scales to measure depression, academic engagement, a sense of security, and the psychological impact of COVID-19. The mediating and moderating effects were tested using the bootstrap method. ResultsDepression was found to negatively influence academic engagement, with a sense of security partially mediating this relationship. Moreover, the psychological impact of COVID-19 was shown to have a moderating effect on this mediating process. ConclusionThis study could aid in crafting pertinent strategies to mitigate the adverse effects of depression on learning amid unexpected public health crises and foster better mental health among college students.
C1 [Tang, Yuxi; He, Weiguang] Shenzhen Univ, Coll Social Sci, Shenzhen, Peoples R China.
C3 Shenzhen University
RP He, WG (corresponding author), Shenzhen Univ, Coll Social Sci, Shenzhen, Peoples R China.
EM hwg@szu.edu.cn
FU Shenzhen Academy of Social Sciences [SZ2022C001]; Guangdong Education
   Science Planning Leading Group Office [2022GXJK077]; Shenzhen Education
   Science Planning Leading Group Office [dwzz22171]
FX Shenzhen Academy of Social Sciences (SZ2022C001), Guangdong Education
   Science Planning Leading Group Office (2022GXJK077), and Shenzhen
   Education Science Planning Leading Group Office (dwzz22171) provided
   funding.
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NR 117
TC 1
Z9 1
U1 9
U2 26
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2296-2565
J9 FRONT PUBLIC HEALTH
JI Front. Public Health
PD AUG 4
PY 2023
VL 11
AR 1230142
DI 10.3389/fpubh.2023.1230142
PG 12
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA P4DX1
UT WOS:001050178600001
PM 37601170
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Derakhshan, A
   Yin, HB
AF Derakhshan, Ali
   Yin, Hongbiao
TI Do positive emotions prompt students to be more active? Unraveling the
   role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL
   students' academic engagement
SO JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
LA English
DT Article; Early Access
DE Control-value theory; EFL students; engagement; enjoyment; hope; pride
ID FOREIGN-LANGUAGE ENJOYMENT; ACHIEVEMENT EMOTIONS; ANXIETY; PERFORMANCE
AB Drawing on the control-value theory, this cross-cultural research inspected the association between positive activating emotions, namely pride, hope, and enjoyment, and academic engagement among Chinese and Iranian EFL students. This study also looked into the role of these positive emotions in predicting Chinese and Iranian students' academic engagement. Using a maximum variation sampling technique, 346 Chinese and 353 Iranian EFL students were chosen from various colleges and universities. Afterward, an online survey was sent to participants via email and common messaging apps. Following that, structural equation modelling and confirmatory factor analysis were conducted through AMOS software to analyse participants' answers. The results obtained from CFA and SEM indicated that Chinese and Iranian students' academic engagement is closely related to their feelings of pride, hope, and enjoyment. The results also demonstrated that pride, hope, and enjoyment can meaningfully and favourably predict Chinese and Iranian students' academic engagement. Interestingly, no significant difference was discovered between the Chinese and Iranian measurement models. These outcomes add to the existing body of literature on the interplay between positive activating emotions and students' academic behaviours.
C1 [Derakhshan, Ali] Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Iran.
   [Yin, Hongbiao] Chinese Univ Hong Kong, Fac Educ, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
C3 Golestan University; Chinese University of Hong Kong
RP Derakhshan, A (corresponding author), Golestan Univ, Fac Humanities & Social Sci, Dept English Language & Literature, Gorgan, Iran.
EM a.derakhshan@gu.ac.ir
RI Derakhshan, Ali/AAJ-4592-2020
OI Derakhshan, Ali/0000-0002-6639-9339
FU Golestan
FX No Statement Available
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NR 91
TC 2
Z9 2
U1 23
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0143-4632
EI 1747-7557
J9 J MULTILING MULTICUL
JI J. Multiling. Multicult. Develop.
PD 2024 MAR 14
PY 2024
DI 10.1080/01434632.2024.2329166
EA MAR 2024
PG 19
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA LL1W5
UT WOS:001186874100001
DA 2024-07-15
ER

PT J
AU Neely, L
   Rispoli, M
   Gerow, S
   Ninci, J
AF Neely, Leslie
   Rispoli, Mandy
   Gerow, Stephanie
   Ninci, Jennifer
TI Effects of Antecedent Exercise on Academic Engagement and Stereotypy
   During Instruction
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE exercise; satiation; academic engagement; stereotypy; autism
ID AUTISM SPECTRUM DISORDERS; MOTIVATING OPERATIONS; PHYSICAL-EXERCISE;
   CHILDREN; BEHAVIOR; INTERVENTION; ADOLESCENTS
AB Antecedent physical exercise has emerged as a potentially promising treatment for reducing challenging behavior and increasing academic behavior in individuals with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effects of physical exercise conducted prior to instructional sessions (antecedent physical exercise) on academic engagement and stereotypy during instructional sessions for two children diagnosed with ASD. Functional analysis results suggested stereotypy was maintained by automatic reinforcement for both participants. A multielement design was employed to evaluate academic engagement and stereotypy during instructional sessions following randomly sequenced conditions involving either (a) no antecedent exercise, (b) brief durations of antecedent exercise, or (c) antecedent exercise that continued until the participant engaged in a systematically determined behavioral indicator of satiation. Both participants demonstrated higher levels of academic engagement and reduced levels of stereotypy during the instructional sessions which followed antecedent physical exercise that continued until behavioral indicators of satiation occurred. This study replicates previous research suggesting that individuals with ASD may benefit from physical exercise prior to academic instruction and further suggests that the duration of antecedent exercise may be optimally individualized based on behavioral indicators of satiation.
C1 [Neely, Leslie; Gerow, Stephanie; Ninci, Jennifer] Texas A&M Univ, Special Educ Program, College Stn, TX 77843 USA.
   [Rispoli, Mandy] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station; Texas
   A&M University System; Texas A&M University College Station
RP Neely, L (corresponding author), Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA.
EM cockeril@neo.tamu.edu
RI Ninci, Jennifer M/D-5424-2014
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
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NR 35
TC 39
Z9 63
U1 1
U2 44
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0145-4455
EI 1552-4167
J9 BEHAV MODIF
JI Behav. Modificat.
PD JAN
PY 2015
VL 39
IS 1
SI SI
BP 98
EP 116
DI 10.1177/0145445514552891
PG 19
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA CA7OH
UT WOS:000349106300005
PM 25271070
DA 2024-07-15
ER

PT J
AU Williston, SK
   Roemer, L
AF Williston, Sarah Krill
   Roemer, Lizabeth
TI Predictors of well-being in the lives of student service members and
   veterans
SO JOURNAL OF AMERICAN COLLEGE HEALTH
LA English
DT Article
DE Academic engagement; quality of life; social support; student veterans;
   well-being
ID MENTAL-HEALTH PROBLEMS; POSTTRAUMATIC-STRESS; EMOTION REGULATION; SOCIAL
   SUPPORT; IRAQ; INTERVENTION; STRATEGIES; RESILIENCE
AB Objective: The current study examined predictors of well-being, including quality of life and academic engagement, in a sample of student service members and veteran college students. Methods: Eighty-seven student service members/veterans (SSM/V) completed an online survey containing questions about post-deployment social support, emotion regulation skills, psychological distress, academic engagement, quality of life, and demographics. Participants were recruited from September 2012 through May 2014. Results: Results provided partial support for the proposed bi-directional mediational relations between post-deployment social support and emotion regulation predicting to quality of life and academic engagement. Path models indicated that both post-deployment social support and emotion regulation skills partially mediated the relation with quality of life while accounting for the effect of psychological distress, and that emotion regulation skills fully mediated the relation between social support and academic engagement. Conclusions: These findings suggest that both social support and emotion regulation skills may be useful targets for health promotion and intervention efforts for this population. Limitations and clinical implications for the development of on-campus SSM/V focused health promotion services are discussed.
C1 [Williston, Sarah Krill; Roemer, Lizabeth] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA.
C3 University of Massachusetts System; University of Massachusetts Boston
RP Williston, SK (corresponding author), Univ Massachusetts, 100 Morrissey Blvd, Boston, MA 02125 USA.
EM sarah.krill001@umb.edu
OI Roemer, Lizabeth/0000-0002-2453-5435
CR [Anonymous], BEHAV THER
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NR 47
TC 10
Z9 29
U1 0
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0744-8481
EI 1940-3208
J9 J AM COLL HEALTH
JI J. Am. Coll. Health
PY 2017
VL 65
IS 6
BP 404
EP 412
DI 10.1080/07448481.2017.1341891
PG 9
WC Education & Educational Research; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Public, Environmental & Occupational
   Health
GA GF7RE
UT WOS:000432165100006
PM 28617102
DA 2024-07-15
ER

PT J
AU Werts, MG
   Zigmond, N
   Leeper, DC
AF Werts, MG
   Zigmond, N
   Leeper, DC
TI Paraprofessional proximity and academic engagement: Students with
   disabilities in primary aged classrooms
SO EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL
   DISABILITIES
LA English
DT Article
ID EDUCATION; PERCEPTIONS; RESOURCES; SUPPORTS; TEACHERS
AB This study examines effects of proximity of a paraprofessional on the academic engagement and type of interaction of primary aged students with substantial disabilities. A single-subject, alternating treatments design (N = 3) was used to investigate the effects of proximity at two positions (less than 2 feet from the student and more than 5 feet from the student) on academic engagement (passive, active, waiting, and non-engaged), and the nature, and frequency of interactions between students with substantial disabilities and the paraprofessionals assigned to assist them. The major research question was: In the setting of a general educational classroom, during an academic lesson with age- and functionally-appropriate materials, does proximity of a paraprofessional have an impact on the academic engagement of a student with substantial disabilities? The results indicate (1) moving a paraprofessional from within 2 feet to a position of more than 5 feet from the student co-occurred with a difference in the number of intervals of academic engagement and nonengagement for the student: (2) students were academically engaged during a significantly higher number of intervals when the paraprofessional was positioned close to the student; and (3) students and paraprofessionals were more likely to be verbally interactive than physically, gesturally, or non-interactive when the student was actively academically engaged.
C1 Appalachian State Univ, Dept Language Reading & Exceptional, Boone, NC 28608 USA.
   Univ Pittsburgh, Pittsburgh, PA 15260 USA.
C3 University of North Carolina; Appalachian State University; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh
RP Werts, MG (corresponding author), Appalachian State Univ, Dept Language Reading & Exceptional, ASU Box 32085, Boone, NC 28608 USA.
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NR 24
TC 27
Z9 46
U1 0
U2 3
PU COUNCIL EXCEPTIONAL CHILDREN
PI RESTON
PA 1920 ASSOCIATION DR, RESTON, VA 22091-1589 USA
SN 0013-1237
J9 EDUC TRAIN MENT RET
JI Educ. Train. Mental Retard. Dev. Disabil.
PD DEC
PY 2001
VL 36
IS 4
BP 424
EP 440
PG 17
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 502DN
UT WOS:000172728600009
DA 2024-07-15
ER

PT J
AU Green, G
   Rhodes, J
   Hirsch, AH
   Suárez-Orozco, C
   Camic, PM
AF Green, Gillian
   Rhodes, Jean
   Hirsch, Abigail Heitler
   Suarez-Orozco, Carola
   Camic, Paul M.
TI Supportive adult relationships and the academic engagement of Latin
   American immigrant youth
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE immigrant youth; teacher-student relationship; academic engagement
ID TEACHER-CHILD RELATIONSHIPS; HIGH-SCHOOL; MIDDLE SCHOOL; STUDENTS;
   ADOLESCENTS; MODELS; PERCEPTIONS; RESILIENCE; TRANSITION; ADJUSTMENT
AB The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed. (C) 2007 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Green, Gillian; Rhodes, Jean; Hirsch, Abigail Heitler] Univ Massachusetts, Boston, MA 02125 USA.
   [Suarez-Orozco, Carola] NYU, New York, NY 10003 USA.
   [Camic, Paul M.] Canterbury Christ Church Univ, Canterbury, Kent, England.
C3 University of Massachusetts System; University of Massachusetts Boston;
   New York University; Canterbury Christ Church University
RP Rhodes, J (corresponding author), Univ Massachusetts, Boston, MA 02125 USA.
EM Jean.Rhodes@umb.edu
OI Camic, Paul/0000-0002-4444-6544
CR [Anonymous], 1988, MANUAL ADOLESCENT SE
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NR 61
TC 68
Z9 132
U1 0
U2 23
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD AUG
PY 2008
VL 46
IS 4
BP 393
EP 412
DI 10.1016/j.jsp.2007.07.001
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 318LA
UT WOS:000257091900002
PM 19083365
OA Green Published
DA 2024-07-15
ER

PT J
AU Hill, NE
   Liang, B
   Price, M
   Polk, W
   Perella, J
   Savitz-Romer, M
AF Hill, Nancy E.
   Liang, Belle
   Price, Maggi
   Polk, Whitney
   Perella, John
   Savitz-Romer, Mandy
TI Envisioning a meaningful future and academic engagement: The role of
   parenting practices and school-based relationships
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; adolescents; parental support; youth purpose
ID MIDDLE SCHOOL; AFRICAN-AMERICAN; PEER RELATEDNESS; SELF-REGULATION; LOST
   TALENT; EXPECTATIONS; STUDENTS; YOUTH; ASPIRATIONS; ACHIEVEMENT
AB In contrast to the focus on short-term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long-term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future-oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n=624). Parental and school-based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African-Americans and Whites, and across grade and parental education levels are discussed.
C1 [Hill, Nancy E.; Liang, Belle; Price, Maggi; Polk, Whitney; Perella, John; Savitz-Romer, Mandy] Harvard Univ, Cambridge, MA 02138 USA.
C3 Harvard University
RP Hill, NE (corresponding author), Harvard Univ, Grad Sch Educ, 14 Appian Way,Larsen 703, Cambridge, MA 02138 USA.
EM nancy_hill@gse.harvard.edu
RI Price, Maggi/ACZ-3196-2022
OI Price, Maggi/0000-0001-9825-6925
FU Harvard Graduate School of Education; Boston College Collaborative
   Fellows Grant
FX This study is based on a researcher-practitioner partnership among
   Medford Public Schools (MPS), Harvard Graduate School of Education, and
   Boston College. The authors acknowledge those at MPS who have made this
   partnership possible: Superintendent Roy Belson, administrators, and
   staff, including Amelia Jensen, Tim Klein, Nicholas Tucci, Curtis Tuden,
   and Lisa Bowler, along with the teachers, families, and students. In
   addition, we acknowledge the research assistants on the partnership team
   who make this work possible, especially Allison White, Jonathan
   Sepulveda, Pei Pei Liu, and Yuseph Mkangara. This investigation was
   supported in part by the Dean's Venture Fund from the Harvard Graduate
   School of Education and the Boston College Collaborative Fellows Grant.
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NR 68
TC 18
Z9 29
U1 0
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD JUL
PY 2018
VL 55
IS 6
BP 595
EP 608
DI 10.1002/pits.22146
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GI6WX
UT WOS:000434645000001
DA 2024-07-15
ER

PT J
AU Singh, K
   Granville, M
   Dika, S
AF Singh, K
   Granville, M
   Dika, S
TI Mathematics and science achievement: Effects of motivation, interest,
   and academic engagement
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE mathematics and science achievement, motivation; interest; academic
   engagement effects; National Education Longitudinal Study (1988)
ID STRUCTURAL MODEL; SCHOOL; PERFORMANCE; MATH; EXPERIENCE; ANXIETY
AB The purpose of the present study was to examine the effects of 3 school-related constructs-motivation, attitude, and academic engagement-on 8th-grade students' achievement in mathematics and science. Although cognitive abilities of the students and their home backgrounds are important predictors of achievement, in recent years affective variables have emerged as salient factors affecting success and persistence in mathematics and science subject areas. The authors used the nationally representative sample of 8th graders drawn from the National Education Longitudinal Study 1988. They used structural equation models to estimate and test the hypothesized relationships of 2 motivation factors, I attitude factor, and 1 academic engagement factor, on achievement in mathematics and science. Results supported the positive effects of the 2 motivation factors, attitude and academic time on mathematics and science achievement. The strongest effects were those of academic time spent on homework.
C1 Virginia Polytech Inst & State Univ, Blacksburg, VA 24061 USA.
C3 Virginia Polytechnic Institute & State University
RP Singh, K (corresponding author), Virginia Tech, 315 E Eggleston Hall, Blacksburg, VA 24060 USA.
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NR 32
TC 405
Z9 673
U1 9
U2 170
PU HELDREF PUBLICATIONS
PI WASHINGTON
PA 1319 EIGHTEENTH ST NW, WASHINGTON, DC 20036-1802 USA
SN 0022-0671
J9 J EDUC RES
JI J. Educ. Res.
PD JUL-AUG
PY 2002
VL 95
IS 6
BP 323
EP 332
DI 10.1080/00220670209596607
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 592CA
UT WOS:000177918100001
DA 2024-07-15
ER

PT J
AU Chen, W
   Sun, PZ
   Zhang, AQ
   Yang, ZS
AF Chen, Wen
   Sun, Peizhen
   Zhang, Anqi
   Yang, Zishuo
TI How does foreign language peace of mind contribute to learning
   performance: roles of academic engagement and social support
SO JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
LA English
DT Article; Early Access
DE Foreign language peace of mind (FLPOM); learning achievement; academic
   engagement; social support; positive emotion
ID EMOTIONS; SELF; AROUSAL
AB Recent literature has demonstrated the advantages of a low-arousal positive emotion - foreign language peace of mind (FLPOM). In comparison to the well-studied high-arousal positive emotion (e.g. foreign language enjoyment), FLPOM is primarily experienced by foreign language (FL) learners from collective societies. Pioneering research into FLPOM has reported its facilitative role in learning an FL. The current study, therefore, is devoted to adding evidence to this new research line by investigating how FLPOM contributes to FL learning achievement with 300 Chinese primary school students. The statistical results revealed a significant positive correlation between FLPOM and perceived learning achievement. Furthermore, the mediating effect of academic engagement, through which FLPOM affected perceived learning achievement, was found. Social support was also found to have a moderating effect, strengthening the link between FLPOM and academic engagement. Theoretical and practical implications of these results were discussed at the end.
C1 [Chen, Wen; Sun, Peizhen; Zhang, Anqi; Yang, Zishuo] Jiangsu Normal Univ, Sch Educ Sci, Xuzhou, Jiangsu, Peoples R China.
C3 Jiangsu Normal University
RP Sun, PZ (corresponding author), Jiangsu Normal Univ, Sch Educ Sci, Xuzhou, Jiangsu, Peoples R China.
EM peizheng311@163.com
FU Jiangsu Provincial Department of Education10.13039/501100007166
FX No Statement Available
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NR 56
TC 0
Z9 0
U1 13
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0143-4632
EI 1747-7557
J9 J MULTILING MULTICUL
JI J. Multiling. Multicult. Develop.
PD 2023 DEC 1
PY 2023
DI 10.1080/01434632.2023.2283194
EA DEC 2023
PG 14
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA AU1L5
UT WOS:001120875300001
DA 2024-07-15
ER

PT J
AU Baños, R
   Calleja-Núñez, JJ
   Espinoza-Gutiérrez, R
   Granero-Gallegos, A
AF Banos, Raul
   Calleja-Nunez, Juan Jose
   Espinoza-Gutierrez, Roberto
   Granero-Gallegos, Antonio
TI Mediation of academic self-efficacy between emotional intelligence and
   academic engagement in physical education undergraduate students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE engagement disaffection; emotional disaffection; emotional repair;
   emotional clarity; university
ID UNIVERSITY-STUDENTS; AUTONOMY SUPPORT; TEACHER SUPPORT; SOCIAL SUPPORT;
   FIT INDEXES; PERFORMANCE; BURNOUT; MEXICAN; PERCEPTIONS; EXPERIENCE
AB The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (M-age = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.
C1 [Banos, Raul; Calleja-Nunez, Juan Jose; Espinoza-Gutierrez, Roberto] Autonomous Univ Baja Calif, Fac Sport, Tijuana, Mexico.
   [Banos, Raul] Univ Granada, Fac Educ Sci, Dept Mus Plast & Corporal Express, Ceuta, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Dept Educ, Almeria, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Almeria, Spain.
C3 Universidad Autonoma de Baja California; University of Granada;
   Universidad de Almeria; Universidad de Almeria
RP Calleja-Núñez, JJ (corresponding author), Autonomous Univ Baja Calif, Fac Sport, Tijuana, Mexico.
RI Granero-Gallegos, Antonio/P-4888-2015; Banos, Raul/W-5381-2018
OI Granero-Gallegos, Antonio/0000-0002-1385-8386; Banos,
   Raul/0000-0003-4261-4919
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NR 79
TC 2
Z9 2
U1 5
U2 13
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 14
PY 2023
VL 14
AR 1178500
DI 10.3389/fpsyg.2023.1178500
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA N3DH9
UT WOS:001035855700001
PM 37519351
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Lawson, C
   Salter, A
   Hughes, A
   Kitson, M
AF Lawson, Cornelia
   Salter, Ammon
   Hughes, Alan
   Kitson, Michael
TI Citizens of somewhere: Examining the geography of foreign and
   native-born academics' engagement with external actors
SO RESEARCH POLICY
LA English
DT Article
DE Academic engagement; Foreign-born and native-born scientists; National
   collaboration; International collaboration
ID UNIVERSITY TECHNOLOGY-TRANSFER; RESEARCHERS WORKING; KNOWLEDGE NETWORKS;
   INNOVATION; SCIENTISTS; PROXIMITY; MOBILITY; COUNTRY; IMPACT;
   COMMERCIALIZATION
AB This paper explores the geography of academic engagement patterns of native and foreign-born academics, contrasting how patterns of intranational and international engagement with non-academic actors differ between these two groups. We suggest that foreign-born academics will engage more internationally than their native-born colleagues, whereas native-born academics will have greater levels of intranational engagement. Drawing upon a large multi-source dataset, including a major new survey of all academics working in the UK, we find support for the idea that where people are born influences how they engage with non-academic actors. We also find that these differences are attenuated by an individual's intranational and international experience, ethnicity and language skills. We explore the implications of these findings for policy to support intranational and international academic engagement.
C1 [Lawson, Cornelia; Salter, Ammon] Univ Bath, Sch Management, Bath, Avon, England.
   [Hughes, Alan] Imperial Coll, Business Sch, London, England.
   [Hughes, Alan] Univ Lancaster, Management Sch, Lancaster, England.
   [Kitson, Michael] Univ Cambridge, Judge Business Sch, Cambridge, England.
   [Kitson, Michael] Univ Cambridge, Ctr Business Res, Cambridge, England.
C3 University of Bath; Imperial College London; Lancaster University;
   University of Cambridge; University of Cambridge
RP Lawson, C (corresponding author), Univ Bath, Sch Management, Bath, Avon, England.
EM c.lawson@bath.ac.uk
RI Salter, Ammon/A-9217-2010
OI Lawson, Cornelia/0000-0002-1262-5142
FU Arts and Humanities Research Council; Department for Business,
   Innovation Skills; Economic and Social Research Council; Engineering and
   Physical Sciences Research Council; Higher Education Funding Council for
   England; Medical Research Council; Natural Environment Research Council;
   National Centre for Universities and Business (NCUB); University of Bath
   through a Prize fellowship
FX The authors acknowledge support from the Arts and Humanities Research
   Council, the Department for Business, Innovation & Skills, the Economic
   and Social Research Council, the Engineering and Physical Sciences
   Research Council, the Higher Education Funding Council for England, the
   Medical Research Council, and the Natural Environment Research Council
   and the National Centre for Universities and Business (NCUB). Cornelia
   Lawson received support from the University of Bath through a Prize
   fellowship.
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   UniversitiesUK, 2017, INT HIGH ED FACTS FI
NR 74
TC 29
Z9 31
U1 7
U2 41
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD APR
PY 2019
VL 48
IS 3
BP 759
EP 774
DI 10.1016/j.respol.2018.11.008
PG 16
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HK3MJ
UT WOS:000457820300017
PM 30944500
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Serrano, C
   Andreu, Y
AF Serrano, Cristina
   Andreu, Yolanda
TI Perceived Emotional Intelligence, Subjective Well-Being, Perceived
   Stress, Engagement and Academic Achievement of Adolescents
SO REVISTA DE PSICODIDACTICA
LA Spanish
DT Article
DE perceived emotional intelligence; academic engagement; subjective
   well-being; perceived stress; academic achievement
ID RELIABILITY; HAPPINESS
AB This study extends previous research on perceived emotional intelligence (PEI), since it examines the connections between the PEI, perceived stress, subjective well-being, academic engagement, academic performance, age and sex in a sample of adolescents; at the same time that exploring whether perceived stress, subjective well-being and / or academic engagement mediate the relationship between the PEI and performance. The results obtained on a sample of 626 participants aged 13 to 18 show the existence of relationships between PEI and all the analyzed variables, except for the age and academic achievement; as well as all the hypothesized variables as mediators show association with academic performance. The indirect effect of the PEI on this last is produced through greater commitment to the study (engagement) and the least perceived stress. The implication of the results for different relational proposals between PEI and assessed variables is discussed.
C1 [Serrano, Cristina] Univ Valencia, Dept Personalidad Evaluac & Tratamientos Psicol, Personalidad & Diferencias Individuales, E-46003 Valencia, Spain.
   [Andreu, Yolanda] Univ Valencia, Educ, E-46003 Valencia, Spain.
C3 University of Valencia; University of Valencia
RP Andreu, Y (corresponding author), Dept Personalidad Evaluac & Tratamientos Psicol, Avda Blasco Ibanez 13, Valencia 46010, Spain.
EM yolanda.andreu@uv.es
RI Andreu Vaíllo, Yolanda/G-5862-2011
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NR 51
TC 66
Z9 80
U1 7
U2 93
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PY 2016
VL 21
IS 2
BP 261
EP 278
DI 10.1387/RevPsicodidact.14887
PG 18
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA DO7DC
UT WOS:000377941400004
OA Bronze, Green Accepted
DA 2024-07-15
ER

PT J
AU Schardt, AA
   Miller, FG
   Bedesem, PL
AF Schardt, Alyssa A.
   Miller, Faith G.
   Bedesem, Pena L.
TI The Effects of CellF-Monitoring on Students' Academic Engagement: A
   Technology-Based Self-Monitoring Intervention
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE self-monitoring; intervention(s); technology; and academic engagement
ID DIRECT BEHAVIOR; ON-TASK; IMPLEMENTATION; DESIGN
AB Students who are not academically engaged spend less time mastering material, are less likely to be successful in school, and are more likely to be disruptive. The purpose of the current brief report was to investigate the effects of a technology-based self-monitoring intervention on elementary students' academic engagement during independent work time. The intervention, CellF-Monitor, is an iPad application that allows individuals to self-rate their on-task behavior. In this multiple-baseline, single-case-design study, four nominated students used the CellF-Monitor during independent work time in their regular education classrooms. Systematic direct observations, self-ratings, and teachers' Direct Behavior Ratings of academically engaged and on-task behaviors were collected to measure students' behavioral changes from baseline to the intervention and reinforcement phases. Visual analyses illustrated positive effects of the CellF-Monitor on academic engagement and on-task behavior, and findings were augmented by effect size estimates.
C1 [Schardt, Alyssa A.; Miller, Faith G.] Univ Minnesota, St Paul, MN USA.
   [Bedesem, Pena L.] Kent State Univ, Kent, OH 44242 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University System of Ohio; Kent State University; Kent State University
   Kent; Kent State University Salem
RP Schardt, AA (corresponding author), Univ Minnesota, 56 E River Rd, Minneapolis, MN 55455 USA.
EM schar130@umn.edu
OI Miller, Faith/0000-0001-9229-4066
CR Bedesem PL, 2012, J SPEC EDUC TECHNOL, V27, P33, DOI 10.1177/016264341202700403
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NR 21
TC 9
Z9 14
U1 2
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2019
VL 21
IS 1
BP 42
EP 49
DI 10.1177/1098300718773462
PG 8
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA HE3PW
UT WOS:000453271300004
OA Bronze
DA 2024-07-15
ER

PT J
AU López-García, GD
   Carrasco-Poyatos, M
   Burgueño, R
   Granero-Gallegos, A
AF Lopez-Garcia, Gines D.
   Carrasco-Poyatos, Maria
   Burgueno, Rafael
   Granero-Gallegos, Antonio
TI Relationships Between Needs Satisfaction and the Quality of Motivation
   With Academic Engagement in Pre-Service Physical Education Teachers
SO SAGE OPEN
LA English
DT Article
DE need-based experiences; behavioral regulation; self-determined
   motivation; student teacher; teacher training
ID NOVELTY; SCALE
AB Building upon self-determination theory, the objective of this research was to examine the predictive associations of pre-service physical education (PE) teachers' basic psychological need satisfaction (i.e., autonomy, competence, relatedness, and novelty) with their academic engagement via the quality of their motivation. A purposive sample of 920 pre-service PE teachers (569 men and 351 women; Mage = 24.73; SD = 5.34) participated in this cross-sectional research. The results from structural equation modeling revealed that autonomy, competence, and novelty satisfaction positively predicted autonomous motivation, and negatively predicted amotivation. While competence satisfaction positively predicted controlled motivation, novelty satisfaction did it negatively. Autonomous motivation and controlled motivation positively predicted academic engagement, while amotivation was negatively associated with it. This research underscores the importance of considering pre-service PE teachers' autonomy, competence, and, specially, novelty satisfaction in promoting their autonomous motivation and academic engagement in initial teacher education program.
C1 [Lopez-Garcia, Gines D.; Carrasco-Poyatos, Maria; Burgueno, Rafael; Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Almeria, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Carretera Sacramento S-n, Almeria 04120, Spain.
C3 Universidad de Almeria; Universidad de Almeria
RP Granero-Gallegos, A (corresponding author), Univ Almeria, Hlth Res Ctr, Carretera Sacramento S-n, Almeria 04120, Spain.
EM agranero@ual.es
RI Granero-Gallegos, Antonio/P-4888-2015; Burgueño, Rafael/ABI-2789-2020;
   Carrasco, María/AEG-2391-2022
OI Granero-Gallegos, Antonio/0000-0002-1385-8386; Burgueño,
   Rafael/0000-0003-2354-0037; LOPEZ GARCIA, GINES
   DAVID/0000-0002-7761-0865
FU Andalusian Plan for Research, Development, and Innovation (PAIDI) of the
   Junta de Andalucia [P20_00148]; help of the Health Research Center
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   is funded by the Andalusian Plan for Research, Development, and
   Innovation (PAIDI, 2020) of the Junta de Andalucia & nbsp;(Ref project:
   P20_00148) and the help of the Health Research Center.
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NR 32
TC 1
Z9 1
U1 0
U2 0
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2158-2440
J9 SAGE OPEN
JI SAGE Open
PD JUL
PY 2023
VL 13
IS 3
AR 21582440231197507
DI 10.1177/21582440231197507
PG 11
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA R7MT8
UT WOS:001066166100001
OA gold
DA 2024-07-15
ER

PT J
AU Sinval, J
   Casanova, JR
   Maroco, J
   Almeida, LS
AF Sinval, Jorge
   Casanova, Joana R.
   Maroco, Joao
   Almeida, Leandro S.
TI University student engagement inventory (USEI): Psychometric properties
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Higher education; First-year students; Assessment;
   Measurement invariance
ID COVARIANCE STRUCTURE-ANALYSIS; SCHOOL ENGAGEMENT; HIGHER-EDUCATION; WORK
   ENGAGEMENT; FIT INDEXES; ALPHA; RELIABILITY; VALIDATION; INVARIANCE;
   VALIDITY
AB Academic engagement describes students' investment in academic learning and achievement and is an important indicator of students' adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.
C1 [Sinval, Jorge; Maroco, Joao] ISPA Inst Univ, William James Ctr Res, Rua Jardim Tabaco 34, P-1149041 Lisbon, Portugal.
   [Casanova, Joana R.; Almeida, Leandro S.] Univ Minho, Res Ctr Educ CIEd, Inst Educ, Campus Gualtar, P-4710057 Braga, Portugal.
C3 Instituto Superior Psicologia Aplicada (ISPA); Universidade do Minho
RP Maroco, J (corresponding author), ISPA Inst Univ, William James Ctr Res, Rua Jardim Tabaco 34, P-1149041 Lisbon, Portugal.
EM jorgesinval@gmail.com; joana.casanova@gmail.com; jpmaroco@ispa.pt;
   leandro@ie.uminho.pt
RI Sinval, Jorge/K-4431-2013; Marôco, João/A-5729-2010; Casanova,
   Joana/Q-5301-2017
OI Sinval, Jorge/0000-0002-2855-1360; Marôco, João/0000-0001-9214-5378;
   Casanova, Joana/0000-0003-0652-3438
FU Fundação para a Ciência e a Tecnologia [UID/PSI/04810/2013] Funding
   Source: FCT
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NR 100
TC 23
Z9 27
U1 4
U2 26
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD APR
PY 2021
VL 40
IS 4
BP 1608
EP 1620
DI 10.1007/s12144-018-0082-6
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA RJ3NV
UT WOS:000637505600010
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Ennis, RP
   Lane, KL
   Oakes, WP
AF Ennis, Robin Parks
   Lane, Kathleen Lynne
   Oakes, Wendy Peia
TI Empowering Teachers With Low-Intensity Strategies to Support
   Instruction: Within-Activity Choices in Third-Grade Math With Null
   Effects
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Article
DE low-intensity supports; instructional choice; Tier 2; behavior
   challenges
ID BEHAVIORAL-DISORDERS; STUDENTS; ELEMENTARY; OPPORTUNITIES
AB Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student's academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student's academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Possible reasons for a lack of treatment effect on student academic engagement are discussed.
C1 [Ennis, Robin Parks] Univ Alabama Birmingham, 901 13th St South,EB114, Birmingham, AL 35294 USA.
   [Lane, Kathleen Lynne] Univ Kansas, Lawrence, KS 66045 USA.
   [Oakes, Wendy Peia] Arizona State Univ, Tempe, AZ USA.
C3 University of Alabama System; University of Alabama Birmingham;
   University of Kansas; Arizona State University; Arizona State
   University-Tempe
RP Ennis, RP (corresponding author), Univ Alabama Birmingham, 901 13th St South,EB114, Birmingham, AL 35294 USA.
EM rennis@uab.edu
OI Ennis, Robin/0000-0002-8620-4199
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NR 48
TC 10
Z9 12
U1 0
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-9325
EI 1538-4756
J9 REM SPEC EDUC
JI Remedial Spec. Educ.
PD MAR-APR
PY 2018
VL 39
IS 2
BP 77
EP 94
DI 10.1177/0741932517734634
PG 18
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GC6UH
UT WOS:000429927600002
DA 2024-07-15
ER

PT J
AU Elsaesser, C
   Gorman-Smith, D
   Henry, D
   Schoeny, M
AF Elsaesser, Caitlin
   Gorman-Smith, Deborah
   Henry, David
   Schoeny, Michael
TI The Longitudinal Relation Between Community Violence Exposure and
   Academic Engagement During Adolescence: Exploring Families' Protective
   Role
SO JOURNAL OF INTERPERSONAL VIOLENCE
LA English
DT Article
DE youth violence; community violence; family issues; adolescent
   development
ID PARENTAL INVOLVEMENT; COGNITIVE ENGAGEMENT; SCHOOL ENGAGEMENT; SUBSTANCE
   USE; RISK; CHILDREN; VICTIMIZATION; DELINQUENCY; ACHIEVEMENT;
   METAANALYSIS
AB Few published studies have examined the interaction between community violence exposure, academic engagement, and parental involvement, despite theory suggesting that these three domains of development are interrelated during adolescence. This study had two related objectives: (a) to assess the temporal ordering of the relation between community violence exposure and academic engagement over the course of mid-adolescence and (b) to examine whether the pattern of these relations varies by level of parental involvement. The study sample included 273 ethnic minority males (33.4% Latino and 65.6% African American) and their caregivers living in impoverished urban neighborhoods. The present study drew on data collected through in-home surveys on violence exposure, school experiences, and family functioning at three time points during mid-adolescence. Cross-lagged model results suggest that at Time 1 (Mage = 13.5), community violence exposure predicted lower academic engagement at Time 2 (Mage = 14.8). Between Time 2 and Time 3 (Mage = 15.8), it was academic engagement that predicted lower community violence. Parental involvement moderated these relations such that academic engagement at Time 2 only reduced the risk of violence exposure at Time 3 in the presence of families with high levels of involvement relative to others in the sample. Findings suggest that practitioners might seek to promote positive school experiences as youth move into high school to reduce risk of violence exposure. Results also indicate the importance of designing interventions that target both positive family and school functioning.
C1 [Elsaesser, Caitlin] Univ Connecticut, Sch Social Work, 1798 Asylum Ave, Hartford, CT 06117 USA.
   [Gorman-Smith, Deborah] Univ Chicago, Sch Social Serv Adm, Chicago, IL 60637 USA.
   [Henry, David] Univ Illinois, Chicago, IL 60680 USA.
   [Schoeny, Michael] Rush Univ, Coll Nursing, Chicago, IL 60612 USA.
C3 University of Connecticut; University of Chicago; University of Illinois
   System; University of Illinois Chicago; University of Illinois Chicago
   Hospital; Rush University
RP Elsaesser, C (corresponding author), Univ Connecticut, Sch Social Work, 1798 Asylum Ave, Hartford, CT 06117 USA.
EM caitlin.elsaesser@uconn.edu
FU National Institute of Mental Health [R01 MH48248]; National Institute of
   Child Health and Human Development [R01 HD35415]; Centers for Disease
   Control and Prevention [R49CCR512739]; U.S. Department of Education's
   Institute of Education Sciences [R305B140048]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by funding from the National Institute of Mental Health
   (R01 MH48248), the National Institute of Child Health and Human
   Development (R01 HD35415), and the Centers for Disease Control and
   Prevention (R49CCR512739). Additional support was provided by a
   predoctoral interdisciplinary training fellowship from the U.S.
   Department of Education's Institute of Education Sciences to Caitlin
   Elsaesser (R305B140048).
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NR 72
TC 15
Z9 22
U1 2
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0886-2605
EI 1552-6518
J9 J INTERPERS VIOLENCE
JI J. Interpers. Violence
PD SEP
PY 2020
VL 35
IS 17-18
BP 3264
EP 3285
DI 10.1177/0886260517708404
PG 22
WC Criminology & Penology; Family Studies; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Criminology & Penology; Family Studies; Psychology
GA MP1ZG
UT WOS:000552008900005
PM 29294824
DA 2024-07-15
ER

PT J
AU Buzzai, C
   Filippello, P
   Costa, S
   Amato, V
   Sorrenti, L
AF Buzzai, Caterina
   Filippello, Pina
   Costa, Sebastiano
   Amato, Verdiana
   Sorrenti, Luana
TI Problematic internet use and academic achievement: a focus on
   interpersonal behaviours and academic engagement
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Need-supportive behaviours; Need-thwarting behaviours; Internet
   addiction; Academic engagement; Academic achievement
ID SELF-DETERMINATION THEORY; STRESSFUL LIFE EVENTS; NEED SATISFACTION;
   SOCIAL SUPPORT; PSYCHOMETRIC PROPERTIES; PSYCHOLOGICAL CONTROL;
   UNIVERSITY-STUDENTS; RELATEDNESS SUPPORT; SCHOOL ENGAGEMENT; AUTONOMY
   SUPPORT
AB In accordance with the Self-Determination Theory, the interpersonal behavior of others can support or thwart the basic psychological needs and influence the well-being of students. Furthermore, several studies have shown that problematic internet use has a negative influence on the academic field. However, no studies have investigated the impact of need-supportive and need-thwarting interpersonal behaviors (using the SDT theoretical framework) on internet addiction, academic engagement, and academic achievement. For this reason, the main purpose of this study is to investigate the relationship between students' perceptions of others' behaviors that supported or thwarted their basic psychological needs, internet addiction, and academic engagement and the impact on academic achievement through two studies. In the first study, 889 students (age: M = 20.26, SD = 3.16), were used to investigate the dimensionality of the Italian version of the Interpersonal Behaviour Questionnaire (IBQ) and the reliability, convergent and concurrent validity. In the second study, 515 students (age: M = 20.26, SD = 3.16) were tested to investigate the mediating role of problematic internet use on the relationship between students' perceptions of others' behaviors that supported or thwarted their basic psychological needs and academic engagement and the impact on academic achievement. The results of the first study suggested that the Italian version of the IBQ shows good psychometric characteristics in the Italian context. The results of the second study confirmed the mediating role of problematic internet use and academic engagement as mediators between students' perceptions of need-thwarting interpersonal behaviors and academic achievement.
C1 [Buzzai, Caterina] Univ Messina, Dept Cognit Sci Psychol Educ & Cultural Studies, Via Concez 6-8, I-98122 Messina, Italy.
   [Filippello, Pina; Amato, Verdiana; Sorrenti, Luana] Univ Messina, Dept Clin & Expt Med, Policlin G Martino, Via C Valeria, I-98125 Messina, Italy.
   [Costa, Sebastiano] Univ Campania Luigi Vanvitelli, Dept Psychol, Caserta, Italy.
C3 University of Messina; AOU Policlinico Gaetano Martino; University of
   Messina; Universita della Campania Vanvitelli
RP Buzzai, C (corresponding author), Univ Messina, Dept Cognit Sci Psychol Educ & Cultural Studies, Via Concez 6-8, I-98122 Messina, Italy.
EM cbuzzai@unime.it
RI Costa, Sebastiano/E-8826-2014; buzzai, caterina/AAB-2406-2021
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NR 81
TC 16
Z9 16
U1 4
U2 30
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD FEB
PY 2021
VL 24
IS 1
BP 95
EP 118
DI 10.1007/s11218-020-09601-y
EA JAN 2021
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA QL2TY
UT WOS:000604850200001
DA 2024-07-15
ER

PT J
AU Tatiana, B
   Kobicheva, A
   Tokareva, E
   Mokhorov, D
AF Tatiana, Baranova
   Kobicheva, Aleksandra
   Tokareva, Elena
   Mokhorov, Dmitriy
TI The relationship between students' psychological security level,
   academic engagement and performance variables in the digital educational
   environment
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Psychological Security; Behavioral Engagement; Cognitive Engagement;
   Emotional Engagement; Academic Performance; Digital Educational
   Environment; Trustworthiness Factors Scale; E-learning
ID BURNOUT
AB In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students' psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students' engagement and academic performance is particularly visible in the online educational environment.
C1 [Tatiana, Baranova; Kobicheva, Aleksandra; Tokareva, Elena; Mokhorov, Dmitriy] Peter Great St Petersburg Polytech Univ, St Petersburg, Russia.
C3 Peter the Great St. Petersburg Polytechnic University
RP Kobicheva, A (corresponding author), Peter Great St Petersburg Polytech Univ, St Petersburg, Russia.
EM kobicheva92@gmail.com
RI Tokareva, Elena/G-5563-2018; Kobicheva, Aleksandra/L-9924-2018
OI Tokareva, Elena/0000-0001-7045-8904; Kobicheva,
   Aleksandra/0000-0001-7940-8188; Mokhorov, Dmitry/0000-0001-9771-1391
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NR 47
TC 9
Z9 10
U1 5
U2 42
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD AUG
PY 2022
VL 27
IS 7
BP 9385
EP 9399
DI 10.1007/s10639-022-11024-5
EA MAR 2022
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4F9DN
UT WOS:000775723900005
PM 35370438
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Falla, D
   Gómez, CA
   del Pino, CG
AF Falla, Daniel
   Alejandres Gomez, Carmen
   Gil del Pino, Carmen
TI ENGAGEMENT IN TEACHER TRAINING AS A DRIVER OF INCLUSIVE ATTITUDES
SO EDUCACION XX1
LA Spanish
DT Article
DE Inclusive education; academic engagement; attitudes; teacher training;
   higher education
ID UNIVERSITY-STUDENTS; VALIDATION; DIVERSITY
AB The implementation of inclusive, quality, and sustainable education requires committed, enthusiastic, and consistent teachers who have positive attitudes towards inclusion and, in particular, towards learners with Special Educational Needs - SEN - who are increasingly common and present in classrooms. Research has shown how training in inclusion is related to more favourable attitudes. However, the effect of academic engagement of university students on their attitudes towards inclusion and the mediating effect of such training on this relationship has not been examined. The purpose of this study is to test whether academic engagement of university students, specifically in the field of Education, influences their assessment of inclusion training, and whether a better assessment increases positive attitudes towards the inclusion of students with SEN. The surveyed sample consisted of 942 students from the Pre-school and Primary Education Grades with a mean age of 20.98 years (S.D = 3.44). Statistical analyses included Student's t test and mediation analysis. The results indicate that women have higher scores on academic engagement, valuing inclusion training and attitudes towards the inclusion of students with SEN. Academic engagement was directly and positively related to more favourable attitudes towards inclusion, and valuing training had a mediating effect of more than 50% on the relationship between academic engagement and attitudes towards inclusion. It is considered and suggested to promote a basic-level teacher training based on the development of high levels of engagement through quality theoretical and practical experiences and to include Inclusive Education as a relevant and transversal element in order to obtain a Higher Education that favours positive attitudes towards inclusion.
C1 [Falla, Daniel] Univ Cordoba, Sustituto Interino, Cordoba, Spain.
   [Alejandres Gomez, Carmen] Univ Cordoba, Dept Educ, Cordoba, Spain.
   [Gil del Pino, Carmen] Univ Cordoba, Teorias & Hist Educ, Cordoba, Spain.
C3 Universidad de Cordoba; Universidad de Cordoba; Universidad de Cordoba
RP Falla, D (corresponding author), Univ Cordoba, Sustituto Interino, Cordoba, Spain.
EM daniel.falla@uco.es; m42algoc@uco.es; ed1gipim@uco.es
RI Falla, Daniel/AAB-2277-2020
OI Falla, Daniel/0000-0002-4030-4442
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NR 40
TC 5
Z9 6
U1 5
U2 17
PU UNIV NACIONAL EDUCACION DISTANCIA
PI MADRID
PA PO SENDA REY,BRAVO MURILLO 38, MADRID, 7-28040, SPAIN
SN 1139-613X
EI 2174-5374
J9 EDUC XX1
JI Educ. XX1
PY 2022
VL 25
IS 1
BP 251
EP 271
DI 10.5944/educXX1.30369
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 1B2TT
UT WOS:000792293800011
OA Green Submitted, gold
DA 2024-07-15
ER

PT J
AU Borges, AG
   Peñalver, J
   Martínez, IM
   Salanova, M
AF Borges, Ari Gomez
   Penalver, Jonathan
   Martinez, Isabel Maria
   Salanova, Marisa
TI Academic engagement in university students. The mediator role of
   Psychological Capital as personal resource
SO EDUCACION XX1
LA English
DT Article
DE university students; self-care; psychological capital; academic
   engagement
ID SELF-CARE; WORK ENGAGEMENT; JOB DEMANDS; BURNOUT; PERFORMANCE; IMPACT
AB The COVID-19 pandemic has led to a deterioration in the quality of life and, particularly, the mental health of university students. This situation highlights the need to offer coping programmes and preventive mental health measures. The effectiveness of self-care programmes designed to increase well-being in students has hardly been studied, although promising effects have been found in some studies in the work context (Gomez-Borges et al., 2022). In line with JD-R theory, we conceptualize and empirically examine two resources, self-care activities and Psychological Capital (PsyCap), as antecedents of academic engagement as a positive state of well-being or fulfilment. These personal resources, self-care and PsyCap, can play an important role in meeting demanding situations such as those encountered by students and, thus, contribute to their well-being. Therefore, the purpose of this study was to analyse the mediating role of PsyCap in the relationship between self-care and academic engagement. The participants were 397 university students from two Spanish universities (77.8% women; mean age 26.08 years). The data collection was carried out during the COVID-19 pandemic. We used structural equation modelling (SEM), and the results showed positive relationships between academic engagement and self-care, on the one hand, and PsyCap, on the other. However, the total mediation model obtained better fit and results, highlighting the mediating role of PsyCap. Based on the results, we discuss the importance of self-care activities for university students and, above all, programmes to develop personal resources such as PsyCap, in order to enhance their effect on academic engagement.
C1 [Borges, Ari Gomez; Martinez, Isabel Maria; Salanova, Marisa] Univ Jaume 1, Castellon De La Plana, Spain.
   [Penalver, Jonathan] Univ Int Valencia, Valencia, Spain.
C3 Universitat Jaume I; Universidad Internacional de Valencia VIU
RP Borges, AG (corresponding author), Univ Jaume 1, Castellon De La Plana, Spain.
EM aborges@uji.es
RI González, Jonathan Peñalver/AAE-7247-2021; Martinez Martinez, Isabel
   Maria/G-4237-2011; González, Jonathan Peñalver/AAU-7994-2021; Salanova,
   Marisa/B-4354-2011
OI González, Jonathan Peñalver/0000-0003-1339-7484; Martinez Martinez,
   Isabel Maria/0000-0003-3583-8498; Salanova, Marisa/0000-0001-7873-7078;
   Gomez Borges, Ari/0000-0002-0135-5693
FU "Intervenciones psicologicas positivas para desarrollar organizaciones
   saludables: Una perspectiva desde la diversidad generacional y de
   genero" Generalitat Valenciana, Conselleria de Innovacion,
   Universidades, Ciencia y Sociedad Digital [PROMETEO/2020/030];
   Universidades, Ciencia y Sociedad Digital
FX This project was funded by "Intervenciones psicologicas positivas para
   desarrollar organizaciones saludables: Una perspectiva desde la
   diversidad generacional y de genero" (#PROMETEO/2020/030) Generalitat
   Valenciana, Conselleria de Innovacion, Universidades, Ciencia y Sociedad
   Digital.
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NR 40
TC 2
Z9 2
U1 4
U2 13
PU UNIV NACIONAL EDUCACION DISTANCIA
PI MADRID
PA PO SENDA REY,BRAVO MURILLO 38, MADRID, 7-28040, SPAIN
SN 1139-613X
EI 2174-5374
J9 EDUC XX1
JI Educ. XX1
PY 2023
VL 26
IS 2
BP 51
EP 70
DI 10.5944/educxx1.35847
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA K9VU8
UT WOS:001019846600002
OA gold
DA 2024-07-15
ER

PT J
AU Estevez, G
   O'Neal, C
   Cerrato, S
AF Estevez, Gabriella
   O'Neal, Colleen
   Cerrato, Stephanie
TI Impact of Stress on Later Academic Engagement Among Emergent Bilingual
   Students: Grit and Academic Support as Protective Factors
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article; Early Access
DE Achievement; minority students; English-language learners; migrant
   students; Jorge E; Gonzalez
ID AFRICAN-AMERICAN ADOLESCENTS; PERCEIVED STRESS; SCHOOL ENGAGEMENT;
   ACHIEVEMENT; RESILIENCE; CLASSROOM; ENGLISH; ENVIRONMENT; ATTITUDES
AB Despite evidence that academic engagement is necessary for academic success, limited research exists on the effects of stress on academic engagement for emergent bilingual students. The contribution of this short-term longitudinal study is the identification of individual and environmental socioemotional protective factors which may mitigate the impact of stress on later academic engagement among upper elementary emergent bilingual students at a Title I school (N = 142; 75% Latinx; 54% female). The present study tested teacher (TR) - and student-reported (SR) grit in addition to student-reported academic support (SR-peer and teacher support) as moderators of the impact of SR-perceived stress on later SR- and TR-academic engagement. Results indicated SR-peer support and SR-grit were significant moderators of the negative impact of stress on later TR-emotional engagement and SR-emotional engagement, respectively, when controlling for earlier engagement. The discussion addresses how schools can support emergent bilinguals' stress and implement systems-level practices that may mitigate the effects of stress on academic engagement.Impact StatementStress can disrupt student engagement and learning in school. For low-income, emergent bilingual elementary-aged students in the present study, stress had a negative relation with later emotional engagement in school. The negative relation of stress with engagement was mitigated by the protective factor of peer academic support, especially at high levels of stress. Student grit only mitigated the negative effect of stress on engagement at low levels of stress. It may be worth considering the promotion of peer academic support to counteract the negative effects of stress on low-income, emergent bilingual students.
C1 [Estevez, Gabriella] Univ Maryland, College Pk, MD USA.
   [O'Neal, Colleen; Cerrato, Stephanie] Univ Maryland, Sch Psychol, College Pk, MD USA.
   [O'Neal, Colleen] Univ Maryland, Sch Psychol, College Pk, MD 20742 USA.
C3 University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park
RP O'Neal, C (corresponding author), Univ Maryland, Sch Psychol, College Pk, MD 20742 USA.
EM onealc01@umd.edu
OI Cerrato, Stephanie/0000-0002-5965-7870
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NR 63
TC 0
Z9 0
U1 10
U2 20
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD 2023 MAY 13
PY 2023
DI 10.1080/2372966X.2023.2201688
EA MAY 2023
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA K1GO1
UT WOS:001014000500001
DA 2024-07-15
ER

PT J
AU Queirós, A
   Carvalho, T
   Rosa, MJ
   Biscaia, R
   Manatos, MJ
   Videira, P
   Teixeira, P
   Diogo, S
   Melo, AI
   Figueiredo, H
   Mendes, RA
AF Queiros, Anabela
   Carvalho, Teresa
   Rosa, Maria Joao
   Biscaia, Ricardo
   Manatos, Maria Joao
   Videira, Pedro
   Teixeira, Pedro
   Diogo, Sara
   Melo, Ana I.
   Figueiredo, Hugo
   Mendes, Rui Amaral
TI Academic engagement in Portugal: the role of institutional diversity,
   individual characteristics and modes of knowledge production
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Academic engagement; modes of knowledge production; university;
   polytechnic; commercialisation
ID TECHNOLOGY-TRANSFER; QUADRUPLE HELIX; UNIVERSITY; COMMERCIALIZATION;
   INNOVATION; INTERDISCIPLINARITY; ENTREPRENEURSHIP; SYSTEMS; UK
AB Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics' values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.
C1 [Queiros, Anabela; Carvalho, Teresa; Manatos, Maria Joao; Diogo, Sara] Univ Aveiro, DSCSPT, P-3810193 Aveiro, Portugal.
   [Queiros, Anabela; Carvalho, Teresa; Rosa, Maria Joao; Biscaia, Ricardo; Manatos, Maria Joao; Videira, Pedro; Teixeira, Pedro; Diogo, Sara; Melo, Ana I.; Figueiredo, Hugo; Mendes, Rui Amaral] CIPES Ctr Res Higher Educ Policies, Matosinhos, Portugal.
   [Rosa, Maria Joao; Figueiredo, Hugo] Univ Aveiro, DEGEIT, Aveiro, Portugal.
   [Biscaia, Ricardo; Teixeira, Pedro] Univ Porto, Porto, Portugal.
   [Videira, Pedro] Inst Univ Lisboa ISCTE IUL, Lisbon, Portugal.
   [Videira, Pedro] DINAMIACET, Lisbon, Portugal.
   [Melo, Ana I.] Univ Aveiro, ESTGA Sch Technol & Management, Aveiro, Portugal.
   [Mendes, Rui Amaral] Case Western Reserve Univ, Cleveland, OH 44106 USA.
C3 Universidade de Aveiro; Universidade de Aveiro; Universidade do Porto;
   Instituto Universitario de Lisboa; Universidade de Aveiro; University
   System of Ohio; Case Western Reserve University
RP Queirós, A (corresponding author), Univ Aveiro, DSCSPT, P-3810193 Aveiro, Portugal.
EM anabela.queiros@ua.pt
RI Amaral Mendes, Rui/J-1078-2016; Figueiredo, Hugo/G-2502-2011; Teixeira,
   Pedro Nuno/F-5250-2013; Videira, Pedro/AAJ-1491-2021; Diogo, Sara
   Margarida/D-3646-2017; Carvalho, Teresa/J-7588-2012; Biscaia,
   Ricardo/E-5761-2016; Rosa, Maria J./H-8583-2013
OI Amaral Mendes, Rui/0000-0001-7628-8598; Figueiredo,
   Hugo/0000-0002-4336-2533; Teixeira, Pedro Nuno/0000-0002-7128-8238;
   Videira, Pedro/0000-0002-8595-9418; Diogo, Sara
   Margarida/0000-0001-7212-8626; Carvalho, Teresa/0000-0002-3368-3990;
   Biscaia, Ricardo/0000-0001-5596-6564; Rosa, Maria
   J./0000-0003-2956-6801; Melo, Ana I./0000-0001-9655-4523; Queiros,
   Anabela/0000-0001-5176-0526
FU FEDER, through COMPETE2020 - Programa Operacional Competitividade e
   InternacionalizacAo (POCI) [POCI-01-0145-FEDER-029427]; FCT/MCTES
FX This work was financially supported by the project
   POCI-01-0145-FEDER-029427 - funded by FEDER, through COMPETE2020 -
   Programa Operacional Competitividade e InternacionalizacAo (POCI), and
   by national funds (OE), through FCT/MCTES.
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NR 45
TC 6
Z9 7
U1 5
U2 28
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD NOV 2
PY 2022
VL 47
IS 11
BP 2239
EP 2252
DI 10.1080/03075079.2022.2042241
EA FEB 2022
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 5U0NZ
UT WOS:000757696000001
OA Green Published
DA 2024-07-15
ER

PT J
AU Chaudhry, S
   Tandon, A
   Shinde, S
   Bhattacharya, A
AF Chaudhry, Smita
   Tandon, Ankita
   Shinde, Shilpa
   Bhattacharya, Anindita
TI Student psychological well-being in higher education: The role of
   internal team environment, institutional, friends and family support and
   academic engagement
SO PLOS ONE
LA English
DT Article
ID PERCEIVED ORGANIZATIONAL SUPPORT; SOCIAL SUPPORT; POSITIVE EMOTIONS;
   SCHOOL ENGAGEMENT; COLLEGE-STUDENTS; MANAGEMENT EDUCATION;
   UNIVERSITY-STUDENTS; SHARED LEADERSHIP; MODERATING ROLE; MEDIATING ROLE
AB Psychological well-being of students is an area of concern in higher education institutes across the world. Although several studies have explored the factors associated with students' psychological well-being, limited research has focused on the relation between the overall support for students and psychological well-being. Students of higher education may get formal support, in the form of team environment and institutional support; and informal support, in the form of family and friends' support. The purpose of this study is to examine the relation of these four kinds of support with psychological well-being of management students. We also examine the intervening role of academic engagement in this relationship. Analysis using structural equation modeling and hierarchical regression on data collected from 309 management students from Indian universities, shows that positive internal team environment, and institutional and family support positively relate to students' psychological well-being. Academic engagement partially mediates the relation between positive internal team environment and psychological well-being, and family support and psychological well-being. Also, academic engagement fully mediates the relation between institutional support and psychological well-being. The study highlights the significance of internal team environment and institutional support for students' academic engagement and psychological well-being, and the role of academic engagement in determining well-being. Based on these findings, we suggest interventions that can be undertaken by educational institutions to enhance psychological well-being of students. Theoretical implications and research avenues are discussed.
C1 [Chaudhry, Smita; Shinde, Shilpa] FLAME Univ, Dept Human Resources, Pune, Maharashtra, India.
   [Tandon, Ankita] Int Management Inst New Delhi, OB&HR Area, Delhi, India.
   [Bhattacharya, Anindita] Narayana Hlth, Dept Psychiat & Clin Psychol, Bengaluru, Karnataka, India.
C3 International Management Institute (IMI) New Delhi
RP Chaudhry, S (corresponding author), FLAME Univ, Dept Human Resources, Pune, Maharashtra, India.
EM smitachaudhry@gmail.com
RI University, FLAME/HSG-7860-2023; Tandon, Ankita/GMX-1868-2022
OI University, FLAME/0009-0003-3435-6187; Tandon,
   Ankita/0000-0002-8169-6374; Chaudhry, Smita/0000-0003-0872-3820
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NR 138
TC 1
Z9 1
U1 5
U2 5
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD JAN 25
PY 2024
VL 19
IS 1
AR e0297508
DI 10.1371/journal.pone.0297508
PG 23
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA HH0B2
UT WOS:001158471300016
PM 38271390
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU McCoy, SM
   Rupp, K
AF McCoy, Stephanie M.
   Rupp, Kristie
TI Physical activity participation, flourishing and academic engagement in
   adolescents with obesity
SO PEDIATRIC OBESITY
LA English
DT Article
DE adolescence; flourishing; obesity; physical activity
ID QUALITY-OF-LIFE; CHILDHOOD OBESITY; WEIGHT STATUS; SEDENTARY BEHAVIOR;
   MENTAL-HEALTH; UNITED-STATES; OVERWEIGHT; ASSOCIATIONS; SCHOOL;
   INEQUALITIES
AB Background Adolescents with obesity are less likely to flourish and be academically engaged in comparison to their healthy weight peers. However, it is unknown how participation in physical activity influences flourishing and academic engagement in adolescents with obesity. The current study examined engagement in varying levels of physical activity and the likelihood of flourishing and academic engagement in adolescents with obesity.
   Methods Analyses included 26 764 adolescents, ages 10-17 years, from the parent-reported, combined 2016-2017 National Survey of Children's Health. Participants were grouped by physical activity levels (none, low, moderate, daily). Outcome variables included flourishing (finishing tasks, staying calm when faced with a challenge and showing interest in new things) and academic engagement (completing all required homework and caring about doing well in school). Logistic regression models, adjusted for age, sex, race, household income, highest level of education in the household, behavioural conduct problems and depression assessed the likelihood of each outcome comparing physical activity levels among adolescents with obesity.
   Results Adolescents with obesity who participated in any amount of physical activity (low, moderate and daily) or sports had significantly greater likelihood of flourishing and academic engagement compared those that did not engage in any physical activity (p's < 0.05).
   Conclusions Participation in even low amounts of physical activity or participation in sports increases the likelihood of flourishing and academic engagement in adolescents with obesity, which expands on previous findings that adolescents with obesity are less likely to flourish and be academically engaged in comparison to their healthy weight peers.
C1 [McCoy, Stephanie M.] Univ Southern Mississippi, Sch Kinesiol & Nutr, 118 Coll Dr 5142, Hattiesburg, MS 39406 USA.
   [Rupp, Kristie] Southern Connecticut State Univ, Dept Hlth & Movement Sci, New Haven, CT USA.
C3 University of Southern Mississippi; Connecticut State University System;
   Southern Connecticut State University
RP McCoy, SM (corresponding author), Univ Southern Mississippi, Sch Kinesiol & Nutr, 118 Coll Dr 5142, Hattiesburg, MS 39406 USA.
EM stephanie.mccoy@usm.edu
RI Rupp, Kristie/Y-1800-2019
OI Rupp, Kristie/0000-0001-5444-8562
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NR 41
TC 7
Z9 8
U1 3
U2 22
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 2047-6310
EI 2047-6302
J9 PEDIATR OBES
JI Pediatr. Obes.
PD OCT
PY 2021
VL 16
IS 10
AR e12796
DI 10.1111/ijpo.12796
EA APR 2021
PG 7
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Pediatrics
GA UP2YH
UT WOS:000644655800001
PM 33908183
DA 2024-07-15
ER

PT J
AU Feng, L
   He, L
   Ding, J
AF Feng, Lei
   He, Li
   Ding, Jie
TI The Association between Perceived Teacher Support, Students' ICT
   Self-Efficacy, and Online English Academic Engagement in the Blended
   Learning Context
SO SUSTAINABILITY
LA English
DT Article
DE perceived teacher support; ICT self-efficacy; online English academic
   engagement; sex; blended learning
ID CLASSROOM SOCIAL-ENVIRONMENT; COMPUTER; MIDDLE; PERCEPTIONS; VALIDATION;
   MOTIVATION; BELIEFS; SCALE
AB The present study intended to examine the relationship between perceived teacher support, students' ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t-test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students' ICT self-efficacy, and online English academic engagement; (2) students' ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement; (3) students' ICT self-efficacies differed by sex and level of education, but not by major; (4) students' sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students' ICT self-efficacy positively impacts students' online English learning, and perceived teacher support also affects students' learning engagement. School administrators should encourage teachers to focus on students' online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end.
C1 [Feng, Lei; He, Li] Beijing Jiaotong Univ, Languages & Commun Studies, Beijing 100044, Peoples R China.
   [Ding, Jie] Luoyang Normal Univ, Ctr Foreign Languages Educ & Assessment Res, Luoyang 471934, Peoples R China.
C3 Beijing Jiaotong University; Luoyang Normal University
RP He, L (corresponding author), Beijing Jiaotong Univ, Languages & Commun Studies, Beijing 100044, Peoples R China.
EM heli@bjtu.edu.cn
FU National Social Science Fund of China [20BYY110]
FX This research was funded by the National Social Science Fund of China,
   grant number 20BYY110.
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NR 78
TC 5
Z9 5
U1 30
U2 95
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD APR
PY 2023
VL 15
IS 8
AR 6839
DI 10.3390/su15086839
PG 17
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA F5YS7
UT WOS:000983105400001
OA gold
DA 2024-07-15
ER

PT J
AU Menzies, HM
   Lane, KL
   Oakes, WP
   Ennis, RP
AF Menzies, Holly M.
   Lane, Kathleen Lynne
   Oakes, Wendy Peia
   Ennis, Robin Parks
TI Increasing Students' Opportunities to Respond: A Strategy for Supporting
   Engagement
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article
DE low-intensity supports; opportunities to respond; academic engagement;
   behavior challenges; inclusive strategies
ID SEVERE DISABILITIES; ACADEMIC REQUESTS; BEHAVIOR; CARDS; FEEDBACK;
   OUTCOMES; EBD
AB This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students' academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.
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   [Oakes, Wendy Peia] Arizona State Univ, Tempe, AZ USA.
   [Ennis, Robin Parks] Univ Alabama Birmingham, Birmingham, AL USA.
C3 California State University System; California State University Los
   Angeles; University of Kansas; Arizona State University; Arizona State
   University-Tempe; University of Alabama System; University of Alabama
   Birmingham
RP Menzies, HM (corresponding author), Calif State Univ Los Angeles, 5151 State Univ Dr, Los Angeles, CA 90032 USA.
EM hmenzie@calstatela.edu
OI Oakes, Wendy/0000-0002-3533-8293; Ennis, Robin/0000-0002-8620-4199
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NR 34
TC 17
Z9 33
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
EI 1538-4810
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD MAR
PY 2017
VL 52
IS 4
BP 204
EP 209
DI 10.1177/1053451216659467
PG 6
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EL9WK
UT WOS:000394970600002
DA 2024-07-15
ER

PT J
AU Gabelko, NH
   Sosniak, LA
AF Gabelko, NH
   Sosniak, LA
TI 'Someone just like me': When academic engagement trumps race, class, and
   gender
SO PHI DELTA KAPPAN
LA English
DT Article
C1 Univ Calif Berkeley, Acad Talent Dev Program, Berkeley, CA 94720 USA.
   San Jose State Univ, Coll Educ, San Jose, CA 95192 USA.
C3 University of California System; University of California Berkeley;
   California State University System; San Jose State University
RP Gabelko, NH (corresponding author), Univ Calif Berkeley, Acad Talent Dev Program, Berkeley, CA 94720 USA.
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NR 4
TC 5
Z9 6
U1 0
U2 2
PU PHI DELTA KAPPA
PI BLOOMINGTON
PA 8TH AND UNION P O BOX 789, BLOOMINGTON, IN 47402 USA
SN 0031-7217
J9 PHI DELTA KAPPAN
JI Phi Delta Kappan
PD JAN
PY 2002
VL 83
IS 5
BP 400
EP 405
DI 10.1177/003172170208300516
PG 6
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 510YA
UT WOS:000173234000016
DA 2024-07-15
ER

PT J
AU Guajardo-Leal, BE
   Navarro-Corona, C
   González, JRV
AF Edith Guajardo-Leal, Brenda
   Navarro-Corona, Claudia
   Valenzuela Gonzalez, Jaime Ricardo
TI Systematic Mapping Study of Academic Engagement in MOOC
SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING
LA English
DT Article
DE MOOC; academic engagement; e-learning; technology
ID STUDENT ENGAGEMENT
AB MOOCs are presented as an affordable and easily accessible modality that offers the opportunity to democratize education in our time; however, this convenience training favors a low completion rate of the participants. Faced with this situation, scholars have suggested that it is necessary to deepen the construct of academic engagement, a concept that has been addressed in the study of face-to-face training, to better understand how students participate in this educational modality. This article systematically explores the existing literature, in the period of 2015-2018, about the construct of academic engagement in online, massive and open learning courses, through a Systematic Mapping of Literature, a method which aims to identify the characteristics of production in a given subject. The results show that there is a considerable increase in published articles that associate academic engagement and MOOCs, mainly from the United States, Australia, and the United Kingdom. Most of the mapped publications employ qualitative methods, with an exploratory approach, although there are several correlational studies. The study of participation patterns and instructional design appear as the main topics of interest in the field. In addition to providing a general overview of production on the subject, the research provides accurate information that will identify works for more in-depth reviews. Thus, it also offers a replicable and flexible literature search method for different research interests.
C1 [Edith Guajardo-Leal, Brenda; Navarro-Corona, Claudia; Valenzuela Gonzalez, Jaime Ricardo] Tecnol Monterrey, Monterrey, Mexico.
C3 Tecnologico de Monterrey
RP Guajardo-Leal, BE (corresponding author), Tecnol Monterrey, Monterrey, Mexico.
RI Valenzuela González, Jaime Ricardo/B-4171-2017; Valenzuela González,
   Jaime Ricardo/HTN-8675-2023; Navarro-Corona, Claudia/A-2741-2015
OI Valenzuela González, Jaime Ricardo/0000-0003-3999-501X; Navarro-Corona,
   Claudia/0000-0002-5077-8879
FU CONACYT SENER Energy Fund. Sustainability [266632, S0019-2014-01]
FX This research is the product of Project 266632 "Binational Laboratory
   for the Intelligent Management of Energy Sustainability and
   Technological Training", funded by the CONACYT SENER Energy Fund.
   Sustainability (Agreement: S0019-2014-01).
CR Anderson A, 2014, WWW'14: PROCEEDINGS OF THE 23RD INTERNATIONAL CONFERENCE ON WORLD WIDE WEB, P687
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NR 34
TC 9
Z9 9
U1 1
U2 10
PU ATHABASCA UNIV PRESS
PI ATHABASCA
PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA
SN 1492-3831
J9 INT REV RES OPEN DIS
JI Int. Rev. Res. Open Distrib. Learn.
PD APR
PY 2019
VL 20
IS 2
BP 113
EP 139
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HW1VX
UT WOS:000466472300008
DA 2024-07-15
ER

PT J
AU Smith, NA
   Brown, JL
   Tran, T
   Suárez-Orozco, C
AF Smith, Naila A.
   Brown, Joshua L.
   Tran Tran
   Suarez-Orozco, Carola
TI Parents, friends and immigrant youths' academic engagement: A mediation
   analysis
SO INTERNATIONAL JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Parent Involvement; Friendship; Academic Engagement; Longitudinal;
   Immigrants
ID FORMER SOVIET-UNION; SCHOOL ENGAGEMENT; ADOLESCENT IMMIGRANTS; PEER
   GROUPS; ACHIEVEMENT; INVOLVEMENT; SOCIALIZATION; PERFORMANCE;
   ADAPTATION; GERMANY
AB Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post-migration years. Using an accelerated longitudinal design and the integrative risk and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3-5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (N = 354, ages 10-17, M-timeinUS = 3.98 years, SD = 1.39) in the United States reported on their perceptions of parent home involvement (educational values and communication) and friendship (educational values and academic support) in Year 3 and on their academic engagement (behavioural and emotional) across 3 years. Findings showed high-stable behavioural and emotional engagement and direct positive associations between perceptions of parent home involvement and initial levels of behavioural and emotional engagement and between perceptions of friend educational values and initial levels of emotional engagement. Additionally, perceptions of parents' educational values indirectly contributed to initial levels of emotional engagement through positive associations with perceptions of friends' educational values. These findings can inform family-school partnerships and school-interventions targeting newcomer immigrant youths' engagement.
C1 [Smith, Naila A.] Dickinson Coll, Dept Psychol, 28 North Coll,POB 1773, Carlisle, PA 17013 USA.
   [Brown, Joshua L.] Fordham Univ, Dept Psychol, Bronx, NY 10458 USA.
   [Tran Tran] Univ North Carolina Charlotte, Dept Psychol Sci, Charlotte, NC USA.
   [Suarez-Orozco, Carola] Univ Calif Los Angeles, Grad Sch Educ, Los Angeles, CA 90024 USA.
C3 Dickinson College; Fordham University; University of North Carolina;
   University of North Carolina Charlotte; University of California System;
   University of California Los Angeles
RP Smith, NA (corresponding author), Dickinson Coll, Dept Psychol, 28 North Coll,POB 1773, Carlisle, PA 17013 USA.
EM smithnai@dickinson.edu
RI Smith, Naila/IQW-2930-2023
OI Smith, Naila/0000-0002-9517-3056; Brown, Joshua/0000-0003-0441-4334
FU National Science Foundation [9706278]; William T. Grant Foundation;
   Spencer Foundation; Direct For Social, Behav & Economic Scie; Division
   Of Behavioral and Cognitive Sci [9706278] Funding Source: National
   Science Foundation
FX Funding for this research was provided by the National Science
   Foundation (Award No. 9706278), William T. Grant Foundation and Spencer
   Foundation. The authors declare that they have no conflict of interest.
   Naila A. Smith conceptualised the project using secondary data, prepared
   and analysed the data and drafted and revised the manuscript. Joshua L.
   Brown contributed to the conceptual development of the paper and
   provided feedback on earlier versions of the manuscript. Tran Tran
   conducted literature searches and drafted a sub-section of the
   literature review for this manuscript. Carola Suarez-Orozco is principal
   investigator of the Longitudinal Student Adaptation study, the data used
   in this study. She provided permission to use the data, training on how
   to use the data and feedback on earlier versions of the paper.
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NR 31
TC 10
Z9 12
U1 3
U2 32
PU JOHN WILEY & SONS LTD
PI CHICHESTER
PA THE ATRIUM, SOUTHERN GATE, CHICHESTER PO19 8SQ, W SUSSEX, ENGLAND
SN 0020-7594
EI 1464-066X
J9 INT J PSYCHOL
JI Int. J. Psychol.
PD OCT
PY 2020
VL 55
IS 5
BP 743
EP 753
DI 10.1002/ijop.12672
EA APR 2020
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA NU4QY
UT WOS:000526106200001
PM 32285451
DA 2024-07-15
ER

PT J
AU Bao, XH
   Xue, H
   Zhang, Q
   Xu, W
AF Bao, Xiaohong
   Xue, Han
   Zhang, Qian
   Xu, Wei
TI Academic stereotype threat and engagement of higher vocational students:
   A moderated mediation model
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Academic stereotype threat; Self-efficacy; Social support; Academic
   engagement; Adolescents
ID SELF-EFFICACY; SCHOOL ENGAGEMENT; PERFORMANCE; SUPPORT; ORIENTATION;
   ACHIEVEMENT; IDENTITY; BELIEFS
AB Academic stereotype threat of Chinese adolescents in vocational education is underexamined. The present study aimed to gain an understanding of the effects of academic stereotype threat on academic engagement by examining the potential mediating role of academic self-efficacy and moderating role of perceived social support. A total of 1152 Chinese adolescents (448 boys; mean(age) = 18.26, SD = 1.20) in higher vocational schools completed a survey questionnaire assessing academic stereotype threat, academic engagement (i.e., vigor, dedication and absorption), academic self-efficacy, and social support (i.e., family support, friend support and teacher support). Findings supported the mediating effect of academic self-efficacy, indicating that academic stereotype threat decreased academic engagement by undermining academic self-efficacy. Furthermore, the relationship between academic stereotype threat and academic self-efficacy was moderated by teacher support. Specifically, the negative effects of academic stereotype threat on self-efficacy was weaker for adolescents who perceived high levels of teacher support. This study contributes to the educational/psychological research on academic engagement by providing evidence for the adverse effects, potential mechanism and protective factor of academic stereotype threat in Chinese adolescents of higher vocational education. Implications for further investigations and intervention development are discussed.
C1 [Bao, Xiaohong; Xue, Han] Minzu Univ China, Sch Educ, Beijing, Peoples R China.
   [Zhang, Qian] Univ Leeds, Fac Med & Hlth, Leeds, England.
   [Xu, Wei] Beijing Normal Univ, Fac Psychol, Beijing 100875, Peoples R China.
C3 Minzu University of China; University of Leeds; Beijing Normal
   University
RP Xu, W (corresponding author), Beijing Normal Univ, Fac Psychol, Beijing 100875, Peoples R China.
EM livingxw@163.com
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NR 52
TC 0
Z9 0
U1 15
U2 31
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD OCT
PY 2023
VL 26
IS 5
BP 1419
EP 1435
DI 10.1007/s11218-023-09802-1
EA JUN 2023
PG 17
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA T0GS8
UT WOS:000999516600002
DA 2024-07-15
ER

PT J
AU Rapini, MS
   Chiarini, T
   Stein, AD
AF Rapini, Marcia Siqueira
   Chiarini, Tulio
   Stein, Alexandre de Queiroz
TI Universities in inclusive regional innovation systems: Academic
   engagement and uneven knowledge use in Brazil
SO JOURNAL OF REGIONAL SCIENCE
LA English
DT Article
DE Brazil; inclusive regional innovation system; spatial network analysis;
   university-industry relations; university-third sector relations
ID DEVELOPING-COUNTRIES; ABSORPTIVE-CAPACITY; ENTREPRENEURIAL UNIVERSITIES;
   INDUSTRY INTERACTIONS; COLLABORATION; SCIENCE
AB The purpose of this paper is to spatially and regionally examine academic engagement within Brazil, identifying patterns. Moreover, our investigation can contribute to a better understanding of how knowledge can be turned into a tool to fight regional inequality. We depart from two hypotheses: first, universities situated in peripheral regions interact more with companies from relatively more dynamic regions, and second, in the absence of industrial knowledge demand, universities tend to collaborate more closely with a diverse range of stakeholders in the region. To evaluate these hypotheses and find empirical evidence, we consider 4497 research groups and 4603 nonacademic organizations as "nodes" connected by 8830 collaborations throughout all Brazilian regions. Social network tools are used to illustrate the spatial and regional dimensions of academic engagement more accurately. The results show that academic engagement is not regionally homogeneous, demonstrating essential differences regarding local nonacademic partnerships. Innovation policies, which encourage only university-firm interactions, perpetuate regional inequality.
C1 [Rapini, Marcia Siqueira; Stein, Alexandre de Queiroz] Univ Fed Minas Gerais UFMG, Ctr Desenvolvimento & Planejamento Reg Cedeplar, Belo Horizonte, Brazil.
   [Chiarini, Tulio] Inst Pesquisa Econ Aplicada IPEA, Ctr Pesquisa Ciencia, Rio De Janeiro, Brazil.
   [Chiarini, Tulio] Inst Pesquisa Econ Aplicada IPEA, Rio De Janeiro, Brazil.
C3 Universidade Federal de Minas Gerais; Instituto de Pesquisa Economica
   Aplicada (IPEA); Instituto de Pesquisa Economica Aplicada (IPEA)
RP Chiarini, T (corresponding author), Inst Pesquisa Econ Aplicada IPEA, Rio De Janeiro, Brazil.
EM Tulio.chiarini@ipea.gov.br
OI de Queiroz Stein, Alexandre/0000-0002-9978-6917; Chiarini,
   Tulio/0000-0002-3758-8413; Rapini, Marcia/0000-0002-8035-3003
FU Conselho Nacional de Desenvolvimento Cientifico e Tecnologico - CNPQ
   [314360/2020-4]; Coordenacao de Aperfeicoamento de Pessoal de Nivel
   Superior - Capes [001]
FX Conselho Nacional de Desenvolvimento Cientifico e Tecnologico-CNPQ,
   Grant/Award Number: 314360/2020-4(M.S.R.); Coordenacao de
   Aperfeicoamento de Pessoal de Nivel Superior - Capes, Grant/Award
   Number: 001 (A.d.Q.S.)
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NR 107
TC 2
Z9 2
U1 4
U2 10
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4146
EI 1467-9787
J9 J REGIONAL SCI
JI J. Reg. Sci.
PD JAN
PY 2024
VL 64
IS 1
BP 108
EP 135
DI 10.1111/jors.12667
EA SEP 2023
PG 28
WC Economics; Environmental Studies; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Business & Economics; Environmental Sciences & Ecology; Public
   Administration
GA EE8L9
UT WOS:001057937400001
DA 2024-07-15
ER

PT J
AU Beasley, ST
   McClain, S
AF Beasley, Samuel T.
   McClain, Shannon
TI Examining Psychosociocultural Influences as Predictors of Black College
   Students' Academic Self-Concept and Achievement
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE academic self-concept; academic engagement; psychosociocultural model;
   student-faculty relationships
ID AFRICAN-AMERICAN; RACIAL IDENTITY; UNIVERSITY ENVIRONMENT; FACULTY
   INTERACTION; CULTURAL CONGRUITY; IMPOSTOR FEELINGS; SOCIAL SUPPORT;
   MOTIVATION; STRESS; PERCEPTIONS
AB Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students' academic functioning. Research and practice implications of these findings are outlined.
C1 [Beasley, Samuel T.] Western Michigan Univ, Kalamazoo, MI 49008 USA.
   [McClain, Shannon] Univ Missouri, Columbia, MO USA.
C3 Western Michigan University; University of Missouri System; University
   of Missouri Columbia
RP Beasley, ST (corresponding author), Western Michigan Univ, Dept Counselor Educ & Counseling Psychol, 1903 West Michigan Ave, Kalamazoo, MI 49008 USA.
EM samuel.beasley@wmich.edu
RI McClain, Shannon/JFC-4992-2023
OI McClain, Shannon/0000-0001-6143-8426
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NR 95
TC 5
Z9 12
U1 2
U2 12
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
EI 1552-4558
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD MAR
PY 2021
VL 47
IS 2-3
BP 118
EP 150
AR 0095798420979794
DI 10.1177/0095798420979794
EA DEC 2020
PG 33
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA RU1OP
UT WOS:000599903000001
DA 2024-07-15
ER

PT J
AU LeJeune, LM
   Lemons, CJ
AF LeJeune, Lauren M.
   Lemons, Christopher J.
TI The Effect of Computer-Assisted Instruction on Challenging Behavior and
   Academic Engagement
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE literacy; computer-assisted instruction; challenging behavior;
   intellectual disability; developmental disability
ID READING-INSTRUCTION; STUDENTS; AUTISM; DISABILITIES; SKILLS
AB Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.
C1 [LeJeune, Lauren M.] Univ South Carolina, Columbia, SC 29208 USA.
   [Lemons, Christopher J.] Stanford Univ, Stanford, CA 94305 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia; Stanford University
RP LeJeune, LM (corresponding author), Univ South Carolina, Dept Educ Studies, 1200 Coll St,Off 235O, Columbia, SC 29201 USA.
EM llejeune@mailbox.sc.edu
FU Office of Special Education Programs within the U.S. Department of
   Education [H325D140073]; Vanderbilt University Discovery Grant; Peabody
   College Professional Development Grant
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported in part by Grant H325D140073 from the Office of
   Special Education Programs within the U.S. Department of Education, a
   Vanderbilt University Discovery Grant, and a Peabody College
   Professional Development Grant. Nothing in the article necessarily
   reflects the positions or policies of the funding agencies and no
   official endorsement by them should be inferred.
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NR 25
TC 3
Z9 3
U1 2
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2021
VL 23
IS 2
BP 118
EP 129
AR 1098300720929680
DI 10.1177/1098300720929680
EA JUN 2020
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA QQ5YW
UT WOS:000539061700001
DA 2024-07-15
ER

PT J
AU Junod, REV
   DuPaul, GJ
   Jitendra, AK
   Volpe, RJ
   Cleary, KS
AF Junod, REV
   DuPaul, GJ
   Jitendra, AK
   Volpe, RJ
   Cleary, KS
TI Classroom observations of students with and without ADHD: Differences
   across types of engagement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE attention-deficit hyperactivity disorder; classroom behavior; behavior
   observation
ID DEFICIT HYPERACTIVITY DISORDER; ACADEMIC ENGAGEMENT; OBSERVATION CODE;
   TEACHER RATINGS; CHILDREN; BEHAVIOR; ACHIEVEMENT; PERFORMANCE;
   INATTENTION; VALIDATION
AB The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in graides 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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C3 Lehigh University
RP Lehigh Univ, Sch Psychol Program, 111 Res Dr, Bethlehem, PA 18015 USA.
EM gjd3@lehigh.edu
RI Volpe, Robert J/JCE-1208-2023; Jitendra, Asha/AAT-8946-2020
OI , Asha/0000-0002-9406-2768
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NR 39
TC 98
Z9 156
U1 1
U2 27
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2006
VL 44
IS 2
BP 87
EP 104
DI 10.1016/j.jsp.2005.12.004
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 034JI
UT WOS:000236924800002
DA 2024-07-15
ER

PT J
AU LEACH, DJ
   DOLAN, NK
AF LEACH, DJ
   DOLAN, NK
TI HELPING TEACHERS INCREASE STUDENT ACADEMIC ENGAGEMENT RATE - THE
   EVALUATION OF A MINIMAL FEEDBACK PROCEDURE
SO BEHAVIOR MODIFICATION
LA English
DT Article
RP LEACH, DJ (corresponding author), MURDOCH UNIV,MURDOCH,WA 6150,AUSTRALIA.
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NR 52
TC 10
Z9 18
U1 0
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320
SN 0145-4455
J9 BEHAV MODIF
JI Behav. Modificat.
PY 1985
VL 9
IS 1
BP 55
EP 71
DI 10.1177/01454455850091004
PG 17
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA AAQ83
UT WOS:A1985AAQ8300004
PM 3977814
DA 2024-07-15
ER

PT J
AU Lessard, LM
   Juvonen, J
AF Lessard, Leah M.
   Juvonen, Jaana
TI Losing and gaining friends: Does friendship instability compromise
   academic functioning in middle school?
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Friendship; Academic engagement; Academic performance; Middle school
ID STAGE-ENVIRONMENT FIT; ADOLESCENT FRIENDSHIPS; PEER VICTIMIZATION;
   CHILDRENS; ADJUSTMENT; TRANSITION; ENGAGEMENT; NETWORKS; ACHIEVEMENT;
   STABILITY
AB Extending past research on the academic benefits of having close friends in early adolescence, the study examines how instability of friendships (i.e., losses and gains of friends) is related to academic engagement and performance in middle school. The sample was drawn from a longitudinal study of ethnically diverse youth across 26 middle schools (N = 5991). The results demonstrated that over two thirds of friends were either lost or gained during the first year in middle school. When controlling for friendship network size, both friendship losses and gains were concurrently associated with lower academic engagement and performance at spring of sixth grade. Moreover, higher overall instability during the first year in middle school was related to lower academic engagement in seventh grade, which in turn, predicted lower grade point average (GPA) by the end of middle school. The findings suggest that friendship instability captures a disruptive social process that can compromise academic functioning in middle school.
C1 [Lessard, Leah M.; Juvonen, Jaana] Univ Calif Los Angeles, Dept Psychol, Franz Hall,502 Porrola Plaza, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Lessard, LM (corresponding author), Univ Calif Los Angeles, Dept Psychol, Franz Hall,502 Porrola Plaza, Los Angeles, CA 90095 USA.
EM Leahmlessard@ucla.edu
FU National Institutes of Health [1R01HD059882-01A2]; National Science
   Foundation [0921306]; University of California, Los Angeles Graduate
   Summer Research Mentorship Program
FX This research was supported by grants from the National Institutes of
   Health (Grant 1R01HD059882-01A2) and the National Science Foundation
   (No. 0921306). The first author received additional support from the
   University of California, Los Angeles Graduate Summer Research
   Mentorship Program.
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NR 63
TC 26
Z9 38
U1 3
U2 30
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD AUG
PY 2018
VL 69
BP 143
EP 153
DI 10.1016/j.jsp.2018.05.003
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GO1CR
UT WOS:000439683500011
PM 30558749
OA Green Accepted, Bronze
DA 2024-07-15
ER

PT J
AU Chen, BB
AF Chen, Bin-Bin
TI Parent-Adolescent Attachment and Academic Adjustment: The Mediating Role
   of Self-Worth
SO JOURNAL OF CHILD AND FAMILY STUDIES
LA English
DT Article
DE Attachment to parents; Adolescent; Self-worth; Academic engagement;
   School grades
ID MIDDLE CHILDHOOD; PEER ATTACHMENT; MOTHER-CHILD; COLLEGE-STUDENTS;
   SOCIAL SUPPORT; SCHOOL; PERFORMANCE; REPRESENTATIONS; MOTIVATION;
   SECURITY
AB Within the theoretical framework of attachment theory, this study examined associations between adolescents' attachment relationships with both mother and father and their academic adjustment, and explored the potential mediation role of self-worth in the associations. Participants were 384 Chinese adolescents (49.6% male, average age = 15.13 years) from public schools in Shanghai, China. They completed self-report measures of mother-adolescent attachment, father-adolescent attachment, general self-worth, academic engagement and school grades. The results indicated that adolescents' attachments to both parents were associated with higher levels of academic engagement. There was partial support of the mediating role of self-worth, as adolescents who had high levels of parent-adolescent attachment were more likely to have high levels of self-worth, which in turn enhanced their academic engagement and then improved high school grades. The findings highlighted the importance of parental attachment-based intervention strategies to promote and maintain academic adjustment among adolescents.
C1 [Chen, Bin-Bin] Fudan Univ, Dept Psychol, 220 Handan Rd, Shanghai 200433, Peoples R China.
C3 Fudan University
RP Chen, BB (corresponding author), Fudan Univ, Dept Psychol, 220 Handan Rd, Shanghai 200433, Peoples R China.
EM chenbinbin@fudan.edu.cn
FU National Natural Science Foundation of China [31500901]; Teaching and
   Research Section of Shanghai Municipal Education Commission
   [JX09JC03201601]; Education Project for Young Scholar, Shanghai Planning
   Project of Philosophy and Social Sciences, China [B1701]
FX This study was supported by National Natural Science Foundation of China
   (31500901), Teaching and Research Section of Shanghai Municipal
   Education Commission (JX09JC03201601), and Education Project for Young
   Scholar, Shanghai Planning Project of Philosophy and Social Sciences,
   China (B1701).
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NR 45
TC 19
Z9 31
U1 3
U2 47
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1062-1024
EI 1573-2843
J9 J CHILD FAM STUD
JI J. Child Fam. Stud.
PD AUG
PY 2017
VL 26
IS 8
BP 2070
EP 2076
DI 10.1007/s10826-017-0728-2
PG 7
WC Family Studies; Psychology, Developmental; Psychiatry
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Psychiatry
GA FB0HL
UT WOS:000405825800004
DA 2024-07-15
ER

PT J
AU Banerjee, M
   Rivas-Drake, D
   Smalls-Glover, C
AF Banerjee, Meeta
   Rivas-Drake, Deborah
   Smalls-Glover, Ciara
TI Racial-Ethnic Socialization and Achievement: The Mediating Role of
   Academic Engagement
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE GPA; racial socialization; college students; academic achievement;
   academic engagement
ID AFRICAN-AMERICAN; PREDOMINANTLY WHITE; IDENTITY; OUTCOMES;
   DISCRIMINATION; STUDENTS; SUCCESS; SELF; MOTIVATION; CLASSROOM
AB This brief report examined how racial socialization is directly and indirectly related to academic achievement for African Americans attending a predominantly White institution. We expected that students who received more racial socialization would exhibit better academic engagement and this, in turn, would help explain their academic achievement. The sample included 226 African American college students (76% female) between the ages of 18 and 22 years (M-age = 20.05) who were recruited from the subject pool of the university's psychology department and through general advertising across the university's campus. Students participated by completing an online survey. Path analyses indicate that racial socialization messages about cultural pride (i.e., cultural socialization) were associated with academic achievement directly and indirectly through students' engagement with school. However, racial socialization messages about future barriers were directly associated with academic achievement but not mediated by school engagement. Implications for studying academic engagement and racial socialization in African American college students' academic achievement are discussed.
C1 [Banerjee, Meeta] Calif State Univ Northridge, 18111 Nordhoff St, Northridge, CA 91330 USA.
   [Rivas-Drake, Deborah] Univ Michigan, Ann Arbor, MI 48109 USA.
   [Smalls-Glover, Ciara] Georgia State Univ, Atlanta, GA 30303 USA.
C3 California State University System; California State University
   Northridge; University of Michigan System; University of Michigan;
   University System of Georgia; Georgia State University
RP Banerjee, M (corresponding author), Calif State Univ Northridge, 18111 Nordhoff St, Northridge, CA 91330 USA.
EM meeta.banerjee@csun.edu
RI Banerjee, Meeta/ACV-3064-2022; Glover, Ciara/ADA-9151-2022
OI Banerjee, Meeta/0000-0003-3526-8712; 
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NR 38
TC 9
Z9 28
U1 2
U2 29
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
EI 1552-4558
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD JUL
PY 2017
VL 43
IS 5
BP 451
EP 463
DI 10.1177/0095798416687705
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EX5PC
UT WOS:000403293500002
DA 2024-07-15
ER

PT J
AU Rauchfleisch, A
   Schäfer, MS
   Siegen, D
AF Rauchfleisch, Adrian
   Schaefer, Mike S.
   Siegen, Dario
TI Beyond the ivory tower: Measuring and explaining academic engagement
   with journalists, politicians and industry representatives among Swiss
   professorss
SO PLOS ONE
LA English
DT Article
ID UNIVERSITY TECHNOLOGY; PUBLIC COMMUNICATION; SCIENCE; SCIENTISTS; MEDIA;
   MEDIALIZATION; INNOVATION; IMPACT; UK; POPULARIZATION
AB Scholars from different theoretical schools have posited that in recent decades, science and society have moved closer together, and the concept of academic engagement has been proposed to capture one part of this approximation empirically. This study analyzes the academic engagement of individual scholars towards politicians, industry representatives and journalists. It uses comprehensive survey data on Swiss professors from all disciplines, all the country's universities and from associated research institutes. It assesses, firstly, the degree to which these professors have professional contacts to journalists, politicians and industry representatives. Secondly, it explains the extent of these contacts, using multi-level modelling that incorporates individual factors as well as organizational and institutional contexts. Our study shows that academic engagement is quite common with strong differences between disciplines. Furthermore, professors with higher academic productivity, positive personal attitude towards communication activities as well as a leadership position have more outside contacts. The gender and nationality of the professors, however, only play a role for some of the contacts with non-scientific actors.
C1 [Rauchfleisch, Adrian] Natl Taiwan Univ, Grad Inst Journalism, Taipei, Taiwan.
   [Schaefer, Mike S.; Siegen, Dario] Univ Zurich, Dept Commun & Media Res, Zurich, Switzerland.
C3 National Taiwan University; University of Zurich
RP Rauchfleisch, A (corresponding author), Natl Taiwan Univ, Grad Inst Journalism, Taipei, Taiwan.
EM adrian.rauchfleisch@gmail.com
RI Rauchfleisch, Adrian/AAK-4164-2020
OI Siegen, Dario/0000-0002-4454-5999; RAUCHFLEISCH,
   ADRIAN/0000-0003-1232-083X
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NR 78
TC 2
Z9 2
U1 0
U2 4
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD MAY 21
PY 2021
VL 16
IS 5
AR e0251051
DI 10.1371/journal.pone.0251051
PG 20
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA SW6OD
UT WOS:000664632300018
PM 34019575
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Lui, M
   Yang, L
   Sin, KF
AF Lui, Ming
   Yang, Lan
   Sin, Kuen-Fung
TI Parents' Perspective of the Impact of School Practices on the
   Functioning of Students with Special Educational Needs
SO INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
LA English
DT Article
DE Academic engagement; inclusive education; parents; psychological and
   behavioural functioning; social participation; school practices; special
   educational needs; survey
ID INCLUSIVE EDUCATION; PEER GROUP; ACADEMIC ENGAGEMENT; TEACHER SUPPORT;
   MENTAL-HEALTH; CHILDREN; DISABILITIES; ADJUSTMENT; PARTICIPATION;
   ADOLESCENTS
AB Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices - learning support and school climate - on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.
C1 [Lui, Ming] Hong Kong Baptist Univ, Dept Educ Studies, Hong Kong, Hong Kong, Peoples R China.
   [Yang, Lan] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
   [Sin, Kuen-Fung] Educ Univ Hong Kong, Ctr Special Educ Needs & Inclus Educ, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China.
C3 Hong Kong Baptist University; Education University of Hong Kong (EdUHK);
   Education University of Hong Kong (EdUHK)
RP Sin, KF (corresponding author), Educ Univ Hong Kong, Ctr Special Educ Needs & Inclus Educ, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China.
EM kfsin@eduhk.hk
RI YANG, Lan/AAF-3963-2020; YANG, Lan/JBR-9374-2023
OI Lui, Ming/0000-0001-7996-0386; YANG, Lan/0000-0002-3457-0330; Sin, Kuen
   Fung/0000-0001-8923-1443
FU Research Grants Council of Hong Kong SAR [18404614, 843612]
FX This work was supported by the Research Grants Council of Hong Kong SAR
   [grant number 18404614], [grant number 843612].
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NR 69
TC 8
Z9 9
U1 0
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1034-912X
EI 1465-346X
J9 INT J DISABIL DEV ED
JI Int. J. Disabil. Dev. Educ.
PY 2017
VL 64
IS 6
BP 624
EP 643
DI 10.1080/1034912X.2017.1315803
PG 20
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA FN0HE
UT WOS:000415658100004
DA 2024-07-15
ER

PT J
AU Zhen, R
   Wu, XC
   Zhou, X
AF Zhen, Rui
   Wu, Xinchun
   Zhou, Xiao
TI Longitudinal development of adolescent academic engagement following the
   Wenchuan earthquake: Domain-specific trajectories
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE academic engagement; trajectories; gratitude; social support;
   adolescents
ID POSTTRAUMATIC-STRESS-DISORDER; SCHOOL ENGAGEMENT; STUDENT ENGAGEMENT;
   SOCIAL SUPPORT; COGNITIVE ENGAGEMENT; PROTECTIVE FACTORS; SELF-EFFICACY;
   ACHIEVEMENT; GRATITUDE; GROWTH
AB Recent studies have examined academic engagement trajectories, but many focused on the overall academic engagement of adolescents, and few assessed specific engagement dimensions of adolescents with trauma experiences. The current study recruited 342 adolescents who had experienced an earthquake to examine their behavioral and psychological engagement trajectories. Participants were asked to complete self-report questionnaires at 3.5, 4.5, and 5.5 years after the Wenchuan earthquake in China. The results identified two types of behavioral engagement trajectories (high-stable and decreasing), and two types of psychological engagement trajectories (high-stable and increasing). The behavioral engagement trajectories showed strong agreement with the psychological engagement trajectories. We also found that gratitude could prevent behavioral engagement from decreasing over time, and that social support facilitated increase of psychological engagement. The findings suggested that the developmental paths of behavioral and psychological engagement were both heterogeneous among adolescents following an earthquake, and gratitude and social support played different roles in predicting engagement trajectories.
C1 [Zhen, Rui] Hangzhou Normal Univ, Inst Psychol Sci, Coll Educ, Hangzhou, Zhejiang, Peoples R China.
   [Wu, Xinchun] Beijing Normal Univ, Fac Psychol, Beijing, Peoples R China.
   [Zhou, Xiao] Zhejiang Univ, Dept Psychol & Behav Sci, 148 Tianmushan St, Hangzhou 310028, Zhejiang, Peoples R China.
C3 Hangzhou Normal University; Beijing Normal University; Zhejiang
   University
RP Zhou, X (corresponding author), Zhejiang Univ, Dept Psychol & Behav Sci, 148 Tianmushan St, Hangzhou 310028, Zhejiang, Peoples R China.; Wu, XC (corresponding author), Beijing Normal Univ, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM xcwu@bnu.edu.cn; psyzx@zju.edu.cn
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NR 96
TC 3
Z9 5
U1 4
U2 30
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD APR
PY 2020
VL 41
IS 2
BP 89
EP 109
AR 0143034319884615
DI 10.1177/0143034319884615
EA NOV 2019
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA LA3XM
UT WOS:000496049400001
DA 2024-07-15
ER

PT J
AU Sadoughi, M
   Hejazi, SY
   Lou, NM
AF Sadoughi, Majid
   Hejazi, S. Yahya
   Lou, Nigel Mantou
TI How do growth mindsets contribute to academic engagement in L2 classes?
   The mediating and moderating roles of the L2 motivational self system
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Engagement; Mindsets; Ideal self; Ought-to self; Learning experience; L2
   Motivational Self System (L2MSS)
ID STUDENT ENGAGEMENT; IMPLICIT THEORIES; GOAL ORIENTATIONS; LANGUAGE
   MINDSETS; TEACHERS VIEWS; ACHIEVEMENT; ENGLISH; GENDER; INTELLIGENCE;
   RESILIENCE
AB Language mindsets and second language motivational self system (L2MSS) are two important motivational frameworks in understanding second language (L2) engagement. We argue that whether and how mindsets predict academic engagement can be explained by L2MSS components (ideal L2 self, ought-to L2 self, and learning experience). Using a multi-stage cluster sampling method, we collected survey data from 384 English-as-a-Foreign-Language (EFL) learners in Iran. Results of structural equation modelling showed that growth mindsets predicted academic engagement via ideal L2 self, but not via ought-to L2 self. Moreover, the association between mindsets and academic engagement was moderated by learning experience. Mindsets positively predicted engagement only for learners who had more favourable learning experiences. We discussed theoretical implications for integrating L2MSS and mindsets theories to better understand learners' engagement, and highlighted that promoting growth mindsets should be combined with positive learning experiences.
C1 [Sadoughi, Majid] Univ Kashan, Fac Humanities, Psychol Dept, Kashan, Iran.
   [Hejazi, S. Yahya] Univ Tehran, Fac Foreign Languages & Literature, English Dept, Tehran, Iran.
   [Lou, Nigel Mantou] Univ Victoria, Fac Social Sci, Dept Psychol, Victoria, BC, Canada.
   [Lou, Nigel Mantou] Univ Victoria, Ctr Youth & Soc, Victoria, BC, Canada.
C3 University Kashan; University of Tehran; University of Victoria;
   University of Victoria
RP Hejazi, SY (corresponding author), Univ Tehran, Fac Foreign Languages & Literature, English Dept, Tehran, Iran.
EM sadoughi@kashanu.ac.ir; s.yahya.hejazi@ut.ac.ir; nigellou@uvic.ca
RI Lou, Nigel Mantou/ABI-4983-2020; Sadoughi, Majid/T-3986-2017; Hejazi, S.
   Yahya/AAX-4927-2020; Hejazi, S. Yahya/IZD-4792-2023
OI Lou, Nigel Mantou/0000-0003-1363-833X; Sadoughi,
   Majid/0000-0002-6439-6513; Hejazi, S. Yahya/0000-0002-4213-3659; Hejazi,
   S. Yahya/0000-0002-4213-3659
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NR 100
TC 16
Z9 16
U1 48
U2 131
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD FEB
PY 2023
VL 26
IS 1
BP 241
EP 261
DI 10.1007/s11218-022-09744-0
EA DEC 2022
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8W6UD
UT WOS:000899506800001
DA 2024-07-15
ER

PT J
AU Shih, SS
AF Shih, Shu-Shen
TI Factors related to Taiwanese adolescents' academic engagement and
   achievement goal orientations
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Academic engagement; achievement goal orientations; autonomy support;
   psychological control; implicit theories of intelligence
ID SELF-DETERMINATION THEORY; PSYCHOLOGICAL CONTROL; AUTONOMY-SUPPORT;
   MOTIVATION; STUDENTS; SCHOOL; INTERNALIZATION; QUESTIONNAIRE;
   ANTECEDENTS; PERCEPTIONS
AB The present study examined the relationships of Taiwanese eighth graders' perceived autonomy support from teachers, parental psychological control, implicit theories of intelligence, and achievement goal orientations to their agentic, behavioral, emotional, and cognitive engagement in schoolwork. Also, the current research explored the determining factors of Taiwanese adolescents' achievement goal orientations. Four hundred and two eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of hierarchical regression analyses indicated that autonomy support from teachers along with incremental theory of intelligence positively predicted all the four components of academic engagement. Each aspect of academic engagement was associated with different achievement goal orientations. Additionally, results of this study suggested that teachers' autonomy support versus parental psychological control as well as students' incremental versus entity theories of intelligence all positively predicted mastery-avoidance, performance-approach, and performance-avoidance goal orientations. Implications for educational practices and future research are discussed.
C1 [Shih, Shu-Shen] Natl Chengchi Univ, Inst Teacher Educ, 64,Sec 2,ZhiNan Rd, Taipei 11605, Taiwan.
C3 National Chengchi University
RP Shih, SS (corresponding author), Natl Chengchi Univ, Inst Teacher Educ, 64,Sec 2,ZhiNan Rd, Taipei 11605, Taiwan.
EM shusshen@nccu.edu.tw
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NR 54
TC 6
Z9 7
U1 7
U2 35
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0671
EI 1940-0675
J9 J EDUC RES
JI J. Educ. Res.
PD JAN 2
PY 2021
VL 114
IS 1
BP 1
EP 12
DI 10.1080/00220671.2020.1861584
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RK6TZ
UT WOS:000638427500001
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Yang, WP
   Valdez, JPM
   Chu, SKW
AF Datu, Jesus Alfonso D.
   Yang, Weipeng
   Valdez, Jana Patricia M.
   Chu, Samuel Kai Wah
TI Is facebook involvement associated with academic engagement among
   Filipino university students? A cross-sectional study
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Academic engagement; Facebook intensity; Filipino undergraduate students
ID SCHOOL ENGAGEMENT; COLLEGE-STUDENTS; RELATEDNESS; PARTICIPATION;
   ENVIRONMENTS; ACHIEVEMENT; PERFORMANCE; DEFINITION; AUTONOMY; SUPPORT
AB The use of Facebook among university students is a controversial issue in the literature as studies point to both positive and negative impacts of this social networking platform. However, little is known about how students' personal Facebook use may relate to specific domains of academic engagement. In this study, the association of Facebook intensity dimensions (i.e., persistence, boredom, overuse and self-expression) with domains of academic engagement (i.e., agentic, behavioural, cognitive and emotional engagement) was assessed among 700 Filipino undergraduate students (n(female) = 402 female and n(male) = 298 male; M-age = 19.80, SDage = 4.26). The results of hierarchical regression analyses showed that self-expression positively predicted agentic engagement even after controlling for relevant demographic covariates such as age, gender and year level. Boredom positively predicted behavioural engagement, while overuse negatively predicted behavioural engagement. The results provide interesting insights into the adaptive and maladaptive aspects of Facebook involvement in the academic context.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Well Being I WELL, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China.
   [Yang, Weipeng] Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Hong Kong, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] Univ Hong Kong, Fac Educ, Div Informat Informat Technol Studies, Hong Kong, Hong Kong, Peoples R China.
   [Chu, Samuel Kai Wah] Univ Hong Kong, Fac Educ, Div Informat Technol Studies, Hong Kong, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); University of Hong Kong;
   University of Hong Kong; University of Hong Kong
RP Datu, JAD (corresponding author), 10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk; edgaryang@163.com; jpvaldez@hku.hk
RI Valdez, Jana Patricia Millonado/HRC-9854-2023; Yang, Weipeng/M-8894-2019
OI Valdez, Jana Patricia Millonado/0000-0002-1237-2237; Yang,
   Weipeng/0000-0002-8057-2863; Datu, Jesus Alfonso/0000-0002-8790-1113
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NR 37
TC 34
Z9 39
U1 2
U2 26
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD OCT
PY 2018
VL 125
BP 246
EP 253
DI 10.1016/j.compedu.2018.06.010
PG 8
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA GQ2OK
UT WOS:000441494100020
DA 2024-07-15
ER

PT J
AU Rickert, NP
   Skinner, EA
AF Rickert, Nicolette P.
   Skinner, Ellen A.
TI Parent and teacher involvement and adolescent academic engagement:
   Unique, mediated, and transactional effects
SO INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT
LA English
DT Article
DE Warm involvement; parents and teachers; academic engagement; middle
   school; motivational dynamics
ID SCHOOL ENGAGEMENT; CHILD RELATIONSHIPS; STUDENT ENGAGEMENT; MIDDLE
   SCHOOL; SOCIAL SUPPORT; ACHIEVEMENT; MOTIVATION; ASSOCIATIONS;
   PREDICTORS; INTERVENTIONS
AB This study explored the dynamics of motivational development across late elementary and early middle school. Using longitudinal data from a cross-section of fifth to seventh-grade students, analyses examined whether parents' and teachers' warm involvement shows unique and/or mediated effects on students' academic engagement and whether engagement feeds back into adults' continued involvement. Parent and teacher involvement each predicted changes in adolescents' engagement; parental involvement also played an indirect role via student-teacher relationships; and students who were more engaged reported that adults responded with increasing levels of involvement. These models provide support for a reciprocal dynamic that could lead to virtuous cycles increasing in both involvement and engagement or to vicious cycles amplifying disaffection and withdrawal of involvement over time. Future studies, using time series or observational data, could further unpack these dynamics, examining processes of transmission, mediators, and effects on the longer-term development of academic engagement.
C1 [Rickert, Nicolette P.] Georgia Southern Univ, Statesboro, GA USA.
   [Skinner, Ellen A.] Portland State Univ, Portland, OR USA.
   [Rickert, Nicolette P.] Georgia Southern Univ, Dept Psychol, Statesboro, GA 30460 USA.
C3 University System of Georgia; Georgia Southern University; Portland
   State University; University System of Georgia; Georgia Southern
   University
RP Rickert, NP (corresponding author), Georgia Southern Univ, Dept Psychol, Statesboro, GA 30460 USA.
EM nrickert@georgiasouthern.edu
OI Rickert, Nicolette/0000-0001-6584-4413
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NR 85
TC 1
Z9 1
U1 9
U2 12
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0165-0254
EI 1464-0651
J9 INT J BEHAV DEV
JI Int. J. Behav. Dev.
PD JAN
PY 2024
VL 48
IS 1
BP 71
EP 84
DI 10.1177/01650254231210561
EA NOV 2023
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA FI1J5
UT WOS:001104534300001
DA 2024-07-15
ER

PT J
AU Zhen, R
   Liu, RD
   Ding, Y
   Liu, Y
   Wang, J
   Xu, L
AF Zhen, Rui
   Liu, Ru-De
   Ding, Yi
   Liu, Ying
   Wang, Jia
   Xu, Le
TI The moderating role of intrinsic value in the relation between
   psychological needs support and academic engagement in mathematics among
   Chinese adolescent students
SO INTERNATIONAL JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Basic psychological needs support; Intrinsic value
ID SELF-DETERMINATION THEORY; SCHOOL ENGAGEMENT; AUTONOMY SUPPORT;
   ACHIEVEMENT; GOALS; RELATEDNESS; PERCEPTIONS; ENVIRONMENT; COMPETENCE;
   PREDICTORS
AB This study was to assess the moderating roles of intrinsic value in the relation of basic psychological needs support to academic engagement in mathematics. We recruited 246 middle school students by using the Basic Psychological Needs Support Scale, the Intrinsic Value Scale and the Academic Engagement Scale. This study found that both basic psychological needs support and intrinsic value had significant predictions on the three aspects of academic engagement. Moreover, the interaction item between basic psychological needs support and intrinsic value could significantly affect emotional and cognitive engagement, but not behavioural engagement. The findings indicated that except for behavioural engagement, the associations between basic psychological need support and emotional or cognitive engagement could be moderated by intrinsic value. This study provides a special perspective for educators and researchers to recognise the role of intrinsic value in promoting adolescents' higher levels of involvement in mathematics class.
C1 [Zhen, Rui; Liu, Ru-De; Liu, Ying; Wang, Jia; Xu, Le] Beijing Normal Univ, Sch Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.
   [Ding, Yi] Fordham Univ, Grad Sch Educ, New York, NY 10023 USA.
C3 Beijing Normal University; Fordham University
RP Liu, RD (corresponding author), Beijing Normal Univ, Sch Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.
EM liurude@126.com
RI D, Y/JJC-2699-2023
FU Project of Humanities and Social Sciences Key Research Base in Ministry
   of Education of the People's Republic of China [15JJD190001]
FX This study was supported by the Project of Humanities and Social
   Sciences Key Research Base in Ministry of Education of the People's
   Republic of China (15JJD190001). We are also grateful to the students
   and teachers of the participating schools for their time and support.
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NR 42
TC 9
Z9 9
U1 6
U2 44
PU JOHN WILEY & SONS LTD
PI CHICHESTER
PA THE ATRIUM, SOUTHERN GATE, CHICHESTER PO19 8SQ, W SUSSEX, ENGLAND
SN 0020-7594
EI 1464-066X
J9 INT J PSYCHOL
JI Int. J. Psychol.
PD AUG
PY 2018
VL 53
IS 4
BP 313
EP 320
DI 10.1002/ijop.12374
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA GL9UB
UT WOS:000437684600009
PM 27487976
DA 2024-07-15
ER

PT J
AU Perkmann, M
   Fini, R
   Ross, JM
   Salter, A
   Silvestri, C
   Tartari, V
AF Perkmann, Markus
   Fini, Riccardo
   Ross, Jan-Michael
   Salter, Ammon
   Silvestri, Cleo
   Tartari, Valentina
TI Accounting for universities' impact: using augmented data to measure
   academic engagement and commercialization by academic scientists
SO RESEARCH EVALUATION
LA English
DT Article
DE academic engagement; commercialization; university-industry relations;
   academic entrepreneurship
ID KNOWLEDGE; ENTREPRENEURSHIP; UK; SCIENCE; EUROPE
AB We present an approach that aims to comprehensively account for scientists' academic engagement and commercialization activities. While previous research has pointed to the economic and social impact of these activities, it has also been hampered by the difficulties of accurately quantifying them. Our approach complements university administrative records with data retrieved from external sources and surveys to quantify academic consulting, patenting, and academic entrepreneurship. This allows us to accurately account for 'independent' activity, i.e., academic engagement and commercialization outside the formal university channels and often not recorded by universities. We illustrate this approach with data for 10,000 scientists at Imperial College London. Results indicate that conventional approaches systematically underestimate the extent of academic scientists' impact-relevant activities by not accounting for independent activities. However, with the exception of consulting, we find no significant differences between individuals involved in supported (university-recorded) and independent activity, respectively. Our study contributes to work concerned with developing appropriate and accurate research metrics for demonstrating the public value of science.
C1 [Perkmann, Markus; Fini, Riccardo; Ross, Jan-Michael; Silvestri, Cleo] Univ London Imperial Coll Sci Technol & Med, Sch Business, London SW7 2AZ, England.
   [Fini, Riccardo] Univ Bologna, Dept Management, I-40126 Bologna, Italy.
   [Salter, Ammon] Univ Bath, Sch Management, Bath BA2 7AY, Avon, England.
   [Tartari, Valentina] Copenhagen Business Sch, Dept Innovat & Org Econ, DK-2000 Frederiksberg, Denmark.
C3 Imperial College London; University of Bologna; University of Bath;
   Copenhagen Business School
RP Perkmann, M (corresponding author), Univ London Imperial Coll Sci Technol & Med, Sch Business, London SW7 2AZ, England.
EM m.perkmann@imperial.ac.uk
RI Fini, Riccardo/F-2717-2011; Tartari, Valentina/ABB-4882-2021; Perkmann,
   Markus/F-1378-2010; Salter, Ammon/A-9217-2010; Silvestri,
   Cleo/JXW-6875-2024
OI Fini, Riccardo/0000-0002-8640-8976; Tartari,
   Valentina/0000-0001-7332-8590; Perkmann, Markus/0000-0001-7162-760X;
   Silvestri, Cleo/0000-0002-1593-2500; Ross,
   Jan-Michael/0000-0002-2875-1899
FU Engineering and Physical Sciences Research Council [EP/F036930/1];
   Economic and Social Research Council [RES-331-27-0063]; UK Innovation
   Research Centre [RES-598-28-0001]; European Commission
   [FP7-PEOPLE-2009-IEF-252018]; Imperial Natural Environment Research
   Council; EPSRC [EP/F036930/1] Funding Source: UKRI; ESRC [ES/G038082/1]
   Funding Source: UKRI
FX We thank the editors and two anonymous reviewers for their thoughtful
   comments. We are grateful to G Anand Anandalingam, Laura Bailey, David
   Begg, Adam Bury, Matthew Cain, Bruno Cotta, Margaret Dallman, Audrey
   Fraser, David Gann, Dorothy Griffiths, Sandra Griffiths, Laura Guida,
   Tony Hickson, Dermot Kelleher, Peter Knight, Josie Lewis-Gibbs, Jeff
   Magee, Andrew Mclean, Polly Meudell, Eoin Murphy, Tatiana Schofield, and
   Emma Toumi for their support. Special thanks are due to Okan Kibaroglu.
   We appreciated the research assistance of Maria Vittoria Amaduzzi,
   Antonella Bedini, Caterina Bissoni, Adele Gori, and Andrea Maisto. We
   are also grateful to Francesco Lissoni for granting us access to the
   APE-INV database. The raw data used in this work cannot be shared
   because it may allow the identification of specific individuals,
   contravening the Ethics Committee approval for this project. Funding was
   provided by the Engineering and Physical Sciences Research Council
   (EP/F036930/1), the Economic and Social Research Council
   (RES-331-27-0063), the UK Innovation Research Centre (RES-598-28-0001),
   the European Commission (FP7-PEOPLE-2009-IEF-252018), and the Imperial
   Natural Environment Research Council impact acceleration account.
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NR 40
TC 41
Z9 48
U1 2
U2 63
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD OCT
PY 2015
VL 24
IS 4
BP 380
EP 391
DI 10.1093/reseval/rvv020
PG 12
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA CX2OG
UT WOS:000365535900005
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Karimi, S
   Sotoodeh, B
AF Karimi, Saeid
   Sotoodeh, Behnoosh
TI The mediating role of intrinsic motivation in the relationship between
   basic psychological needs satisfaction and academic engagement in
   agriculture students
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Self-determination theory; intrinsic motivation; basic psychological
   needs satisfaction; academic engagement; agriculture students
ID SELF-DETERMINATION THEORY; UNIVERSITY-STUDENTS; SCHOOL ENGAGEMENT;
   ACHIEVEMENT; AUTONOMY; BEHAVIOR; BURNOUT; MODELS; FACILITATORS;
   ADOLESCENTS
AB Based on the self-determination theory, this study examined the mediating role of intrinsic motivation with respect to the relationship between basic psychological needs satisfaction and students' academic engagement. Data was collected from a sample of 365 agriculture students at five public universities in western Iran. Data was collected by employing standardized self-administered scales, which was subsequently analyzed using partial least squares structural equation modeling by the help of the SmartPLS 3.0 software. The results of this study indicated that the satisfaction of the basic psychological need for autonomy, competence, and relatedness exerted direct and positive effects on intrinsic motivation. In addition, the three basic psychological needs satisfaction had indirect and positive effects on academic engagement via intrinsic motivation. This study provides a unique perspective through which educators and researchers may effectively recognize the role of basic psychological needs satisfaction in facilitating and promoting academic motivation and engagement in universities.
C1 [Karimi, Saeid; Sotoodeh, Behnoosh] Bu Ali Sina Univ, Fac Agr, Dept Agr Educ & Extens, Hamadan 6517833131, Iran.
C3 Bu Ali Sina University
RP Karimi, S (corresponding author), Bu Ali Sina Univ, Fac Agr, Dept Agr Educ & Extens, Hamadan 6517833131, Iran.
EM skarimi@basu.ac.ir
RI Karimi, Saeid/N-6410-2019
OI Karimi, Saeid/0000-0003-2909-8016
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NR 74
TC 39
Z9 44
U1 2
U2 53
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD NOV 16
PY 2020
VL 25
IS 8
BP 959
EP 975
DI 10.1080/13562517.2019.1623775
EA JUN 2019
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OJ4GG
UT WOS:000471570900001
DA 2024-07-15
ER

PT J
AU Ma, Y
   Huang, GH
   Autin, KL
AF Ma, Yin
   Huang, Genghua
   Autin, Kelsey L.
TI Linking Decent Work With Academic Engagement and Satisfaction Among
   First-Generation College Students: A Psychology of Working Perspective
SO JOURNAL OF CAREER ASSESSMENT
LA English
DT Article
DE academic engagement; academic satisfaction; first-generation college
   student; future decent work perception; psychology of working theory
ID SEARCH SELF-EFFICACY; CAREER ADAPTABILITY; EMOTIONAL INTELLIGENCE;
   INITIAL VALIDATION; VOLITION; CONSTRUCTION; UNIVERSITY; OUTCOMES
AB Links between decent work and academic outcomes among a sample (N= 1,231) of first-generation college students were examined based on Psychology of Working Theory (PWT). A theory-driven mediation model was proposed by placing decent work as a mediator between predictors of PWT and academic outcomes. The predictor component of PWT was supported. Future decent work perceptions positively predicted academic engagement but not academic satisfaction. Support for the mediation results was mixed. Overall, findings suggested that positive future decent work perceptions may boost academic engagement for university students. Thus, interventions that aim to improve student academic satisfaction should be implemented. Two malleable psychological factors, namely, work volition and career adaptability appear to be two malleable psychological factors that could be used as targets when working with this group. Theoretical contributions and future research directions are discussed.
C1 [Ma, Yin] Lanzhou Univ, Sch Philosophy & Sociol, Lanzhou, Gansu, Peoples R China.
   [Huang, Genghua] Lingnan Univ, Sch Grad Studies, Hong Kong, Peoples R China.
   [Huang, Genghua] Lingnan Univ, Asia Pacific Inst Ageing Studies, Hong Kong, Peoples R China.
   [Autin, Kelsey L.] Univ Wisconsin Milwaukee, Dept Educ Psychol, Milwaukee, WI USA.
C3 Lanzhou University; Lingnan University; Lingnan University; University
   of Wisconsin System; University of Wisconsin Milwaukee
RP Huang, GH (corresponding author), Lingnan Univ, Sch Grad Studies, Tuen Mun, 8 Castle Peak Rd, Hong Kong, Peoples R China.; Huang, GH (corresponding author), Lingnan Univ, Asia Pacific Inst Ageing Studies, Tuen Mun, 8 Castle Peak Rd, Hong Kong, Peoples R China.
EM genghuahuang@ln.edu.hk
RI Ma, Yin/AAG-3511-2020
OI Ma, Yin/0000-0001-9064-9361; Autin, Kelsey/0000-0003-4630-5064; Huang,
   Genghua/0000-0002-7098-6042
FU Lingnan University Faculty Research Grant [102170]; "Double First Class"
   project-the funds for the talent team construction
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   author(s) disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: Lingnan
   University Faculty Research Grant (Project Number: 102170). The research
   is also funded by the "Double First Class" project-the funds for the
   talent team construction.
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NR 65
TC 26
Z9 28
U1 12
U2 108
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1069-0727
EI 1552-4590
J9 J CAREER ASSESSMENT
JI J. Career Assess.
PD FEB
PY 2021
VL 29
IS 1
BP 148
EP 163
AR 1069072720943153
DI 10.1177/1069072720943153
EA JUL 2020
PG 16
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA PM8JV
UT WOS:000551963500001
DA 2024-07-15
ER

PT J
AU Datu, JAD
   King, RB
   Valdez, JPM
AF Datu, Jesus Alfonso D.
   King, Ronnel B.
   Valdez, Jana Patricia M.
TI The academic rewards of socially-oriented happiness: Interdependent
   happiness promotes academic engagement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Academic achievement; Academic engagement; Autonomous motivation;
   Interdependent happiness
ID SELF-DETERMINATION THEORY; POSITIVE EMOTIONS; ACHIEVEMENT GOALS;
   INTRINSIC MOTIVATION; STUDENTS MOTIVATION; LIFE SATISFACTION; FIT
   INDEXES; SCHOOL; PERFORMANCE; MODEL
AB Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study I revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation. Study 2 showed that prior interdependent happiness positively predicted subsequent academic engagement even after controlling for autoregressor effects. In addition, reciprocal associations among the key variables were found. Taken together, results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting. Theoretical and practical implications are discussed. (C) 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Div Learning Dev & Div, Hong Kong, Hong Kong, Peoples R China.
   [King, Ronnel B.] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] Univ Hong Kong, Fac Educ, Div Informat Technol Studies, Hong Kong, Hong Kong, Peoples R China.
C3 University of Hong Kong; Education University of Hong Kong (EdUHK);
   University of Hong Kong
RP Datu, JAD (corresponding author), Univ Hong Kong, Room 525 Meng Wah Complex,Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM jaddatu@hku.hk
RI King, Ronnel B/AGZ-0675-2022; Valdez, Jana Patricia
   Millonado/HRC-9854-2023
OI King, Ronnel B/0000-0003-1723-1748; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237; KING, Ronnel
   Bornasal/0000-0002-0648-8508; Datu, Jesus Alfonso/0000-0002-8790-1113
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TC 30
Z9 37
U1 4
U2 52
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2017
VL 61
BP 19
EP 31
DI 10.1016/j.jsp.2016.12.004
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EO8XK
UT WOS:000396973600002
PM 28259242
DA 2024-07-15
ER

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AU TOBIN, KG
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C3 University System of Georgia; University of Georgia
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NR 23
TC 43
Z9 49
U1 0
U2 6
PU JOHN WILEY & SONS INC
PI NEW YORK
PA 605 THIRD AVE, NEW YORK, NY 10158-0012
SN 0022-4308
J9 J RES SCI TEACH
JI J. Res. Sci. Teach.
PY 1982
VL 19
IS 2
BP 113
EP 121
DI 10.1002/tea.3660190203
PG 9
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA NZ168
UT WOS:A1982NZ16800002
DA 2024-07-15
ER

PT J
AU Zhu, QY
   Cheong, YR
   Wang, CX
   Tong, JJ
AF Zhu, Qianyu
   Cheong, Yeram
   Wang, Cixin
   Tong, Jiajin
TI The impact of maternal and paternal parenting styles and parental
   involvement on Chinese adolescents' academic engagement and burnout
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Parenting styles; Parental involvement; Perceived parental support;
   Gender differences; Academic burnout; Academic engagement
ID GENDER-DIFFERENCES; CHILDRENS; ACHIEVEMENT; STUDENTS; MOTHERS;
   CONCEPTUALIZATION; PERSPECTIVE; IMMIGRANT; BEHAVIOR; SUPPORT
AB Academic burnout and engagement are important indicators of students' school success. This short-term longitudinal study examined whether parenting styles and parental involvement (parent report, collected at Time 1) predicted adolescent-reported academic burnout and engagement (collected at Time 3, two months later) directly or indirectly via adolescents' perceived parental support (collected at Time 2, one month later). A total of 285 Chinese high school students (M = 15.93 years, SD = 1.06 years, 51.9% boys) and their fathers and mothers participated in the survey over three time points (one month apart for each data collection). Path analysis results indicated that authoritative parenting predicted less academic burnout in adolescents. Perceived paternal support mediated the relations between paternal authoritative parenting and adolescents' academic engagement. Parents' knowledge and skills involvement positively predicted adolescents' perceived support, which in turn, predicted more academic engagement. However, father's time and energy involvement predicted lower perceived paternal support, especially for boys. Moreover, multi-group analysis suggested that fathers and mothers influenced boys' and girls' academic burnout and engagement differently. In conclusion, it is important to consider adolescents' perception of parental support, their developmental needs, and gender roles in Chinese families in order to increase adolescents' academic engagement and decrease students' academic burnout.
C1 [Zhu, Qianyu; Wang, Cixin] Univ Maryland, Dept Counseling Higher Educ & Special Educ, College Pk, MD 20742 USA.
   [Cheong, Yeram] Univ Maryland, Asian Amer Studies Program, College Pk, MD 20742 USA.
   [Tong, Jiajin] Peking Univ, Beijing Key Lab Behav & Mental Hlth, Sch Psychol & Cognit Sci, Beijing 100871, Peoples R China.
C3 University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park;
   Peking University
RP Tong, JJ (corresponding author), Peking Univ, Beijing Key Lab Behav & Mental Hlth, Sch Psychol & Cognit Sci, Beijing 100871, Peoples R China.
EM tongttong@163.com
OI Tong, Jiajin/0000-0001-9394-2328; Zhu, Qianyu/0000-0003-1728-9384
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   Wilder S, 2014, EDUC REV, V66, P377, DOI 10.1080/00131911.2013.780009
   Xie S, 2018, EARLY CHILD DEV CARE, V188, P1824, DOI 10.1080/03004430.2018.1521806
   Zhang WX, 2017, J YOUTH ADOLESCENCE, V46, P1117, DOI 10.1007/s10964-017-0664-x
   Zhang X, 2013, Int J Soc Sci Humanity, V3, P134, DOI DOI 10.7763/IJSSH.2013.V3.212
   [周亚娟 ZHOU Ya-juan], 2010, [中国临床心理学杂志, Chinese Journal of Clinical Psychology], V18, P8
NR 65
TC 20
Z9 21
U1 19
U2 104
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD FEB
PY 2023
VL 42
IS 4
BP 2827
EP 2840
DI 10.1007/s12144-021-01611-z
EA MAR 2021
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA M7PF6
UT WOS:000631764300003
DA 2024-07-15
ER

PT J
AU Kogan, SM
   Bae, DY
   Sigfusdottir, ID
   Kristjansson, AL
AF Kogan, Steve M.
   Bae, Dayoung
   Sigfusdottir, Inga Dora
   Kristjansson, Alfgeir L.
TI Mental Health, Academic Engagement, and Youths' Nonmedical Use of
   Stimulants: A Latent Profile Analysis
SO SUBSTANCE USE & MISUSE
LA English
DT Article
DE Stimulant abuse; adolescence; European youth; mental health; academic
   engagement
AB Background:
   Nonmedical prescription stimulant (NPS) use is a growing problem in Europe. Poor mental health and lack of academic engagement are potent sources of risk for substance use. Studies suggest that considerable heterogeneity may characterize the risk profiles of NPS users. To understand better the potential profiles of risk that characterize NPS users, we conducted a latent profile analysis (LPA) to document subgroups of users based on their mental health and academic engagement.
   Methods:
   A nationally representative, cross sectional survey of Icelandic youth was analyzed. The sample included 584 (5% of the sample) older adolescent students participating in a national study in Iceland who reported lifetime NPS use.
   Results:
   Three subgroups of NPS users emerged from our analyses. The largest subgroup (43.1%) we labeled mentally healthy achievers; youth who appear to be academically motivated and have few if any mental health concerns. The second largest group (40.4%), low achievers, resembled a typical profile for drug users in that they reported low or modest academic engagement and moderate levels of mental health concerns. The third group, anxious achievers (16.5%) appears to represent youth who felt academics were very important, had moderate study motivation, and also reported elevated mental health concerns, especially anxiety.
   Conclusions:
   LPA revealed considerable heterogeneity among these users. Group membership suggests distinct approaches to prevention to address heterogeneity in motivations for NPS use.
C1 [Kogan, Steve M.] Univ Georgia, Human Dev & Family Sci, 123 Dawson Hall, Athens, GA 30602 USA.
   [Bae, Dayoung] Korea Univ, Dept Home Econ Educ, Seoul, South Korea.
   [Sigfusdottir, Inga Dora] Reykjavik Univ, Iceland Ctr Social Res & Anal, Reykjavik, Iceland.
   [Kristjansson, Alfgeir L.] West Virginia Univ, Dept Social & Behav Sci, Morgantown, WV 26506 USA.
C3 University System of Georgia; University of Georgia; Korea University;
   Reykjavik University; West Virginia University
RP Kogan, SM (corresponding author), Univ Georgia, Human Dev & Family Sci, 123 Dawson Hall, Athens, GA 30602 USA.
EM smkogan@uga.edu
OI Kogan, Steven/0000-0002-9562-5980
CR Andrews JA., 2016, The Oxford handbook of emerging adulthood, P521
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NR 32
TC 1
Z9 1
U1 0
U2 11
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 1082-6084
EI 1532-2491
J9 SUBST USE MISUSE
JI Subst. Use Misuse
PD JAN 22
PY 2021
VL 56
IS 4
BP 479
EP 483
DI 10.1080/10826084.2021.1879147
EA JAN 2021
PG 5
WC Substance Abuse; Psychiatry; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Substance Abuse; Psychiatry; Psychology
GA QU2WT
UT WOS:000619741900001
PM 33605832
DA 2024-07-15
ER

PT J
AU Lekwa, AJ
   Reddy, LA
   Shernoff, ES
AF Lekwa, Adam J.
   Reddy, Linda A.
   Shernoff, Elisa S.
TI Measuring Teacher Practices and Student Academic Engagement: A
   Convergent Validity Study
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE formative assessment; instructional practices; behavior management;
   academic engagement
ID OFF-TASK BEHAVIOR; CLASSROOM QUALITY; SOCIAL-BEHAVIOR; VARYING RATES;
   STRATEGIES; ACHIEVEMENT; OPPORTUNITIES; RESPOND; MODEL; TIME
AB We examined the convergent validity of observer ratings of teachers' use of evidence-based instructional and behavior management practices using the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014) with student academic engagement as measured by the Cooperative Learning Observational Code for Kids (CLOCK; Volpe & DiPerna, 2010). This study was conducted with a sample of 107 teachers and 2,000 students in 11 urban elementary schools serving students in a community with high concentrations of poverty. Correlational and multiple linear regression analyses examined whether CSAS instructional and behavior management scores predicted classwide academic engagement. Results provide initial evidence of the relationship between observer ratings of teacher practices and student engagement. Specifically, CSAS scores indicating higher quality instruction and behavior management were associated with higher student engagement. Multiple linear regression revealed that instructional practice scores (as measured by the CSAS) uniquely predicted student academic engagement (i.e., attention and participation during instruction) while behavior management practice scores did not. Implications for future research and practice are discussed.
   Impact and Implications
   This study offers initial evidence for the validity of an assessment of teacher practices for student behavior in the classroom. Results revealed that the frequency and quality with which a set of teaching practices were used predicted student engagement during instruction. These findings suggest that observational assessment of teacher practices can support teachers' movement toward improving classwide student engagement.
C1 [Lekwa, Adam J.; Reddy, Linda A.; Shernoff, Elisa S.] Rutgers State Univ, Grad Sch Appl & Profess Psychol, 41 Gordon Rd,Suite C, Piscataway, NJ 08854 USA.
C3 Rutgers University System; Rutgers University New Brunswick
RP Lekwa, AJ (corresponding author), Rutgers State Univ, Grad Sch Appl & Profess Psychol, 41 Gordon Rd,Suite C, Piscataway, NJ 08854 USA.
EM adam.lekwa@rutgers.edu
RI Reddy, Linda/IAO-9714-2023; Shernoff, Elisa/H-3235-2018
OI Lekwa, Adam/0000-0002-6870-7948; Shernoff, Elisa/0000-0002-7649-118X
FU Brady Education Foundation
FX This research reported here was supported by funds provided by the Brady
   Education Foundation to Linda A. Reddy and Elisa S. Shernoff at Rutgers
   University. The opinions expressed are those of the authors and do not
   represent views of the funder.
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NR 68
TC 46
Z9 88
U1 2
U2 26
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD JAN
PY 2019
VL 34
IS 1
BP 109
EP 118
DI 10.1037/spq0000268
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN8JM
UT WOS:000460441100011
PM 29975100
DA 2024-07-15
ER

PT J
AU Knifsend, CA
   Graham, S
AF Knifsend, Casey A.
   Graham, Sandra
TI Too Much of a Good Thing? How Breadth of Extracurricular Participation
   Relates to School-Related Affect and Academic Outcomes During
   Adolescence
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Extracurricular participation; School belonging; Academic engagement;
   Academic achievement; Adolescence
ID AFRICAN-AMERICAN; ENGAGEMENT; NEED
AB Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.
C1 [Knifsend, Casey A.] Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA.
   [Graham, Sandra] Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles;
   University of California System; University of California Los Angeles
RP Knifsend, CA (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall, Los Angeles, CA 90095 USA.
EM cknifsend@ucla.edu
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NR 28
TC 72
Z9 168
U1 1
U2 38
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD MAR
PY 2012
VL 41
IS 3
BP 379
EP 389
DI 10.1007/s10964-011-9737-4
PG 11
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 905VM
UT WOS:000301304200011
PM 22160442
DA 2024-07-15
ER

PT J
AU Kim, HJ
   Hong, AJ
   Song, HD
AF Kim, Hye Jeong
   Hong, Ah Jeong
   Song, Hae-Deok
TI The roles of academic engagement and digital readiness in students'
   achievements in university e-learning environments
SO INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
LA English
DT Article
DE Digital learning environments; Academic engagement; Academic performance
ID GRADE-POINT AVERAGE; COLLEGE-STUDENTS; DETERMINANTS; PERFORMANCE;
   BEHAVIOR; OUTCOMES; FAMILY
AB University students, who are assumed to be digital natives, are exposed to campus e-learning environments to improve their academic performance at the beginning of their academic careers. However, previous studies of students' perceptions of e-learning demonstrate a lack of consistent results with respect to the prediction of their academic achievement. The goal of this study was to examine university students' perceptions of e-learning, based on their experiences, and the mediating roles of academic engagement and digital readiness within the university context of an e-learning environment for academic achievement. A total of 614 undergraduate students enrolled in a Korean university participated in this study. Using a partial least squares model to develop the theory, we examined students engaging in university e-learning environments in relation to their perceptions of e-learning, digital readiness, academic engagement, and academic achievement (i.e., grade point average). The results are significant for the importance of students' academic engagement and digital readiness as mediators in their perceptions of e-learning predicted by academic achievement. Although students positively perceived e-learning experiences on campus, they must have strong digital skills to perform academic work and commit to effortful involvement in the context of academic learning in university e-learning environments. Our results provide practical implications for ways to enhance effective adoption of e-learning environments by college students, educators, and administrators.
C1 [Kim, Hye Jeong] Chung Ang Univ, Grad Sch Educ, Dept Educ, Seoul, South Korea.
   [Hong, Ah Jeong; Song, Hae-Deok] Chung Ang Univ, Coll Educ, Dept Educ, Seoul, South Korea.
C3 Chung Ang University; Chung Ang University
RP Song, HD (corresponding author), Chung Ang Univ, Coll Educ, Dept Educ, Seoul, South Korea.
EM hyejeongkim@cau.ac.kr; hsong@cau.ac.kr
RI Song, Hae Deok/HJY-0971-2023; Hong, Ah-Jeong/IVV-1478-2023; Kim, Hye
   Jeong/ABE-7790-2020
FU Ministry of Education of the Republic of Korea; National Research
   Foundation of Korea [NRF-2017S1A3A2066878]
FX This work was supported by the Ministry of Education of the Republic of
   Korea and the National Research Foundation of Korea
   (NRF-2017S1A3A2066878).
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NR 69
TC 101
Z9 114
U1 5
U2 74
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2365-9440
J9 INT J EDUC TECHNOL H
JI Int. J. Educ. Technol. High. Educ.
PD JUN 21
PY 2019
VL 16
AR 21
DI 10.1186/s41239-019-0152-3
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IE6MT
UT WOS:000472491000001
OA gold
DA 2024-07-15
ER

PT J
AU Ouweneel, E
   Le Blanc, PM
   Schaufeli, WB
AF Ouweneel, Else
   Le Blanc, Pascale M.
   Schaufeli, Wilmar B.
TI On Being Grateful and Kind: Results of Two Randomized Controlled Trials
   on Study-Related Emotions and Academic Engagement
SO JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE academic engagement; acts of kindness; emotions; thoughts of gratitude;
   positive psychology
ID WITHIN-DOMAIN RELATIONS; COUNTING BLESSINGS; POSITIVE EMOTIONS;
   BETWEEN-DOMAIN; HAPPINESS; STUDENTS; MOTIVATION; GRATITUDE; BURNOUT;
   INTERVENTIONS
AB Despite the large amount of research attention to engagement as well as positive psychology in a general context, there have been few attempts to increase academic well-being by means of positive psychological interventions. This article tests the potential of positive psychological interventions to enhance study-related positive emotions and academic engagement, and to reduce study-related negative emotions among university students. We modified two existing positive interventions that are aimed at increasing general happiness for use in an academic context. These interventions focused on thoughts of gratitude and acts of kindness, respectively. The present study consisted of two randomized controlled trials with experimental (thoughts of gratitude or acts of kindness) and control conditions in which participants were monitored on a daily basis during the one-week intervention, and additional pre-, post-, and follow-up assessments were carried out. Results revealed that the gratitude intervention had a significant positive effect on daily positive emotions only. The kindness intervention had a positive influence on both positive emotions and academic engagement, though not in the long run. The results showed no effects on negative emotions in either of the two interventions. Positive psychological interventions seem to foster positive emotions and academic engagement, but do not decrease negative emotions.
C1 [Ouweneel, Else; Schaufeli, Wilmar B.] Univ Utrecht, Dept Work & Org Psychol, NL-3584 ZP Utrecht, Netherlands.
   [Le Blanc, Pascale M.] Eindhoven Univ Technol, Human Performance Management Grp, NL-5600 MB Eindhoven, Netherlands.
C3 Utrecht University; Eindhoven University of Technology
RP Schaufeli, WB (corresponding author), Univ Utrecht, Dept Psychol, POB 80-140, NL-3584 ZP Utrecht, Netherlands.
EM w.schaufeli@uu.nl
RI Schaufeli, Wilmar/B-9645-2013
OI Schaufeli, Wilmar/0000-0002-6070-7150
CR [Anonymous], 1991, Design and Analysis: A Researchers Handbook
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NR 39
TC 52
Z9 71
U1 5
U2 71
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-3980
EI 1940-1019
J9 J PSYCHOL
JI J. Psychol.
PD JAN 1
PY 2014
VL 148
IS 1
BP 37
EP 60
DI 10.1080/00223980.2012.742854
PG 24
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 248DH
UT WOS:000326673400003
PM 24617270
DA 2024-07-15
ER

PT J
AU Rickert, NP
   Skinner, EA
AF Rickert, Nicolette P.
   Skinner, Ellen A.
TI Parent and teacher warm involvement and student's academic engagement:
   The mediating role of self-system processes
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE warm involvement; parent; teacher; self-system processes; academic
   engagement
ID SCHOOL ENGAGEMENT; SOCIAL SUPPORT; MIDDLE SCHOOL; COGNITIVE ENGAGEMENT;
   ACHIEVEMENT; MOTIVATION; COMPETENCE; ATTACHMENT; RELATEDNESS;
   ADOLESCENTS
AB Background. Parents, teachers, and researchers all share the goal of optimizing students' academic engagement (Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes, 2016, Routledge, New York, NY). While separate lines of research have demonstrated the importance of high-quality relationships and support from parents and teachers, few studies have examined the collective contributions of adults' warm involvement or the processes by which support from both parents and teachers shapes students' engagement. According to the self-system process model of motivational development, warm involvement from key social partners fosters students' sense of relatedness, competence, and autonomy, (Minnesota Symposium on Child Psychology, Vol. 23: Self processes in development, 1991, University of Chicago Press, Chicago, IL; Theory and Research in Education, 2009, 7, 133), which subsequently fuels their engagement with academic tasks and challenges (Journal of Educational Psychology, 2003, 95, 148).
   Aims. The current study sought to examine whether a sense of relatedness, competence, or autonomy could explain the relation between parents' and teachers' warm involvement and changes in students' academic engagement across a school year.
   Sample. Data was drawn from 1011 third, fourth, fifth, and sixth graders.
   Method. Students reported on adult warm involvement, self-system processes, and engagement in the fall and spring of a single school year.
   Results. Structural equation-models demonstrated that parent and teacher warm involvement each uniquely, positively, and indirectly predicted changes in students' academic engagement through a combination of students' sense of relatedness, competence, and autonomy, though these patterns differed slightly across adults.
   Conclusions. Implications for optimizing students' academic engagement are discussed, including the need for intervention efforts focused on both parents and teachers and students' self-system processes.
C1 [Rickert, Nicolette P.] Georgia Southern Univ, Dept Psychol, Statesboro, GA 30460 USA.
   [Skinner, Ellen A.] Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 University System of Georgia; Georgia Southern University; Portland
   State University
RP Rickert, NP (corresponding author), Georgia Southern Univ, Dept Psychol, Statesboro, GA 30460 USA.
EM nrickert@georgiasouthern.edu
OI Rickert, Nicolette/0000-0001-6584-4413
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NR 87
TC 17
Z9 19
U1 9
U2 91
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD JUN
PY 2022
VL 92
IS 2
BP 667
EP 687
AR e12470
DI 10.1111/bjep.12470
EA OCT 2021
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0N0FS
UT WOS:000710916800001
PM 34697805
DA 2024-07-15
ER

PT J
AU Sormani, E
   van der Sijde, P
AF Sormani, Eva
   van der Sijde, Peter
TI Configuring motivational pathways to manage academics' individual
   motivation for engagement: Insights from German higher education
   institutions
SO JOURNAL OF ENGINEERING AND TECHNOLOGY MANAGEMENT
LA English
DT Article
DE Academic engagement; Autonomy; Motivation; Regulation;
   Self-determination
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; SOCIETAL IMPACT;
   INDUSTRY; SCIENTISTS; COMMERCIALIZATION; ENTREPRENEURSHIP; DEFINITIONS;
   RESEARCHERS
AB Higher education institutions are a driver of innovation within the knowledge-based economy. Knowledge transfer via academic engagement with society is a promising response to societal challenges. This study investigates academics' motivation to engage with society by testing hypotheses derived from self-determination-theory. Effects of intrinsic regulation (joy), integrated regulation (internalized values) and the mediation by perceived autonomy (choicefullness) were tested using structural equation modelling, in which unique survey data collected from academics in Germany were analyzed. Two motivational pathways for academic engagement with society were found to be significant. These results provide relevant insights for higher education institution managers.
C1 [Sormani, Eva; van der Sijde, Peter] Vrije Univ Amsterdam, Fac Sci, Amsterdam, Netherlands.
   [Sormani, Eva] Munster Univ Appl Sci, Munster Sch Business, Munster, Germany.
   [Sormani, Eva] Johann Krane Weg 23, D-48149 Munster, Germany.
C3 Vrije Universiteit Amsterdam; University of Applied Sciences, Muenster
RP Sormani, E (corresponding author), Johann Krane Weg 23, D-48149 Munster, Germany.
EM sormani@fh-muenster.de
FU Innovative Hochschule, an initiative of Bundesministeriums fur Bildung
   und Forschung (BMBF) Gemeinsame Wissenschaftskonferenz (GWK) [03IHS062A]
FX This work was supported by the Innovative Hochschule, an initiative of
   Bundesministeriums fur Bildung und Forschung (BMBF) Gemeinsame
   Wissenschaftskonferenz (GWK) under Grant 03IHS062A.
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NR 43
TC 0
Z9 0
U1 4
U2 7
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0923-4748
EI 1879-1719
J9 J ENG TECHNOL MANAGE
JI J. Eng. Technol. Manage.
PD JUL-SEP
PY 2023
VL 69
AR 101768
DI 10.1016/j.jengtecman.2023.101768
EA AUG 2023
PG 11
WC Business; Engineering, Industrial; Management
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Engineering
GA R3RQ2
UT WOS:001063560800001
OA Green Published
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Valdez, JPM
AF Datu, Jesus Alfonso D.
   Valdez, Jana Patricia M.
TI Psychological Capital Predicts Academic Engagement and Well-Being in
   Filipino High School Students
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Academic engagement; Psychological capital; Well-being
ID MEDIATING ROLE; IMPACT; PERFORMANCE; VALIDATION; INVARIANCE; EMPLOYEES;
   ATTITUDES
AB Previous literature emphasized the role of psychological capital (PsyCap) in fostering positive organizational and work outcomes. However, there were very scarce investigations on the benefits of PsyCap especially in non-Western academic settings. The current research addresses this gap through assessing the extent to which PsyCap can be associated with optimal academic and wellbeing outcomes. There were 606 Filipino high school students who were recruited in the study. The results of structural equation modeling revealed that PsyCap positively predicted academic engagement, flourishing, interdependent happiness, and positive affect. Implications of the findings are elaborated in terms of how PsyCap can potentially assist in facilitating positive student outcomes in a non-Western context.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] De La Salle Univ, Manila 1004, Philippines.
C3 University of Hong Kong; De La Salle University
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
RI Valdez, Jana Patricia Millonado/HRC-9854-2023
OI Valdez, Jana Patricia Millonado/0000-0002-1237-2237; Datu, Jesus
   Alfonso/0000-0002-8790-1113
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NR 36
TC 69
Z9 86
U1 2
U2 49
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 0119-5646
EI 2243-7908
J9 ASIA-PAC EDUC RES
JI Asia-Pac. Educ. Res.
PD JUN
PY 2016
VL 25
IS 3
SI SI
BP 399
EP 405
DI 10.1007/s40299-015-0254-1
PG 7
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DM9YK
UT WOS:000376721400005
DA 2024-07-15
ER

PT J
AU Chien, CL
   Hsu, SC
   Lin, TH
AF Chien, Chin-Lung
   Hsu, Shih-Chi
   Lin, Tzu-Hsiang
TI Is respect for teachers beneficial or harmful to students? The
   predictive effects of dual dimensions of respect-for-teachers on
   teacher-student relationships and academic engagement in a Confucian
   cultural context
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Academic engagement; Confucian culture; Hierarchical respect; Respect
   for teachers; Teacher-student relationships
ID SOCIAL RECOGNITION; EQUALITY; EAST; PERSPECTIVES; ACHIEVEMENT;
   CREATIVITY; CHILDREN; MODEL; POWER
AB Respect for teachers is a globally recognized educational issue. Compared with Western "equality-based" respect, the traditional Confucian "respect for teachers" is a kind of "hierarchical" or "reverential" respect. In the past, respect for teachers was an unquestioned ethical value in Confucian cultural contexts, and was considered beneficial for students. However, respect for teachers has been criticized as a symbol of authority and detrimental to learning and teacher-student relationships nowadays. To resolve the "controversy regarding respect for teachers," we used the conceptual framework of respect for teachers to investigate the predictive effects of respect-for-teachers' dual dimensions on teacher-student relationship and students' academic engagement. In Study 1, a scale for respect-for-teachers was developed. Two factors, reverence for teachers (RFT) and fear of teachers (FOT) were obtained, through exploratory and confirmatory factor analysis. Study 1 (a cross-sectional design) also shows that RFT is positively associated with good teacher-student relationships and students' academic engagement, while FOT is negatively associated these outcomes. Study 2 (a two-wave longitudinal design) reveals that controlling for social desirability, RFT at time 1 has a positive relationship with good teacher-student relationships and academic engagement at time 2, while FOT at time 1 has a negative relationship with good teacher-student relationships and academic engagement at time 2. Overall, this paper provides a solution to the "controversy regarding respect for teachers," that is, whether respect for teachers is beneficial or harmful depends on its dimensions. This paper also contributes to a broader understanding of the concept of "respect" and offers insights into educational issues within East Asia and across different cultures.
C1 [Chien, Chin-Lung] Soochow Univ, Dept Psychol, Taipei, Taiwan.
   [Hsu, Shih-Chi] Cent Police Univ, Dept Crime Prevent & Correct, Taoyuan, Taiwan.
   [Lin, Tzu-Hsiang] Natl Kaohsiung Normal Univ, Grad Inst Counseling Psychol & Rehabil Counseling, Kaohsiung, Taiwan.
C3 Soochow University; National Kaohsiung Normal University
RP Chien, CL (corresponding author), Soochow Univ, Dept Psychol, Taipei, Taiwan.
EM chiencl@scu.edu.tw
RI Chien, Chin-Lung/W-5866-2019
FU Ministry of Science and Technology, Taiwan
FX No Statement Available
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NR 87
TC 0
Z9 0
U1 11
U2 11
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD 2024 APR 5
PY 2024
DI 10.1007/s11218-024-09905-3
EA APR 2024
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA MZ0G2
UT WOS:001197333700003
DA 2024-07-15
ER

PT J
AU Hong, AJ
   Kim, HJ
AF Hong, Ah Jeong
   Kim, Hye Jeong
TI College Students' Digital Readiness for Academic Engagement (DRAE)
   Scale: Scale Development and Validation
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Digital competency; Digital media; Information seeking; Student
   engagement
ID GOODNESS-OF-FIT; INFORMATION LITERACY; TECHNOLOGY; MEDIA; MODEL;
   PERFORMANCE; CLASSROOM; TESTS
AB This study involves the development and validation of a survey that measures college students' digital readiness for academic engagement in terms of their perceived digital competencies for academic work. Both exploratory and confirmatory analyses were employed to assess the factorial structure of the Digital Readiness for Academic Engagement (DRAE) Scale. The participants in this study were undergraduate students enrolled in a Korean university. The data were randomly split into two groups. The results of the exploratory factor analysis indicated a five-factor structure. In addition, confirmatory factor analysis found that the predicted model had an acceptable fit. The results are discussed, and implications for educational approaches in higher education are provided.
C1 [Hong, Ah Jeong] Chung Ang Univ, Dept Educ, 84 Heukseok Ro, Seoul, South Korea.
   [Kim, Hye Jeong] Chung Ang Univ, Grad Sch Educ, 84 Heukseok Ro, Seoul, South Korea.
C3 Chung Ang University; Chung Ang University
RP Kim, HJ (corresponding author), Chung Ang Univ, Grad Sch Educ, 84 Heukseok Ro, Seoul, South Korea.
EM ah454@cau.ac.kr; hyejeongkim@cau.ac.kr
RI Kim, Hye Jeong/K-2015-2019; Kim, Hye Jeong/ABE-7790-2020; Hong,
   Ah-Jeong/IVV-1478-2023
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NR 61
TC 37
Z9 42
U1 12
U2 73
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 0119-5646
EI 2243-7908
J9 ASIA-PAC EDUC RES
JI Asia-Pac. Educ. Res.
PD AUG
PY 2018
VL 27
IS 4
BP 303
EP 312
DI 10.1007/s40299-018-0387-0
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GL8NG
UT WOS:000437478000005
DA 2024-07-15
ER

PT J
AU Kim, HY
   Suárez-Orozco, C
AF Kim, Ha Yeon
   Suarez-Orozco, Carola
TI The Language of Learning: The Academic Engagement of Newcomer Immigrant
   Youth
SO JOURNAL OF RESEARCH ON ADOLESCENCE
LA English
DT Article
ID COGNITIVE ENGAGEMENT; ENGLISH PROFICIENCY; ELEMENTARY-SCHOOL;
   ACHIEVEMENT; TRAJECTORIES; LEARNERS; PERCEPTIONS; MOTIVATION; COMMUNITY;
   MODEL
AB The current study uses an accelerated longitudinal design to examine the role of three dimensions of academic engagement (behavioral, relational, and cognitive) in explaining the influence of English language proficiency on newcomer immigrant youths' academic performance across adolescence. The sample included 354 youth from Central America, China, the Dominican Republic, Haiti, and Mexico. As established with other populations, the behavioral, relational, and cognitive dimensions of academic engagement were closely associated to one another and significantly contributed to academic performance. Mediation analyses revealed that immigrant youth with limited English language proficiency were more likely to experience low levels of relational and behavioral engagement, which contributed to lower levels of academic performance over time.
C1 [Kim, Ha Yeon; Suarez-Orozco, Carola] NYU, New York, NY 10003 USA.
C3 New York University
RP Kim, HY (corresponding author), NYU, Dept Appl Psychol, 246 Greene St,8th Floor, New York, NY 10003 USA.
EM hayeon@nyu.edu
OI Kim, Ha Yeon/0000-0001-7468-1310
FU APF Elizabeth Munsterberg Koppitz graduate student fellowship; National
   Science Foundation; W. T. Grant Foundation; Spencer Foundation
FX This study was conducted as a part of a doctoral dissertation by the
   first author, under the supervision of the second author. Data analysis
   was in part supported by the APF Elizabeth Munsterberg Koppitz graduate
   student fellowship awarded to Ha Yeon Kim. Please note that this
   manuscript is based on data from the Longitudinal Immigrant Student
   Adaptation (LISA) Study. Funding for the LISA Study was provided by the
   National Science Foundation, the W. T. Grant Foundation, and the Spencer
   Foundation. We would like to thank Dr. Elise Cappella and Dr. C. Cybele
   Raver for their comments and support. We also would like to acknowledge
   Dr. Hee Jin Bang for her valuable feedback and editorial assistance.
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NR 60
TC 20
Z9 38
U1 1
U2 31
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1050-8392
EI 1532-7795
J9 J RES ADOLESCENCE
JI J. Res. Adolesc.
PD JUN
PY 2015
VL 25
IS 2
BP 229
EP 245
DI 10.1111/jora.12130
PG 17
WC Family Studies; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology
GA CI4RE
UT WOS:000354739200003
DA 2024-07-15
ER

PT J
AU Huang, SYL
   Fisher, DL
AF Huang, Shwu-yong L.
   Fisher, Darrell L.
TI Associations of the University Learning Environment with Academic
   Engagement and Satisfaction among Science Majors in Taiwan
SO ASIA-PACIFIC EDUCATION RESEARCHER
LA English
DT Article
DE Science students; Learning environment; Academic engagement; Student
   satisfaction; University environment; Science learning
ID TEACHERS PERCEPTIONS; STUDENTS; FACULTY; INSTRUMENT; AMERICAN; OUTCOMES
AB The research described in this paper investigated science students' perceptions of their university learning environments and associations of these perceptions with their academic engagement and satisfaction. Data were collected from 1,169 junior students majoring in science from 17 universities in Taiwan. The quantitative research incorporated factor analysis, higher order factor structure, and hierarchical multiple regression analyses. The results revealed science students' diverse views of various environmental aspects and identified key aspects influencing the outcome measures, after controlling for student background and institutional characteristics. Faculty-student relation was the aspect that most strongly affected both academic engagement and learning satisfaction of these science students. Perceived adequacy of library resources, student services, enhancement of science capacities and language abilities, and relations with faculty were all positively related to the overall satisfaction of science students with their universities. By exploring potential influences of academic environment, the study contributes to a better understanding of the nature and intricate impact of the learning environment on the performance of undergraduate science majors in Taiwan and the need for reflection and improvement.
C1 [Huang, Shwu-yong L.] Natl Taiwan Univ, Taipei, Taiwan.
   [Fisher, Darrell L.] Curtin Univ Technol, Perth, WA 6845, Australia.
C3 National Taiwan University; Curtin University
RP Huang, SYL (corresponding author), Natl Taiwan Univ, Taipei, Taiwan.
EM syliou@ntu.edu.tw
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NR 47
TC 7
Z9 8
U1 1
U2 14
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 0119-5646
EI 2243-7908
J9 ASIA-PAC EDUC RES
JI Asia-Pac. Educ. Res.
PD JUL
PY 2011
VL 20
IS 2
SI SI
BP 291
EP 307
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 800OS
UT WOS:000293372200008
DA 2024-07-15
ER

PT J
AU Zuniga, AN
   Cividini-Motta, C
AF Zuniga, Andrea N.
   Cividini-Motta, Catia
TI Using Class Pass Intervention to Decrease Disruptive Behavior in Young
   Children
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Academic engagement; Class Pass Intervention; Disruptive behavior;
   Schedule thinning
ID SCHOOL; SUPPORT; REINFORCEMENT; ENGAGEMENT; TEACHERS; STUDENTS; DESIGN
AB Previous research has shown that disruptive behavior can impair students' academic success (Pierce et al. in Remedial Spec Educ 25:175-188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher's stress level (Westling in Remedial Spec Educ 31:48-63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement; however, few studies have evaluated the efficacy of CPI. The purpose of this study was to assess the effects of CPI on disruptive behavior and academic engagement of young students who engage in disruptive behavior. This study used a non-concurrent multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in disruptive behavior and an increase in academic engagement for all three participants and these levels persisted throughout schedule thinning. In addition, results of teacher and student social validity assessments indicated that the intervention was effective and easy to implement and that students preferred the intervention.
C1 [Zuniga, Andrea N.; Cividini-Motta, Catia] Univ S Florida, Appl Behav Anal Program, Dept Child & Family Studies, 13301 Bruce B Downs Blvd, Tampa, FL 33612 USA.
C3 State University System of Florida; University of South Florida
RP Cividini-Motta, C (corresponding author), Univ S Florida, Appl Behav Anal Program, Dept Child & Family Studies, 13301 Bruce B Downs Blvd, Tampa, FL 33612 USA.
EM catiac@usf.edu
FU Project EBAS - U.S. Department of Education, Office of Special Education
   Programs [H325K170085]
FX This article served as the first author's master's thesis in the Applied
   Behavior Analysis Program of the Department of Child and Family Studies
   at the University of South Florida. This research was supported in part
   by Project EBAS (H325K170085), a grant funded by the U.S. Department of
   Education, Office of Special Education Programs.
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NR 41
TC 1
Z9 2
U1 1
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD SEP
PY 2022
VL 31
IS 3
BP 524
EP 542
DI 10.1007/s10864-020-09411-4
EA JAN 2021
PG 19
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4A3GL
UT WOS:000604185500001
DA 2024-07-15
ER

PT J
AU Bertella, G
AF Bertella, Giovanna
TI Cross-community enactive research: a relational practice-based approach
   to academic engagement
SO CURRENT ISSUES IN TOURISM
LA English
DT Article
DE Academic engagement; enactive research; community of practice (CoP)
ID TOURISM RESEARCH; CO-CREATION; ENTREPRENEURSHIP; IMPACT
AB To respond to the call for broader ways to understand academic engagement in sustainable tourism, I conceptualized a relational practice-based approach, termed cross-community enactive research. Relying on central ideas from the enactive research approach by entrepreneurship scholar Bengt Johannisson, which draws on autoethnography and action research, and the communities of practice theory by educationalist Etienne Wenger, this approach involves researchers playing the temporary role of practitioners, with other practitioners. I applied such approach to an exploratory case concerning my participation in a collaborative, sustainable tourism project. The case discussion highlighted the non-linearity and mutuality of deep academic engagement. Such engagement has evolved over time as a growing web of relationships and roles, along which the processes relative to identity (being/becoming a sustainability-engaged person), knowledge (thinking sustainability) and action (doing sustainability) occur across diverse practices, sectors, and contexts. The case showed the potential of the elaborated approach for real-world impact, especially on the involved practitioners and destinations, and highlighted challenges about researchers' multiple roles, the formalization of their engagement in non-academic activities, and the research impact' predictability and novelty.
C1 [Bertella, Giovanna] UiT Arctic Univ Norway, Tromso, Norway.
C3 UiT The Arctic University of Tromso
RP Bertella, G (corresponding author), UiT Arctic Univ Norway, Tromso, Norway.
EM Giovanna.Bertella@uit.no
OI bertella, giovanna/0000-0001-5530-8588
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NR 57
TC 1
Z9 1
U1 6
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1368-3500
EI 1747-7603
J9 CURR ISSUES TOUR
JI Curr. Issues Tour.
PD MAR 3
PY 2024
VL 27
IS 5
BP 819
EP 832
DI 10.1080/13683500.2023.2185505
EA MAR 2023
PG 14
WC Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA IQ2I2
UT WOS:000949500300001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Chan, RCH
   Lam, MS
AF Chan, Randolph C. H.
   Lam, Marcus Shengkai
TI The relationship between perceived school climate, academic engagement,
   and emotional competence among Chinese students: The moderating role of
   collectivism
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE School climate; Academic engagement; Emotional competence; School
   identification; Collectivism
ID PSYCHOLOGICAL SENSE; ACHIEVEMENT; GOALS; SCALE; ADOLESCENTS;
   PERCEPTIONS; VALIDATION; MEMBERSHIP
AB While previous studies have recognized the linkage between school climate and student outcomes, little is known about the underlying mechanism. Traditional cultural values play a significant role in governing the school experience in collectivistic societies, but their influence has rarely been considered. The present study aimed to examine the association of perceived school climate with academic engagement and emotional competence and investigate the moderating role of conformity to norms and collectivism. A sample of 3020 secondary school students in China was included in the study. The results showed that perceived school climate was positively associated with academic engagement and emotional competence. Identification and participation in school mediated the association of perceived school climate with student outcomes. Adherence to collectivism moderated the association of perceived school climate with student outcomes. The findings underscore the importance of fostering a sense of school identification and considering the influence of collectivistic values in Chinese educational settings.Educational relevance statement: The study has implications for school interventions aimed at improving students' academic engagement and emotional competence. Considering identification and participation in school as a mediating mechanism provides a basis for the design and implementation of school climate interventions. The results also imply that the positive influence of school climate may further be enhanced by cultivating collectivistic values. Pedagogical approaches emphasizing cooperation should be introduced to promote collaboration and interdependence among Chinese students.
C1 [Chan, Randolph C. H.; Lam, Marcus Shengkai] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Chan, Randolph C. H.] Educ Univ Hong Kong, Dept Special Educ & Counselling, 10 Lo Ping Rd, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK)
RP Chan, RCH (corresponding author), Educ Univ Hong Kong, Dept Special Educ & Counselling, 10 Lo Ping Rd, Hong Kong, Peoples R China.
EM rchchan@eduhk.hk
OI Chan, Randolph C. H./0000-0002-4604-5154
FU General Research Fund of the Research Grants Council of Hong Kong
   [18605420]
FX Funding The research was supported by the General Research Fund of the
   Research Grants Council of Hong Kong (Project Number: 18605420) .
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NR 42
TC 3
Z9 3
U1 10
U2 33
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD AUG
PY 2023
VL 106
AR 102337
DI 10.1016/j.lindif.2023.102337
EA JUL 2023
PG 9
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA N8WU3
UT WOS:001039758800001
DA 2024-07-15
ER

PT J
AU Hughes, JN
   Dyer, N
   Luo, W
   Kwok, OM
AF Hughes, Jan N.
   Dyer, Nicole
   Luo, Wen
   Kwok, Oi-Man
TI Effects of peer academic reputation on achievement in academically
   at-risk elementary students
SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Peer academic reputation; Peer relations; Academic achievement;
   Elementary students; Academic self concept; Developmental changes;
   Academic engagement
ID TEACHER EXPECTATIONS; SELF-CONCEPT; CLASSROOM; CHILDREN; ENGAGEMENT;
   VICTIMIZATION; COMPETENCE; ACCEPTANCE; REJECTION; BEHAVIOR
AB 664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade. children's perceptions of classmates' academic competence were distinct from their perceptions of peers' other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children's academic self concept. implications of these findings for educational practice and future research are discussed. Published by Elsevier Inc.
C1 [Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Hughes, JN (corresponding author), Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
EM jhughes@tamu.edu
RI Kwok, Oi-Man/HHS-7712-2022
OI Kwok, Oiman/0000-0002-4617-4562
CR Alexander KL, 1997, SOCIOL EDUC, V70, P87, DOI 10.2307/2673158
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NR 63
TC 24
Z9 43
U1 1
U2 11
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0193-3973
EI 1873-7900
J9 J APPL DEV PSYCHOL
JI J. Appl. Dev. Psychol.
PD MAR-APR
PY 2009
VL 30
IS 2
BP 182
EP 194
DI 10.1016/j.appdev.2008.12.008
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 426TW
UT WOS:000264731800012
PM 19617931
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Phan, HP
   Ngu, BH
   Alrashidi, O
AF Phan, Huy P.
   Ngu, Bing H.
   Alrashidi, Oqab
TI Role of Student Well-Being: A Study Using Structural Equation Modeling
SO PSYCHOLOGICAL REPORTS
LA English
DT Article
DE self-efficacy; engagement; well-being at school; structural equation
   modeling
ID SOCIAL SELF-EFFICACY; EFFORT ATTRIBUTIONAL FEEDBACK; ACADEMIC
   ENGAGEMENT; SCHOOL ENGAGEMENT; ACHIEVEMENT GOALS; SECONDARY-SCHOOL;
   MEDIATING ROLE; PERFORMANCE; MATHEMATICS; ABILITY
AB The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational-social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.
C1 [Phan, Huy P.; Ngu, Bing H.; Alrashidi, Oqab] Univ New England, Sch Educ, Armidale, NSW 2351, Australia.
C3 University of New England
RP Phan, HP (corresponding author), Univ New England, Sch Educ, Armidale, NSW 2351, Australia.
EM hphan2@une.edu.au
RI Phan, Huy P./AAJ-6166-2021; Alrashidi, Oqab/GXM-7436-2022
OI Phan, Huy P./0000-0002-3066-4647; Ngu, Bing/0000-0001-9623-2938
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NR 72
TC 18
Z9 29
U1 4
U2 34
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0033-2941
EI 1558-691X
J9 PSYCHOL REP
JI Psychol. Rep.
PD AUG
PY 2016
VL 119
IS 1
BP 77
EP 105
DI 10.1177/0033294116656819
PG 29
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DU9NL
UT WOS:000382544500006
PM 27381412
DA 2024-07-15
ER

PT J
AU Hier, BO
   MacKenzie, CK
   Ash, TL
   Maguire, SC
   Nelson, KA
   Helminen, EC
   Watts, EA
   Matsuba, ESM
   Masters, EC
   Finelli, CC
   Circe, JJ
   Hitchings, TJ
   Goldstein, AR
   Sullivan, WE
AF Hier, Bridget O.
   MacKenzie, Connor K.
   Ash, Tory L.
   Maguire, Samantha C.
   Nelson, Kaytlin A.
   Helminen, Emily C.
   Watts, Emily A.
   Matsuba, Erin S. M.
   Masters, Ellen C.
   Finelli, Carly C.
   Circe, Joshua J.
   Hitchings, Taylor J.
   Goldstein, Alec R.
   Sullivan, William E.
TI Effects of the Good Behavior Game on Students' Academic Engagement in
   Remote Classrooms During the COVID-19 Pandemic
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE classroom management; remote learning; online instruction; intervention
   acceptability; usability
ID PERFORMANCE FEEDBACK; IMPLEMENTATION; TEACHER; PRAISE; CONSULTATION;
   EDUCATION; PROMPTS
AB This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers' perceived usability and students' perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students' academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students' academic engagement during remote instruction.
C1 [Hier, Bridget O.] State Univ New York Cortland, Cortland, NY 13045 USA.
   [Hier, Bridget O.; MacKenzie, Connor K.; Ash, Tory L.; Maguire, Samantha C.; Nelson, Kaytlin A.; Helminen, Emily C.; Watts, Emily A.; Matsuba, Erin S. M.; Masters, Ellen C.; Finelli, Carly C.; Circe, Joshua J.; Hitchings, Taylor J.; Goldstein, Alec R.] Syracuse Univ, Syracuse, NY USA.
   [Ash, Tory L.] Univ Wisconsin Madison, Madison, WI USA.
   [Finelli, Carly C.] Lancaster Cent Sch Dist, Lancaster, NY USA.
   [Sullivan, William E.] SUNY Upstate Med Univ, Syracuse, NY USA.
   [Hier, Bridget O.] State Univ New York Cortland, Dept Psychol, POB 2000, Cortland, NY 13045 USA.
C3 State University of New York (SUNY) System; SUNY Cortland; Syracuse
   University; University of Wisconsin System; University of Wisconsin
   Madison; State University of New York (SUNY) System; State University of
   New York (SUNY) Upstate Medical Center; State University of New York
   (SUNY) System; SUNY Cortland
RP Hier, BO (corresponding author), State Univ New York Cortland, Dept Psychol, POB 2000, Cortland, NY 13045 USA.
EM bridget.hier@cortland.edu
OI Helminen, Emily/0000-0002-3884-9603; Ash, Tory/0000-0002-9338-1310
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NR 44
TC 1
Z9 1
U1 2
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2024
VL 26
IS 1
BP 14
EP 26
DI 10.1177/10983007231168400
EA JUN 2023
PG 13
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA CH3S0
UT WOS:001078076000001
OA Green Published
DA 2024-07-15
ER

PT J
AU Plunkett, SW
   Behnke, AO
   Sands, T
   Choi, BY
AF Plunkett, Scott W.
   Behnke, Andrew O.
   Sands, Tovah
   Choi, Brian Y.
TI Adolescents' Reports of Parental Engagement and Academic Achievement in
   Immigrant Families
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Adolescent academic achievement; Immigrant families; Parent; Monitoring;
   Schoolwork help; Educational advice
ID LATINO ADOLESCENTS; ETHNICITY; OUTCOMES; CHILDREN
AB The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents' academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13-16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth. After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through youths' academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities (Latinos versus others). Adolescents' perceptions of monitoring by mothers and fathers were indirectly related to grades through academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement for non-Latinos, boys, and 2nd generation youth. Perceived mothers' schoolwork help was positively related to adolescents' academic engagement in all the models (except 2nd generation youth), yet fathers' schoolwork help was significant only for girls and 2nd generation youth.
C1 [Plunkett, Scott W.] Calif State Univ Northridge, Dept Psychol, Northridge, CA 91330 USA.
   [Behnke, Andrew O.] N Carolina State Univ, Dept Youth Dev & Family & Consumer Sci 4H, Raleigh, NC 27695 USA.
   [Sands, Tovah] Calif State Univ Northridge, Dept Counseling & Educ Psychol, Northridge, CA 91330 USA.
   [Choi, Brian Y.] Univ Penn, Grad Sch Educ, Philadelphia, PA 19104 USA.
C3 California State University System; California State University
   Northridge; North Carolina State University; California State University
   System; California State University Northridge; University of
   Pennsylvania
RP Plunkett, SW (corresponding author), Calif State Univ Northridge, Dept Psychol, 18111 Nordhoff St, Northridge, CA 91330 USA.
EM scott.plunkett@csun.edu; andrew_behnke@ncsu.edu; tovah.sands@csun.edu;
   brian_y_choi@yahoo.com
RI Behnke, Andrew/A-8497-2009
FU NIMH NIH HHS [T34 MH020023] Funding Source: Medline
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NR 42
TC 52
Z9 116
U1 2
U2 22
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD FEB
PY 2009
VL 38
IS 2
BP 257
EP 268
DI 10.1007/s10964-008-9325-4
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 394GZ
UT WOS:000262435300010
PM 19636722
DA 2024-07-15
ER

PT J
AU Ketonen, EE
   Haarala-Muhonen, A
   Hirsto, L
   Hänninen, JJ
   Wähälä, K
   Lonka, K
AF Ketonen, Elina E.
   Haarala-Muhonen, Anne
   Hirsto, Laura
   Hanninen, Jari J.
   Wahala, Kristiina
   Lonka, Kirsti
TI Am I in the right place? Academic engagement and study success during
   the first years at university
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Academic engagement; Self-regulated learning; Academic achievement;
   University students; Latent profile analysis
ID HIGH-SCHOOL-STUDENTS; HIGHER-EDUCATION; WORK ENGAGEMENT;
   LEARNING-PATTERNS; SELF-REGULATION; BURNOUT; ENVIRONMENT; STRATEGIES;
   ACHIEVEMENT; PERFORMANCE
AB Entrance to university does not automatically lead to high academic engagement and success, and there may be individual differences in student engagement. In the present study, university students' (N = 668) academic engagement and disengagement profiles, and the differences between them in terms of academic achievement, were investigated. Students from introductory courses were classified by Latent Profile Analysis (LPA) into homogenous groups having similar patterns according to the following variables: study engagement, study-related exhaustion, lack of interest, lack of self-regulation, and uncertainty of one's career choice. Four groups of students were identified: engaged, disengaged, undecided, and alienated. Engaged students received the highest grades, with disengaged and undecided students performing most poorly. In addition, the profiles were related to the behavioral indicators of engagement (i.e., ECTS credits). Even after two years of studying, engaged students were performing better than disengaged students. The study's implications for both research and practice are discussed. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Ketonen, Elina E.; Lonka, Kirsti] Univ Helsinki, Dept Teacher Educ, POB 9, FIN-00014 Helsinki, Finland.
   [Haarala-Muhonen, Anne] Univ Helsinki, Fac Law, POB 4, FIN-00014 Helsinki, Finland.
   [Hirsto, Laura] Univ Helsinki, Fac Theol, POB 4, FIN-00014 Helsinki, Finland.
   [Hanninen, Jari J.] Aalto Univ, Dept Radio Sci & Engn, POB 11000, Aalto 00076, Finland.
   [Wahala, Kristiina] Univ Helsinki, Dept Chem, POB 55, FIN-00014 Helsinki, Finland.
   [Lonka, Kirsti] North West Univ, Optentia Res Focus Area, POB 1174, ZA-1900 Vanderbijlpark, South Africa.
C3 University of Helsinki; University of Helsinki; University of Helsinki;
   Aalto University; University of Helsinki; North West University - South
   Africa
RP Ketonen, EE (corresponding author), Univ Helsinki, Dept Teacher Educ, POB 9, FIN-00014 Helsinki, Finland.
EM elina.e.ketonen@helsinki.fi
RI Ketonen, Elina/H-3353-2013
OI Hanninen, Jari/0000-0001-5462-7229; Hirsto, Laura/0000-0002-8963-3036;
   Wahala, Kristiina/0000-0003-4082-8622; Lonka,
   Kirsti/0000-0001-5487-3964; Ketonen, Elina E./0000-0002-9831-2023
FU Finnish Funding Agency for Technology and Innovation (TEKES) project
   'RYM Indoor Environment' [462054]; Academy of Finland Mind Program
   project 'Mind the Gap' [265528]; Academy of Finland (AKA) [265528]
   Funding Source: Academy of Finland (AKA)
FX This research was funded by the Finnish Funding Agency for Technology
   and Innovation (TEKES) project 'RYM Indoor Environment' (462054), and
   the Academy of Finland Mind Program project 'Mind the Gap' (265528).
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NR 92
TC 34
Z9 41
U1 0
U2 45
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD OCT
PY 2016
VL 51
BP 141
EP 148
DI 10.1016/j.lindif.2016.08.017
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EC5EV
UT WOS:000388156800015
DA 2024-07-15
ER

PT J
AU Sasser, J
   Li, CB
   Doane, LD
   Krasnow, A
   Murugan, V
   Magee, DM
   LaBaer, J
AF Sasser, Jeri
   Li, Crystal B.
   Doane, Leah D.
   Krasnow, Aaron
   Murugan, Vel
   Magee, D. Mitchell
   LaBaer, Joshua
TI Associations between COVID-19 sleep patterns, depressive symptoms,
   loneliness, and academic engagement: a latent profile analysis
SO JOURNAL OF AMERICAN COLLEGE HEALTH
LA English
DT Article; Early Access
DE College students; COVID-19; latent profile analysis; mental health;
   sleep; well-being
ID COLLEGE-STUDENTS; PERFORMANCE; PREDICTOR; QUALITY
AB Background: The COVID-19 pandemic has had important implications for college students' socioemotional and academic well-being. Sleep problems were common during this time, which may have further impacted well-being. Methods: Five hundred and fifty-two college students (M-age = 19.81; 58% female; 42% White) completed a survey in Fall 2021 reflecting on behaviors/emotions (sleep, depressive symptoms, loneliness, academic engagement) experienced during the first peak of COVID-19 and over the past month. Latent profile analysis was conducted to identify subgroups of sleepers during peak-COVID in relation to well-being during and after the initial peak. Results: Four sleep profiles were identified: Optimal (49%), High Latency/Medicated (23%), Average/Fair (16%), Low-Duration (12%). During peak-COVID, depression and loneliness were highest in High Latency/Medicated and Low-Duration subgroups; academic engagement was highest for Optimal sleepers. Following peak-COVID, academic engagement was highest for Average/Fair sleepers. Conclusions: Findings highlight heterogeneity in students' sleep patterns during the initial peak of COVID-19 and their relation to well-being during and post-peak-pandemic.
C1 [Sasser, Jeri; Li, Crystal B.; Doane, Leah D.] Arizona State Univ, Dept Psychol, Tempe, AZ USA.
   [Krasnow, Aaron] Arizona State Univ, Hlth Serv, Tempe, AZ USA.
   [Krasnow, Aaron] Arizona State Univ, Counseling Serv, Tempe, AZ USA.
   [Murugan, Vel; Magee, D. Mitchell; LaBaer, Joshua] Arizona State Univ, Biodesign Inst, Tempe, AZ USA.
   [Sasser, Jeri] Arizona State Univ, Dept Psychol, 950 S Mcallister Ave, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe; Arizona State
   University; Arizona State University-Tempe; Arizona State University;
   Arizona State University-Tempe; Arizona State University; Arizona State
   University-Tempe; Arizona State University; Arizona State
   University-Tempe
RP Sasser, J (corresponding author), Arizona State Univ, Dept Psychol, 950 S Mcallister Ave, Tempe, AZ 85287 USA.
EM jeri.sasser@asu.edu
OI Murugan, Vel/0000-0002-7368-7742; Li, Crystal/0009-0001-4624-0873;
   Sasser, Jeri/0000-0002-7784-192X; LaBaer, Joshua/0000-0001-5788-9697
FU Arizona Department of Health Services [CTR052579]
FX This project was supported by the Arizona Department of Health Services
   under Interagency Service Agreement #CTR052579.
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NR 25
TC 0
Z9 0
U1 3
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0744-8481
EI 1940-3208
J9 J AM COLL HEALTH
JI J. Am. Coll. Health
PD 2023 JUL 24
PY 2023
DI 10.1080/07448481.2023.2239361
EA JUL 2023
PG 5
WC Education & Educational Research; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Public, Environmental & Occupational
   Health
GA N9IO4
UT WOS:001040066900001
PM 37535853
DA 2024-07-15
ER

PT J
AU Estrapala, S
   Bruhn, AL
   Rila, A
AF Estrapala, Sara
   Bruhn, Allison Leigh
   Rila, Ashley
TI Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring
   for High School Students With Disabilities
SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
LA English
DT Article
DE behavior; self-regulation; goals; self-monitoring; self-determination;
   academic engagement; high school; special education
ID ANTISOCIAL-BEHAVIOR; ON-TASK; RANDOMIZATION; BASE; RISK
AB High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies' goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.
C1 [Estrapala, Sara] Univ Missouri, Columbia, MO 65211 USA.
   [Bruhn, Allison Leigh; Rila, Ashley] Univ Iowa, Iowa City, IA USA.
C3 University of Missouri System; University of Missouri Columbia;
   University of Iowa
RP Estrapala, S (corresponding author), Univ Missouri, Dept Special Educ, 311 Townsend Hall, Columbia, MO 65211 USA.
EM sle9bb@missouri.edu
RI Rila, Ashley/KRP-6632-2024
OI Estrapala, Sara/0000-0003-4464-5428
FU U.S. Department of Education Office of Special Education Programs
   [H325D130012-17]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by Grant H325D130012-17 from the U.S. Department
   of Education Office of Special Education Programs.
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NR 39
TC 4
Z9 4
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1063-4266
EI 1538-4799
J9 J EMOT BEHAV DISORD
JI J. Emot. Behav. Disord.
PD SEP
PY 2022
VL 30
IS 3
BP 171
EP 184
AR 10634266211051404
DI 10.1177/10634266211051404
EA NOV 2021
PG 14
WC Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 3R1YU
UT WOS:000718337600001
DA 2024-07-15
ER

PT J
AU Dolmans, SAM
   Walrave, B
   Read, S
   van Stijn, N
AF Dolmans, S. A. M.
   Walrave, B.
   Read, S.
   van Stijn, N.
TI Knowledge transfer to industry: how academic researchers learn to become
   boundary spanners during academic engagement
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article
DE Technology transfer; Academic engagement; Dynamic perspective; System
   dynamics; Boundary spanning
ID UNIVERSITY TECHNOLOGY-TRANSFER; PERSPECTIVE-TAKING; TRANSFER OFFICES;
   QUADRUPLE HELIX; PUBLIC RESEARCH; ENTREPRENEURSHIP; EXPLORATION;
   PERFORMANCE; IMPACT; COMMERCIALIZATION
AB Research on academic engagement and technology transfer or commercialization offers important insights into the relationship between characteristics, activities and abilities of individual academic researchers, with outcomes such as successful technology transfer and commercialization. In particular, the activity of boundary spanning proves central in the successful transfer and commercialization of university developed technologies. However, the process by which academic researchers become boundary spanners remains relatively unexplored. This investigation serves to shed new light on the matter. We draw on an in-depth case study of a large European publicly funded initiative, directed to stimulate industry adoption of a university-developed technology across Europe. Our rich dataset is a result of following the project from start to finish, triangulating from multiple sources over a three-year period. Our analyses offer novel insight into the role of perspective taking as a mechanism both enabling academics to understand knowledge boundaries faced during engagement activities and a critical input to developing and improving boundary spanning abilities. Our findings offer important implications for research on academic engagement and technology commercialization.
C1 [Dolmans, S. A. M.; Walrave, B.; van Stijn, N.] Eindhoven Univ Technol, Eindhoven, Netherlands.
   [Read, S.] Willamette Univ, Salem, OR USA.
C3 Eindhoven University of Technology; Willamette University
RP Walrave, B (corresponding author), Eindhoven Univ Technol, Eindhoven, Netherlands.
EM b.walrave@tue.nl
RI Walrave, Bob/Q-6958-2019
OI Walrave, Bob/0000-0002-7349-3737
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NR 102
TC 7
Z9 7
U1 12
U2 73
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD OCT
PY 2022
VL 47
IS 5
SI SI
BP 1422
EP 1450
DI 10.1007/s10961-021-09882-1
EA SEP 2021
PG 29
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA 4Y4CN
UT WOS:000696794100001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Elsaesser, C
   Hong, JS
   Voisin, DR
AF Elsaesser, Caitlin
   Hong, Jun Sung
   Voisin, Dexter R.
TI Violence exposure and bullying among African American adolescents:
   Examining the protective role of academic engagement
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Bullying; Community violence exposure; Adolescence; African American
   youth; Academic engagement
ID POSTTRAUMATIC-STRESS-DISORDER; COMMUNITY VIOLENCE; SEXUAL-ORIENTATION;
   URBAN ADOLESCENTS; SCHOOL SAFETY; PEER-GROUP; VICTIMIZATION; BEHAVIORS;
   CHILDREN; IMPACT
AB While African American youth are at disproportionate risk for both community violence exposure and bullying, few studies have examined the association between these two forms of violence in this population. Moreover, given the countless hours that youth spend in schools, identifying school experiences that might protect against this association is an important step to reducing the likelihood of engagement in bullying. The present study explored whether academic engagement buffers the association between exposure to community violence (i.e., hearing about violence, witnessing or victimization) and bullying involvement (i.e., perpetration or victimization) in a cross-sectional sample of low-income African American adolescents residing in Chicago. A convenience sample of 638 African American high school students were recruited from several Chicago neighborhoods between 2014 and 2015. A series of hierarchical linear regression models assessed the relation between types of community violence exposure, academic engagement and bullying behaviors. We found that youth exposed to community violence specifically, those who had been victimized and heard about violence were at increased risk for being victims and perpetrators of bullying. High academic engagement reduced the likelihood that youth who heard about violence well would be at higher risk for bullying involvement. Prevention efforts aimed at reducing bullying involvement would benefit from assessing and targeting violence and victimization in the community, in addition to youths' school experiences. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Elsaesser, Caitlin] Univ Connecticut, Sch Social Work, 1798 Asylum Ave, Hartford, CT 06117 USA.
   [Hong, Jun Sung] Wayne State Univ, Sch Social Work, 5447 Woodward Ave, Detroit, MI 48202 USA.
   [Hong, Jun Sung] Sungkyunkwan Univ, Dept Social Welf, Humanities & Social Sci Campus,61505 Suseon Hall, Seoul, South Korea.
   [Voisin, Dexter R.] Univ Chicago, Sch Social Serv Adm, 969 East 60th St, Chicago, IL 60637 USA.
C3 University of Connecticut; Wayne State University; Sungkyunkwan
   University (SKKU); University of Chicago
RP Elsaesser, C (corresponding author), Univ Connecticut, Sch Social Work, 1798 Asylum Ave, Hartford, CT 06117 USA.
EM caitlin.elsaesser@uconn.edu; fl4684@wayne.edu; d-voisin@uchicago.edu
RI Hong, Jun Sung/HOI-0241-2023
OI Hong, Jun Sung/0000-0003-2816-9900
FU Center for Health Administration Studies; SIT/HIV Intervention Network
   at the University of Chicago
FX Funding for this study was provided by the Center for Health
   Administration Studies and the SIT/HIV Intervention Network at the
   University of Chicago awarded to Dexter R. Voisin, Principal
   Investigator.
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   Zins J., 2004, BUILDING SCH SUCCESS
NR 90
TC 15
Z9 20
U1 3
U2 35
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD NOV
PY 2016
VL 70
BP 394
EP 402
DI 10.1016/j.childyouth.2016.10.010
PG 9
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA ED3YK
UT WOS:000388784200045
DA 2024-07-15
ER

PT J
AU Carroll, C
   O'Loughlin, D
AF Carroll, Conor
   O'Loughlin, Deirdre
TI Peer observation of teaching: enhancing academic engagement for new
   participants
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE peer observation; academic engagement; university teaching; teaching
   quality
ID HIGHER-EDUCATION; PROFESSIONAL-DEVELOPMENT
AB This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and focused in-depth pre- and post-observation interviews. Key themes which emerged included effective peer relationships, enhanced teaching and academic engagement. It is recommended that a successful peer observation system aimed particularly at novices should be voluntary, involving peer self-selection and mutual trust and collaboration between participants. An effective and tailored peer observation system should also lead to enhanced teaching and learning which is both valued by faculty and formally recognised by university management.
C1 [Carroll, Conor; O'Loughlin, Deirdre] Univ Limerick, Kemmy Business Sch, Dept Management & Mkt, Limerick, Ireland.
C3 University of Limerick
RP O'Loughlin, D (corresponding author), Univ Limerick, Kemmy Business Sch, Dept Management & Mkt, Limerick, Ireland.
EM Deirdre.oloughlin@ul.ie
OI Carroll, Conor/0000-0001-5509-3054; O'Loughlin,
   Deirdre/0000-0002-4287-8087
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NR 33
TC 40
Z9 57
U1 3
U2 56
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD JUL 4
PY 2014
VL 51
IS 4
BP 446
EP 456
DI 10.1080/14703297.2013.778067
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AF8VE
UT WOS:000334992900010
DA 2024-07-15
ER

PT J
AU Peters, KP
   Vollmer, TR
   Donaldson, JM
   Walker, SF
AF Peters, Kerri P.
   Vollmer, Timothy R.
   Donaldson, Jeanne M.
   Walker, Stephen F.
TI Assessment of Variables Contributing to Academic Task Engagement
SO EDUCATION AND TREATMENT OF CHILDREN
LA English
DT Article
DE academic assessment; elementary education; functional analysis; homework
ID NEGATIVE REINFORCEMENT; BEHAVIOR; PERFORMANCE; TELEVISION
AB Academic task completion is essential to success in school, and academic activity across individuals appears to be maintained by different variables. The purpose of this study was to assess variables that might promote higher or lower levels of academic engagement. Participants were six general education students in elementary school, and academic engagement was observed for each participant in various conditions: feedback about correct answers, attention for completion, contingent edibles, distraction, and ignore. All participants showed lowest rates of academic engagement in the distraction condition (i.e., when other items were available noncontingently and no attention was available). The condition with the highest level of completion varied across participants. The results of this study suggest that the context may be just as important for task completion as social reinforcement.
C1 [Peters, Kerri P.; Vollmer, Timothy R.] Univ Florida, Gainesville, FL 32611 USA.
   [Donaldson, Jeanne M.] Louisiana State Univ, Baton Rouge, LA 70803 USA.
   [Walker, Stephen F.] Northern Illinois Univ, De Kalb, IL 60115 USA.
C3 State University System of Florida; University of Florida; Louisiana
   State University System; Louisiana State University; Northern Illinois
   University
RP Peters, KP (corresponding author), Univ Florida, Gainesville, FL 32611 USA.
EM kberard@ufl.edu
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NR 19
TC 1
Z9 1
U1 1
U2 3
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
SN 0748-8491
EI 1934-8924
J9 EDUC TREAT CHILD
JI Educ. Treat. Child.
PD JUN
PY 2022
VL 45
IS 2
BP 135
EP 143
DI 10.1007/s43494-021-00065-z
EA JAN 2022
PG 9
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 1L4DG
UT WOS:000737096200001
DA 2024-07-15
ER

PT J
AU Richardson, JTE
AF Richardson, John T. E.
TI The academic engagement of White and ethnic minority students in
   distance education
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE attainment; distance education; engagement; ethnicity; pass rate
ID ATTAINMENT; NUMBER; MODEL
AB At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education.
C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
C3 Open University - UK
RP Richardson, JTE (corresponding author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM j.t.e.richardson@open.ac.uk
OI Richardson, John/0000-0002-6267-0603
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NR 48
TC 7
Z9 12
U1 0
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2011
VL 31
IS 2
BP 123
EP 139
DI 10.1080/01443410.2010.519471
PG 17
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 746RI
UT WOS:000289264000001
DA 2024-07-15
ER

PT J
AU Mahoney, MWM
   Davis, CA
AF Mahoney, Michael W. M.
   Davis, Carol A.
TI Supporting the Academic Engagement of Secondary Students with Autism
   through the Use of a Visual Activity Schedule and Peer-Mediated
   Instruction and Interventions
SO EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID ASSISTED LEARNING-STRATEGIES; HIGH-SCHOOL-STUDENTS; CONVERSATIONAL
   SKILLS; SPECTRUM DISORDER; ADOLESCENTS; INCLUSION; CHILDREN;
   ARRANGEMENTS; CURRICULUM; EDUCATION
AB This study examined the use of a peer-mediated instruction and intervention (PMI) model combined with the use of a visual schedule as a way of supporting academic engagement and social interactions of secondary students with autism spectrum disorder (ASD). A multiple -baseline across participants design (Kazdin, 2011) was used to determine effects of the intervention on three high school students in general education settings. The results of this study showed positive outcomes for all three students' academic engagement and in social interactions for two of the three participants. Findings address the need for continued development of strategies in supporting links between academic and social skills in secondary students with ASD.
C1 [Mahoney, Michael W. M.] Calif State Univ Fresno, Fresno, CA USA.
   [Davis, Carol A.] Univ Washington, Seattle, WA USA.
   [Mahoney, Michael W. M.] Calif State Univ Fresno, Kremen Sch Educ & Human Dev, 5005 N Maple Ave,MS ED202, Fresno, CA 93740 USA.
C3 California State University System; California State University Fresno;
   University of Washington; University of Washington Seattle; California
   State University System; California State University Fresno
RP Mahoney, MWM (corresponding author), Calif State Univ Fresno, Kremen Sch Educ & Human Dev, 5005 N Maple Ave,MS ED202, Fresno, CA 93740 USA.
EM mwmm@mail.fresnostate.edu
CR Bambara LM, 2018, TEACH EXCEPT CHILD, V51, P7, DOI 10.1177/0040059918775057
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NR 33
TC 0
Z9 0
U1 0
U2 0
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 2154-1647
J9 EDUC TRAIN AUTISM DE
JI Educ. Train. Autism Dev. Disabil.
PD JUN
PY 2024
VL 59
IS 2
PG 123
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA TZ6R9
UT WOS:001245126000002
DA 2024-07-15
ER

PT J
AU Bardin, JA
   Lewis, S
AF Bardin, Julie A.
   Lewis, Sandra
TI General Education Teachers' Ratings of the Academic Engagement Level of
   Students Who Read Braille: A Comparison with Sighted Peers
SO JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS
LA English
DT Article
ID VISUAL IMPAIRMENTS; CLASSROOM; SCHOOL; ACHIEVEMENT; COMPETENCE;
   CHILDREN; PARTICIPATION; DISABILITIES; MOTIVATION; BEHAVIOR
AB English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort, self-determination, and inattention.
C1 [Bardin, Julie A.] Wake Cty Publ Sch Syst, Raleigh, NC USA.
   [Lewis, Sandra] Florida State Univ, Visual Disabil Program, Tallahassee, FL 32306 USA.
C3 State University System of Florida; Florida State University
RP Bardin, JA (corresponding author), 5908 Allsdale Dr, Raleigh, NC 27617 USA.
EM juliebardin@gmail.com; slewis@fsu.edu
CR American Foundation for the Blind: Statistics and Sources for Professionals, 2006, STAT SOURC PROF
   Anderson AR, 2004, J SCHOOL PSYCHOL, V42, P95, DOI 10.1016/j.jsp.2004.01.002
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NR 42
TC 2
Z9 4
U1 0
U2 10
PU AMER FOUNDATION BLIND
PI NEW YORK
PA J VISUAL IMPAIRMENT BLINDNESS 2 PENN PLAZA, SUITE 1102, NEW YORK, NY
   10121 USA
SN 0145-482X
J9 J VISUAL IMPAIR BLIN
JI J. Vis. Impair. Blind.
PD AUG
PY 2011
VL 105
IS 8
BP 479
EP 492
DI 10.1177/0145482X1110500804
PG 14
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 811TM
UT WOS:000294239000004
DA 2024-07-15
ER

PT J
AU Quoc, AN
   Le, MT
   Pham, HH
AF Anh Nguyen Quoc
   Minh Thang Le
   Hiep-Hung Pham
TI The Impact of the Third Mission on Teaching and Research Performance:
   Evidence From Academic Scholars in an Emerging Country
SO SAGE OPEN
LA English
DT Article
DE third mission; research performance; teaching performance; emerging
   country; Vietnam
ID UNIVERSITY TECHNOLOGY-TRANSFER; PUBLIC ENGAGEMENT; IVORY TOWER; SCIENCE;
   COMMERCIALIZATION; ENTREPRENEURSHIP; COMMUNICATION; INNOVATION;
   EVOLUTION; EUROPE
AB Despite the plethora of empirical evidence on the associations between the third mission of academic scholars (i.e., academic engagement, academic commercialization, and public engagement) and their performance regarding two other missions (teaching and research), we have not known much about such relationships in the context of emerging countries such as Vietnam. To examine this problem, we delivered a survey with 245 Vietnamese academic scholars. Findings extracted from exploratory factor analysis revealed that the third mission of Vietnamese academic scholars might be divided into two distinct factors: (i) academic engagement and commercialization and (ii) public engagement and extra work. Subsequently, results of multiple regression revealed that while both academic engagement and commercialization, public engagement and extra work, as well as the interaction of these two factors, have positive impacts on research performance, only the second factor has a positive impact on teaching performance. This study extended the current mixed understandings on the associations among the three missions of academic scholars with evidence from an emerging country such as Vietnam. This study also provides implications for stakeholders, including policymakers, university leaders, and industry practitioners.
C1 [Anh Nguyen Quoc] Vietnam Natl Univ Hanoi, Univ Social Sci & Humanities, Hanoi, Vietnam.
   [Minh Thang Le] Hanoi Univ Sci & Technol, 1 Dai Co Viet Rd, Hanoi, Vietnam.
   [Hiep-Hung Pham] Phu Xuan Univ, Hue, Vietnam.
   [Hiep-Hung Pham] EdLab Asia Educ Res & Dev Ctr, Hanoi, Vietnam.
C3 Vietnam National University Hanoi; Hanoi University of Science &
   Technology (HUST)
RP Le, MT (corresponding author), Hanoi Univ Sci & Technol, 1 Dai Co Viet Rd, Hanoi, Vietnam.
EM thang.leminh@hust.edu.vn
RI Pham, Hiep-Hung/AAB-6419-2019; Le, Thang M/J-6864-2015; Nguyen Quoc,
   Anh/AAF-8489-2021
OI Pham, Hiep-Hung/0000-0003-3300-7770; Nguyen Quoc,
   Anh/0000-0001-7156-5832; Le, Minh Thang/0000-0001-6094-0123
FU Vietnam's Ministry of Education and Training [CT.2019.07.02, CT.2019.07]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This paper
   is part of the project "Examining and proposing the formation and
   development of the model of technology transfer office," No.
   CT.2019.07.02 under the program "Examining and proposing solutions to
   promote cooperation between higher education institutions and firms,"
   No. CT.2019.07 funded by Vietnam's Ministry of Education and Training.
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NR 66
TC 2
Z9 2
U1 2
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2158-2440
J9 SAGE OPEN
JI SAGE Open
PD OCT
PY 2021
VL 11
IS 4
AR 21582440211054493
DI 10.1177/21582440211054493
PG 12
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA WN7LY
UT WOS:000711950100001
OA gold
DA 2024-07-15
ER

PT J
AU Luo, AN
   Zhou, MM
AF Luo, Anna
   Zhou, Mingming
TI Role of residential college participation in sense of belonging and
   academic learning
SO JOURNAL OF AMERICAN COLLEGE HEALTH
LA English
DT Article; Early Access
DE Academic achievement; academic engagement; residential college; sense of
   belonging
ID COMMUNITIES; MOTIVATION
AB Objective: The present study examined the relationships among students' participation in Residential College (RC) activities, their sense of belonging, academic engagement, and academic achievement. Participants: Two hundred and forty-six undergraduate students from a public university in Macau participated in this study. Methods: A set of survey questions were responded by each participant via an online link. Results: Participation in RC activities cultivated students' sense of belonging toward RC which in turn contributed to their sense of belonging toward the university. Students' academic engagement mediated the relationship between sense of belonging toward UM and academic achievement. Conclusions: These findings confirmed previous studies demonstrating the important role of RC participation in student learning and development, and shed lights on the optimization of RC system in the university as well as student development in higher education.
C1 [Luo, Anna; Zhou, Mingming] Univ Macau, Fac Educ, Ave Padre Tomas Pereira, Taipa, Macao, Peoples R China.
C3 University of Macau
RP Zhou, MM (corresponding author), Univ Macau, Fac Educ, Ave Padre Tomas Pereira, Taipa, Macao, Peoples R China.
EM mmzhou@um.edu.mo
CR [Anonymous], 2014, THESIS
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NR 28
TC 0
Z9 0
U1 4
U2 33
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0744-8481
EI 1940-3208
J9 J AM COLL HEALTH
JI J. Am. Coll. Health
PD 2022 JUL 6
PY 2022
DI 10.1080/07448481.2022.2098034
EA JUL 2022
PG 4
WC Education & Educational Research; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Public, Environmental & Occupational
   Health
GA 2V2WD
UT WOS:000823711000001
PM 35816745
DA 2024-07-15
ER

PT J
AU Meindl, JN
   Delgado, D
   Casey, LB
AF Meindl, James N.
   Delgado, Diana
   Casey, Laura B.
TI Increasing engagement in students with autism in inclusion classrooms
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Autism; Inclusion classrooms; Problem behavior; Evidence-based
   practices; Academic engagement
ID HIGH-SCHOOL-STUDENTS; INTENSIVE BEHAVIORAL INTERVENTION; SIMULTANEOUS
   PROMPTING PROCEDURE; STIMULUS PREFERENCE ASSESSMENT; VISUAL ACTIVITY
   SCHEDULES; ACADEMIC ENGAGEMENT; SPECTRUM DISORDERS; SELF-MANAGEMENT;
   IDENTIFYING REINFORCERS; CHALLENGING BEHAVIOR
AB The benefits of inclusion classrooms for students with Autism Spectrum Disorders have been frequently acknowledged by parents, instructors, and professionals in education settings. However, despite the general support for inclusion classrooms, students with autism often struggle academically. Among some of the factors that contribute to this outcome are: problems of student motivation, ineffective consequences for academic behavior, and ineffective learning histories with the instructor and the classroom environment. We review and describe evidence-based practices relative to each of these problems, all of which can be implemented by educators or other professionals in a classroom setting. We provide a description of these strategies, and examples of how to incorporate them effectively into daily instructional activities to improve academic engagement in children with autism.
C1 [Meindl, James N.; Delgado, Diana; Casey, Laura B.] Univ Memphis, Memphis, TN 38152 USA.
C3 University of Memphis
RP Delgado, D (corresponding author), 401E Ball Hall,3798 Walker Ave, Memphis, TN 38111 USA.
EM dmdlgado@memphis.edu
RI Delgado, Diana/AAS-1972-2021
OI Delgado, Diana/0000-0001-8404-0410; Meindl, James/0000-0002-7539-3828
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NR 99
TC 14
Z9 23
U1 10
U2 75
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD APR
PY 2020
VL 111
AR 104854
DI 10.1016/j.childyouth.2020.104854
PG 10
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA KW9PK
UT WOS:000521515400022
DA 2024-07-15
ER

PT J
AU Wang, J
   Bai, B
   Nie, YY
AF Wang, Jing
   Bai, Barry
   Nie, Youyan
TI Examining the Role of Perceived Classroom Goal Structures and Parents'
   Goals in ESL/EFL Learners' Achievement Goals, Engagement and Achievement
SO SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Classroom goal structures; parents' goals; achievement goals; English
   learning achievement; academic engagement
ID EFFICACY BELIEFS; ACADEMIC-ACHIEVEMENT; PERFORMANCE-APPROACH; FAMILY
   OBLIGATION; CHINESE PARENTS; SELF-EFFICACY; UNITED-STATES; ORIENTATIONS;
   STUDENT; MATHEMATICS
AB This study examined the role of perceived classroom goal structures and parent's goals in predicting students' achievement goals, engagement and achievement. Mastery goals were predicted by both classroom and parents' mastery goals. Both performance-approach goals and performance-avoidance goals were predicted by both classroom and parents' performance goals. Mastery goals had positive impacts on academic engagement and achievement, but performance-avoidance goals had negative impacts. The impacts of performance-approach goals were not significant. Classroom and parents' mastery goals had indirect positive effects on academic engagement and achievement through mastery goals. Parents' performance goals had indirect negative effects through performance-avoidance goals.
C1 [Wang, Jing] Zhejiang Univ, Fac Educ, Hangzhou, Peoples R China.
   [Bai, Barry] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Nie, Youyan] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.
C3 Zhejiang University; Chinese University of Hong Kong; Nanyang
   Technological University; National Institute of Education (NIE)
   Singapore
RP Bai, B (corresponding author), Chinese Univ Hong Kong, Fac Educ, Shatin, Room 413,Ho Tim Bldg, Hong Kong, Singapore.
EM barry.bai@cuhk.edu.hk
RI Bai, Barry/JXW-9578-2024
OI nie, youyan/0000-0002-3697-454X; Bai, Barry/0000-0002-2124-5061
FU Chinese National Social Sciences Fund (Education) for Young Scholars:
   Students' Self-regulated Learning and Support from Teachers and Parents
   in the Digital Era [CCA210257]
FX This work was supported by the Chinese National Social Sciences Fund
   (Education) for Young Scholars: Students' Self-regulated Learning and
   Support from Teachers and Parents in the Digital Era [Project number:
   CCA210257].
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NR 69
TC 2
Z9 2
U1 6
U2 43
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0031-3831
EI 1470-1170
J9 SCAND J EDUC RES
JI Scand. J. Educ. Res.
PD JUL 29
PY 2023
VL 67
IS 5
BP 820
EP 836
DI 10.1080/00313831.2022.2070928
EA JUN 2022
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA I7ZD1
UT WOS:000815384600001
DA 2024-07-15
ER

PT J
AU Calleja-Núñez, JJ
   Baños, R
   Espinoza-Gutiérrez, R
   Granero-Gallegos, A
AF Calleja-Nunez, Juan Jose
   Banos, Raul
   Espinoza-Gutierrez, Roberto
   Granero-Gallegos, Antonio
TI Predictive Effect of Grit Personality on Academic Engagement Among
   Undergraduate Physical Education Students: The Mediating Role of
   Resilience
SO REVISTA DE PSICOLOGIA DEL DEPORTE
LA English
DT Article
DE University Teaching; Physical Education; Perseverance; Interest;
   Disaffection.
ID UNIVERSITY-STUDENTS; FIT INDEXES; DISAFFECTION; PERSEVERANCE;
   CONSISTENCY; EXPERIENCE; TEACHERS; COLLEGE; BURNOUT; IMPACT
AB The primary objective of this study was to examine the mediating effect of resilience in the relationship between GRIT personality and academic engagement among undergraduate students majoring in physical education. A study was conducted using a non-experimental, cross-sectional, correlational-cause design. The study included a total of 1164 Mexican students, with an average age of 21.21 years (standard deviation = 3.26). The sample consisted of 30.0% female participants, 69.6% male participants, and 0.4% participants who identified as others. The researchers utilised the GRIT personality, resilience, and academic engagement scales in their study and performed a structural equation analysis incorporating latent variables. The findings derived from the structural equation model indicate a positive association between perseverance of effort and both behavioural and emotional academic engagement, while also revealing a negative correlation between perseverance of effort and behavioural disaffection. Moreover, the presence of resilience in students is associated with a notable increase in their behavioural and emotional involvement, while concurrently leading to a decrease in emotional disengagement. The phenomenon of interest consistency has been found to have predictive value for both emotional and behavioural disaffection.
C1 [Calleja-Nunez, Juan Jose; Banos, Raul; Espinoza-Gutierrez, Roberto] Autonomous Univ Baja Calif, Fac Sport, Tijuana 22390, Mexico.
   [Banos, Raul] Univ Zaragoza, Fac Social & Human Sci, Dept Mus Plast & Corporal Express, Campus Teruel, Zaragoza 44003, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Dept Educ, Almeria 04120, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Hlth Res Ctr, Almeria 04120, Spain.
C3 Universidad Autonoma de Baja California; University of Zaragoza;
   Universidad de Almeria; Universidad de Almeria
RP Baños, R (corresponding author), Autonomous Univ Baja Calif, Fac Sport, Tijuana 22390, Mexico.; Baños, R (corresponding author), Univ Zaragoza, Fac Social & Human Sci, Dept Mus Plast & Corporal Express, Campus Teruel, Zaragoza 44003, Spain.
EM juan.calleja@uabc.edu.mx; agranero@ual.es
RI Granero-Gallegos, Antonio/P-4888-2015
OI Granero-Gallegos, Antonio/0000-0002-1385-8386
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NR 67
TC 1
Z9 1
U1 1
U2 2
PU UNIV ILLES BALEARS
PI PALMA
PA SERVEI PUBLICACIONS INTERCANVI CIENTIFIC CAS JAI, CAMPUS UNIV, CARRETERA
   VALLDEMOSSA, K M 7 5, PALMA, ILLES BALEARS 07122, SPAIN
SN 1132-239X
EI 1988-5636
J9 REV PSICOL DEPORTE
JI Rev. Psicol. Deporte
PY 2023
VL 32
IS 4
BP 254
EP 266
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA X4OI0
UT WOS:001098256800012
DA 2024-07-15
ER

PT J
AU Shin, H
AF Shin, Huiyoung
TI Who Are Popular, Liked, and Admired? Longitudinal Associations between
   Three Social Status and Academic-Social Behavior
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Popularity; Likability; Admiration; Academic and social behavior
ID PERCEIVED POPULARITY; RELATIONAL AGGRESSION; DEVELOPMENTAL-CHANGES;
   ACHIEVEMENT VALUES; PROSOCIAL BEHAVIOR; PEER; PERCEPTIONS; ADOLESCENCE;
   ADMIRATION; CHILDHOOD
AB Peer social status has been identified as central to youth's development. Whereas the majority of studies has focused on popularity and likability, recent efforts emphasize the need to consider admiration which captures how much peers respect and want to be like particular youth. The current study examined the overlap between the three types of social status (popularity, likability, and admiration), and investigated concurrent and longitudinal associations between social status and academic-social behavior. At each of 2 waves (five months apart), 736 South Korean youth (M-age = 12.5; 53% girls) made behavioral and social status nominations of their peers in classes. Popularity, likability, and admiration were only weakly associated with each other, and each social status was characterized by distinct behavioral features. Specifically, admiration was most strongly associated with academic engagement and prosocial behavior. Cross-lagged models revealed a bidirectional relationship between academic engagement and admiration. Academic engagement led to gains in admiration and admiration led to increases in academic engagement. The findings emphasize the need to focus on admiration to support youth's positive adjustment.
C1 [Shin, Huiyoung] Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
C3 Jeonbuk National University
RP Shin, H (corresponding author), Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
EM shinhy@jbnu.ac.kr
RI Shin, Huiyoung/E-4783-2018
OI Shin, Huiyoung/0000-0001-6091-7812
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NR 33
TC 6
Z9 6
U1 3
U2 30
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD SEP
PY 2020
VL 49
IS 9
BP 1783
EP 1792
DI 10.1007/s10964-020-01222-0
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA MZ6SI
UT WOS:000559258700002
PM 32152911
DA 2024-07-15
ER

PT J
AU Taghani, A
   Razavi, MR
AF Taghani, Asma
   Razavi, Majid Reza
TI The effect of metacognitive skills training of study strategies on
   academic self-efficacy and academic engagement and performance of female
   students in Taybad
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Study skills; Academic self-efficacy; Academic engagement and
   performance
ID LEARNING-STRATEGIES; ACHIEVEMENT; COURSES; CLASSROOM; HABITS; SCALE
AB Academic failure is one of the most important concerns of teachers, education officials, and families, and is one of the most common problems in the current education system is that it wastes tens of millions of dollars a year from the country's budget. As a result, the potential forces and assets of society, which are human resources, remain ineffective. Accordingly, the present study aimed to investigate the effectiveness of study skills on self-efficacy, academic eagerness, and academic performance. This research was quasi-experimental having pre-test and post-test design with the unequal control group. The population included all-female high school students of Taybad schools in the academic year of 2017-2018. Using the non-probability (targeted) sampling method, 30 people were selected as a sample and randomly assigned to two experimental and control groups (15 people in each group). For data collection, we used the Academic Self-efficacy scale of Sherer et al. (1982) and the academic engagement of Schaufeli et al. (2002) and academic performance (GPA point). The data were analyzed using covariance analysis (ANCOVA). The experimental group received 8 study skills training sessions during which the control group did not receive any training. The results showed that study skills training significantly increased the academic self-efficacy and its components, including the ability to manage homework, family and school, and academic engagement and its components among the participants in the post-test (p < 0/001). Based on the results, it can be concluded that by implementing study skills training, students' self-efficacy, academic engagement, and academic performance can be improved.
C1 [Taghani, Asma; Razavi, Majid Reza] Islamic Azad Univ, Taybad Branch, Dept Educ Sci, Taybad, Iran.
C3 Islamic Azad University
RP Razavi, MR (corresponding author), Islamic Azad Univ, Taybad Branch, Dept Educ Sci, Taybad, Iran.
EM drmrrazavi@gmail.com
RI Razavi, Majid Reza/ABF-8165-2021
OI Razavi, Majid Reza/0000-0003-1993-0745
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NR 51
TC 13
Z9 13
U1 3
U2 25
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD DEC
PY 2022
VL 41
IS 12
BP 8784
EP 8792
DI 10.1007/s12144-020-01278-y
EA JAN 2021
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8L6TG
UT WOS:000608380400001
DA 2024-07-15
ER

PT J
AU Zhang, YQ
   Guan, XL
   Ahmed, MZ
   Jobe, MC
   Ahmed, O
AF Zhang, Yaqi
   Guan, Xiangli
   Ahmed, Md Zahir
   Jobe, Mary C.
   Ahmed, Oli
TI The Association between University Students' Achievement Goal
   Orientation and Academic Engagement: Examining the Mediating Role of
   Perceived School Climate and Academic Self-Efficacy
SO SUSTAINABILITY
LA English
DT Article
DE achievement goal orientation; perceived school climate; academic
   self-efficacy; academic engagement
ID MOTIVATION; PERCEPTIONS; PERFORMANCE; CLASSROOM; ABILITY
AB Enhancing academic engagement in university students can help enrich students' educational experience. Drawing on the Conservation of Resources Model and the Job Demand-Resources Model, this study aims to explore the links between undergraduates' achievement goal orientation and academic engagement (AE), by examining the mediating functions of perceived school climate (PSC) and academic self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were selected using a self-reporting method to explore the impacts of mastery-approach goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a positive, direct, predictive effect on university students' AE. Additionally, both goal orientations indirectly predict AE through PSC and ASE, separately. The results showed there was also a significant chain mediating effect of PSC and ASE, where for both goal orientations, AE was positively predicted. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among university students, and it discusses implications for future research.
C1 [Zhang, Yaqi] Northwest Normal Univ, Sch Educ, Lanzhou 730070, Peoples R China.
   [Guan, Xiangli] Yuxi Normal Univ, Sch Teacher Educ, Yuxi 653100, Peoples R China.
   [Ahmed, Md Zahir] Northwest Normal Univ, Sch Psychol, Lanzhou 730070, Peoples R China.
   [Jobe, Mary C.] George Washington Univ, Dept Psychol & Brain Sci, Washington, DC 20052 USA.
   [Ahmed, Oli] Univ Chittagong, Dept Psychol, Chattogram 4331, Bangladesh.
C3 Northwest Normal University - China; Yuxi Normal University; Northwest
   Normal University - China; George Washington University; University of
   Chittagong
RP Guan, XL (corresponding author), Yuxi Normal Univ, Sch Teacher Educ, Yuxi 653100, Peoples R China.
EM 2018103027@nwnu.edu.cn; guanxiangli@yxnu.edu.cn; ahmedzahirdu@gmail.com;
   mary.jobe.16@cnu.edu; polash131@cu.ac.bd
RI Ahmed, Oli/AAT-7170-2020
OI Ahmed, Oli/0000-0001-8540-8037; AHMED, MD ZAHIR/0000-0001-9281-1262
FU Yunnan Provincial Philosophy and Social Science Planning Youth Project
   [QN2018055]
FX This research was funded by Yunnan Provincial Philosophy and Social
   Science Planning Youth Project under grant No. QN2018055.
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NR 61
TC 3
Z9 4
U1 15
U2 53
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAY
PY 2022
VL 14
IS 10
AR 6304
DI 10.3390/su14106304
PG 13
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA 1O7EJ
UT WOS:000801490300001
OA gold
DA 2024-07-15
ER

PT J
AU Carter, EW
   Sisco, LG
   Brown, L
   Brickham, D
   Al-Khabbaz, ZA
AF Carter, Erik W.
   Sisco, Lynn G.
   Brown, Lissa
   Brickham, Dana
   Al-Khabbaz, Zainab A.
TI Peer Interactions and Academic Engagement of Youth With Developmental
   Disabilities in Inclusive Middle and High School Classrooms
SO AMERICAN JOURNAL ON MENTAL RETARDATION
LA English
DT Article
ID GENERAL-EDUCATION CLASSROOMS; MENTAL-RETARDATION; INTELLECTUAL
   DISABILITIES; SOCIAL INTERACTIONS; PROMOTING ACCESS; STUDENTS;
   CURRICULUM; SUPPORT; INTERVENTIONS; STRATEGIES
AB We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a para-professional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.
C1 [Carter, Erik W.] Univ Wisconsin, Dept Rehabil Psychol & Special Educ, Madison, WI 53706 USA.
C3 University of Wisconsin System; University of Wisconsin Madison
RP Carter, EW (corresponding author), Univ Wisconsin, Dept Rehabil Psychol & Special Educ, 432 E Campus Mall, Madison, WI 53706 USA.
EM ewcarter@wisc.edu
RI Carter, Erik/AAX-3043-2020
OI Carter, Erik/0000-0001-7153-2782
CR [Anonymous], **NON-TRADITIONAL**
   [Anonymous], 2006, TEACHING ADOLESCENTS
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NR 44
TC 105
Z9 160
U1 6
U2 56
PU AMER ASSOC MENTAL RETARDATION
PI WASHINGTON
PA 444 N CAPITOL ST, NW, STE 846, WASHINGTON, DC 20001-1512 USA
SN 0895-8017
J9 AM J MENT RETARD
JI Am. J. Ment. Retard.
PD NOV
PY 2008
VL 113
IS 6
BP 479
EP 494
DI 10.1352/2008.113:479-494
PG 16
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 367KN
UT WOS:000260551000006
PM 19127658
DA 2024-07-15
ER

PT J
AU Mullins, CA
   Panlilio, CC
AF Mullins, Casey Anne
   Panlilio, Carlomagno C.
TI Exploring the mediating effect of academic engagement on math and
   reading achievement for students who have experienced maltreatment
SO CHILD ABUSE & NEGLECT
LA English
DT Article
DE Child maltreatment; PTSD; Academic engagement; Achievement; Mediation
ID CLASS-WIDE INTERVENTION; POST-TRAUMATIC STRESS; SCHOOL ENGAGEMENT; CHILD
   MALTREATMENT; CLASSROOM; PERFORMANCE; MOTIVATION; BEHAVIOR; IMPACT;
   YOUTH
AB Background: Students who experience maltreatment tend to underperform academically relative to their peers, requiring an understanding of academically-related mechanisms that are potential intervention targets. Academic engagement, a multidimensional construct that is influential in students' investment in learning and the school context, is one such mechanism that has been associated with positive academic outcomes and develops through interactions between students and their environment. Objective: The purpose of this study was to examine how maltreatment experiences and trauma symptoms were indirectly associated with academic achievement in adolescence through academic engagement. Participants and setting: The study was conducting on a subsample of 583 youths from the National Study of Child and Adolescent Wellbeing II (NSCAW II) cohort. Methods: Structural equation modeling was used to examine the indirect effect engagement on the relationship between maltreatment and trauma symptomology and academic achievement.
   Results: Academic engagement significantly mediated trauma symptoms and later standardized reading (beta = -0.02; 95 % CI [-0.04, - 0.0004]) and math (beta = -0.02; 95 % CI [-0.05, - 0.0003]) achievement test scores. However, similar mediating effects were not found for engagement on maltreatment and later standardized reading (beta = -0.01; 95 % CI [-0.03, 0.01]) and math (beta = -0.01; 95 % CI [-0.03, 0.01]) achievement test scores.
   Conclusions: These findings suggest that variability in academic outcomes was indirectly associated with engagement but only for students who exhibited trauma symptoms rather than experiencing maltreatment alone. The findings suggest future researchers should consider engagement should as an academically-related mechanism to help students who were maltreated succeed academically.
C1 [Mullins, Casey Anne; Panlilio, Carlomagno C.] Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Mullins, CA (corresponding author), Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA.
EM cam708@psu.edu
OI Panlilio, Carlomagno/0000-0003-1283-2093
FU National Institutes of Health [P50HD089922]; Social Science Research
   Institute at The Pennsylvania State University; National Institutes of
   Child Health and Human Development (NICHD) [T32HD101390]; Eunice Kennedy
   Shriver National Institute of Child Health and Human Development
   [P50HD089922] Funding Source: NIH RePORTER
FX This work was supported by the National Institutes of Health [grant
   number P50HD089922] and the Social Science Research Institute at The
   Pennsylvania State University and from the National Institutes of Child
   Health and Human Development (NICHD) T32 [grant number T32HD101390] .
   The data utilized in this study were made available (in part) by the
   National Data Archive on Child Abuse and Neglect, Cornell University,
   Ithaca New York.
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NR 73
TC 7
Z9 9
U1 0
U2 26
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0145-2134
EI 1873-7757
J9 CHILD ABUSE NEGLECT
JI Child Abuse Negl.
PD JUL
PY 2021
VL 117
AR 105048
DI 10.1016/j.chiabu.2021.105048
EA APR 2021
PG 13
WC Family Studies; Psychology, Social; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Psychology; Social Work
GA SU1XA
UT WOS:000662934100031
PM 33831789
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Schlenker, BR
   Schlenker, PA
   Schlenker, KA
AF Schlenker, Barry R.
   Schlenker, Patricia A.
   Schlenker, Kristine A.
TI Antecedents of academic engagement and the implications for college
   grades
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Academic engagement; Academic performance; Triangle model; College
   grades; Personal control
ID TRIANGLE MODEL; PERCEIVED RESPONSIBILITY; SELF-ENGAGEMENT; MEDIATING
   ROLE; MOTIVATION; PERFORMANCE; ACHIEVEMENT; PERSPECTIVE; EXCUSES
AB The triangle model provides a theoretical analysis of academic engagement and its impact on academic performance. A path model was tested with 234 American college students and supported the proposition that engagement is a direct function of perceiving a clear, well-defined set of goals and rules for goal accomplishment (prescription clarity), perceiving that one is bound by these prescriptions (personal obligation), and perceiving personal control over one's performance (personal control). Engagement, in turn, was positively related to college grades earned later in the semester. The measure of engagement improved the prediction of grades even after controlling for high school GPA and SAT scores, and accounted for about as much variance as they did. (C) 2013 Elsevier Inc. All rights reserved.
C1 [Schlenker, Barry R.] Univ Florida, Dept Psychol, Gainesville, FL 32611 USA.
   [Schlenker, Patricia A.] Santa Fe Coll, Adult Educ Program, Gainesville, FL 32606 USA.
   [Schlenker, Kristine A.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA.
C3 State University System of Florida; University of Florida; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); Pennsylvania State
   University; Pennsylvania State University - University Park
RP Schlenker, BR (corresponding author), 8817 NW 6th Pl, Gainesville, FL 32607 USA.
EM schlenkr@ufl.edu
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NR 35
TC 17
Z9 37
U1 7
U2 25
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD OCT
PY 2013
VL 27
BP 75
EP 81
DI 10.1016/j.lindif.2013.06.014
PG 7
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 289LD
UT WOS:000329683100009
DA 2024-07-15
ER

PT J
AU Namaziandost, E
   Rezai, A
   Heydarnejad, T
   Kruk, M
AF Namaziandost, Ehsan
   Rezai, Afsheen
   Heydarnejad, Tahereh
   Kruk, Mariusz
TI Emotion and cognition are two wings of the same bird: Insights into
   academic emotion regulation, critical thinking, self-efficacy beliefs,
   academic resilience, and academic engagement in Iranian EFL context
SO THINKING SKILLS AND CREATIVITY
LA English
DT Article
DE Critical thinking; Academic emotion regulation; Self-efficacy beliefs;
   Academic resilience; Academic engagement; University students
ID HIGH-SCHOOL-STUDENTS; UNIVERSITY; PERFORMANCE
AB Academic emotion regulation (AER), critical thinking (CT), self-efficacy belief (S-EB), academic resilience (AR), and academic engagement (AE) are all important factors for the success of university students, but their connections have not been thoroughly investigated in Iran. This study aimed to address this research gap by exploring the impact of AER and CT on the state of S-EB, AR, and AE among university students in the English as a foreign language (EFL) context of Iran. The Academic Emotion Regulation Questionnaire, the Watson Glaser Critical Thinking Appraisal Form A, the Self-efficacy Scale, the Academic Resilience Scale, and the SInAPSi Academic Engagement Scale were administered to 411 Iranian EFL university students. The results of structural equation modeling demonstrated that high levels of AER were associated with higher levels of S-EB, AR, and AE. Additionally, CT was found to positively impact S-EB, AR, and AE. The findings contribute to the understanding of the relationships between AER, CT, S-EB, AR, and AE and have practical implications for the implementation of AER and CT in L2 classrooms.
C1 [Namaziandost, Ehsan] Ahvaz Jundishapur Univ Med Sci, Dept Gen Courses, Ahvaz, Iran.
   [Namaziandost, Ehsan] Islamic Azad Univ, Dept English Language Teaching, Ahvaz Branch, Ahvaz, Iran.
   [Rezai, Afsheen] Univ Ayatollah Ozma Borujerdi, Dept Teaching English & Linguist, Borujerd City, Iran.
   [Heydarnejad, Tahereh] Univ Gonabad, Fac Literature & Humanities, Dept English Language, Gonabad, Iran.
   [Heydarnejad, Tahereh] Gonabad Univ Med Sci, Dept Gen Courses, Gonabad, Iran.
   [Kruk, Mariusz] Univ Zielona Gora, Zielona Gora, Poland.
   [Namaziandost, Ehsan] Ahvaz Jundishapur Univ Med Sci, Ahvaz, Iran.
C3 Ahvaz Jundishapur University of Medical Sciences (AJUMS); Islamic Azad
   University; University of Zielona Gora; Ahvaz Jundishapur University of
   Medical Sciences (AJUMS)
RP Namaziandost, E (corresponding author), Ahvaz Jundishapur Univ Med Sci, Ahvaz, Iran.
EM namazian-e@ajums.ac.ir
RI Rezai, Afsheen/AAE-9117-2022; Heydarnejad, Tahereh/AEN-3108-2022; Kruk,
   Mariusz/AAG-5261-2020; Namaziandost, Ehsan/AAD-3851-2019
OI Heydarnejad, Tahereh/0000-0003-0011-9442; Kruk,
   Mariusz/0000-0001-5297-1966; Namaziandost, Ehsan/0000-0002-8393-2537;
   Rezai, Afsheen/0000-0001-9010-0168
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NR 93
TC 2
Z9 2
U1 28
U2 30
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1871-1871
EI 1878-0423
J9 THINK SKILLS CREAT
JI Think. Skills Creat.
PD DEC
PY 2023
VL 50
AR 101409
DI 10.1016/j.tsc.2023.101409
EA OCT 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA X9HM7
UT WOS:001101479700001
DA 2024-07-15
ER

PT J
AU Chen, JJL
AF Chen, Jennifer Jun-Li
TI Grade-level differences - Relations of parental, teacher and peer
   support to academic engagement and achievement among Hong Kong students
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE academic achievement; academic engagement; academic support; grade-level
   differences; Hong Kong students; parental support; peer support; teacher
   support
ID GENDER DIFFERENCES; MIDDLE SCHOOL; ADOLESCENTS; PERCEPTIONS;
   INVOLVEMENT; AUTONOMY; MOTIVATION; ORIENTATION; ADJUSTMENT; STYLES
AB Researchers have long been interested in understanding factors affecting student achievement. To contribute new insights to the literature, this study investigated grade-level differences in the relationships of students' perceived academic support (from parents, teachers and peers) to academic achievement directly and also indirectly through their perceived academic engagement. Questionnaire data were collected from 270 Hong Kong adolescents in Forms 3-5 (equivalent to Grades 9-11 in the United States). Structural equation modelling analyses revealed important and interesting grade-level differences in the academic support-based achievement relationships. Specifically, perceived parental support was negatively linked to academic achievement for Form 4 students, but it was positively related to academic achievement through perceived academic engagement for Form 3 students. Perceived teacher support was a significant predictor of academic achievement only for Form 3 students. Surprisingly, perceived peer support had no significant direct or indirect relationship to student achievement. These findings were interpreted from cultural, educational, socioeconomic and developmental perspectives. Suggestions for promoting particular sources of academic support for adolescents in different grade levels were discussed.
C1 Kean Univ, Dept Early Childhood & Family Studies, Union, NJ 07083 USA.
C3 Kean University
RP Chen, JJL (corresponding author), Kean Univ, Dept Early Childhood & Family Studies, 1000 Morris Ave, Union, NJ 07083 USA.
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NR 45
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Z9 84
U1 7
U2 58
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD MAY
PY 2008
VL 29
IS 2
BP 183
EP 198
DI 10.1177/0143034308090059
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 304HX
UT WOS:000256101700004
DA 2024-07-15
ER

PT J
AU Lown, EL
   Radley, KC
   Dart, EH
   Dufrene, BA
   Tingstrom, DH
   Hayes, L
   Tannehill, J
AF Lown, Elizabeth L.
   Radley, Keith C.
   Dart, Evan H.
   Dufrene, Brad A.
   Tingstrom, Daniel H.
   Hayes, Lynda
   Tannehill, Jennifer
TI A comparison of real-time and delayed visual performance feedback on
   teacher praise
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; consultation; performance feedback; praise
ID BEHAVIOR-SPECIFIC PRAISE; STUDENTS
AB A number of researchers have found behavior-specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real-time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers.
C1 [Lown, Elizabeth L.; Dufrene, Brad A.; Tingstrom, Daniel H.; Hayes, Lynda; Tannehill, Jennifer] Univ Southern Mississippi, Sch Psychol, Hattiesburg, MS 39406 USA.
   [Radley, Keith C.] Univ Utah, Dept Educ Psychol, 1721 Campus Ctr Dr 3225, Salt Lake City, UT 84112 USA.
   [Dart, Evan H.] Univ S Florida, Dept Educ & Psychol Studies, Tampa, FL 33620 USA.
C3 University of Southern Mississippi; Utah System of Higher Education;
   University of Utah; State University System of Florida; University of
   South Florida
RP Radley, KC (corresponding author), Univ Utah, Dept Educ Psychol, 1721 Campus Ctr Dr 3225, Salt Lake City, UT 84112 USA.
EM keith.radley@utah.edu
OI Dart, Evan/0000-0003-4437-5632
CR Allday RA, 2012, BEHAV DISORDERS, V37, P87
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NR 37
TC 1
Z9 4
U1 1
U2 10
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD MAY
PY 2021
VL 58
IS 5
BP 804
EP 817
DI 10.1002/pits.22469
EA DEC 2020
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA RJ8NS
UT WOS:000598646600001
DA 2024-07-15
ER

PT J
AU Spring, KE
   Chen, CC
   Powell, MB
   Smith, JW
   Stratton, KK
   Wadsworth, DD
   Holmes, ME
AF Spring, Katherine E.
   Chen, Chih-Chia
   Powell, Margaret B.
   Smith, JohnEric W.
   Stratton, Kasee K.
   Wadsworth, Danielle D.
   Holmes, Megan E.
TI Impact of Seated Movement Incorporation on Middle School Classroom
   Physical Activity Levels and Academic Engagement
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Article
DE Non-exercise activity thermogenesis; on-task behavior; sedentary
   behavior; under-the-; desk band
ID ENERGY-EXPENDITURE; LESSONS; ADOLESCENT; CHILDREN; VALIDITY; HEALTH;
   TASK; TIME
AB Purpose: Physical inactivity is linked with several chronic diseases and poor academic outcomes. This study aimed to examine the effect an under-the-desk band would have on middle school students' physical activity level, and academic engagement. Methods: Two local middle school classrooms (n = 42, M = 20, F = 22) participated in the study, which was conducted over 14 weeks. Physical activity was measured with accelerometry, and academic engagement was assessed using momentary time sampling. Enrolled participants were provided an accelerometer to wear upon entering the classroom. The baseline period lasted for 36 days. During the intervention period, which lasted for the next 30 days, an under-the-desk band was provided to students to freely fidget at their desks. After the study, 13 participants (M = 5, F = 8) in Class A were included in final physical activity analysis, and the 6 participants (M = 3, F = 3) in Class B were included in the academic engagement analysis. Results: Class A had significant increases in percentage of sedentary time (MD = -12.91%, ES = .88) in addition to significant decreases in the percentage of light (MD = 8.82%, ES = .67), moderate (MD = 3.08%, ES = .84), and vigorous (MD = -.04%, ES = .63) physical activity time during the intervention period compared to the baseline period. No significant or meaningful changes occurred in academic engagement with the use of the under-the-desk band. Conclusions: This study high- lights the importance of finding appropriate methods to increase physical activity for adolescents.
C1 [Spring, Katherine E.; Wadsworth, Danielle D.] Auburn Univ, Auburn, AL 36849 USA.
   [Chen, Chih-Chia; Powell, Margaret B.; Smith, JohnEric W.; Stratton, Kasee K.; Holmes, Megan E.] Mississippi State Univ, Mississippi State, MS 39762 USA.
C3 Auburn University System; Auburn University; Mississippi State
   University
RP Spring, KE (corresponding author), Auburn Univ, Sch Kinesiol, 301 Wire Rd, Auburn, AL 36849 USA.
EM kzw0076@auburn.edu
RI Spring, Katherine/JBJ-7954-2023
OI Spring, Katherine/0000-0002-5606-5191
CR 2018 Physical Activity Guidelines Advisory Committee, 2018, NUTR REV
   Ahamed Y, 2007, MED SCI SPORT EXER, V39, P371, DOI 10.1249/01.mss.0000241654.45500.8e
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NR 39
TC 0
Z9 0
U1 1
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0270-1367
EI 2168-3824
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PD OCT 2
PY 2023
VL 94
IS 4
BP 1011
EP 1019
DI 10.1080/02701367.2022.2100308
EA AUG 2022
PG 9
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
   Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA CA8S8
UT WOS:000844665800001
PM 36006695
DA 2024-07-15
ER

PT J
AU Scotta, AV
   Cortez, MV
   Miranda, AR
AF Scotta, Ana Veronica
   Cortez, Mariela Valentina
   Miranda, Agustin Ramiro
TI Insomnia is associated with worry, cognitive avoidance and low academic
   engagement in Argentinian university students during the COVID-19 social
   isolation
SO PSYCHOLOGY HEALTH & MEDICINE
LA English
DT Article
DE COVID-19 pandemic; social isolation; insomnia; coping; worry; academic
   engagement
AB An increment in mental health problems related to social isolation strategies was evinced in several populations, however few investigations address this problem in students. This study aimed to analyze the relationship between insomnia, worry, coping strategies, and academic engagement in subjects pursuing a university degree in Argentina during the first month of compulsory social isolation against the COVID-19 pandemic. Self-report online questionnaires were administered to 584 participants: Insomnia Severity Index, Penn State Worry Questionnaire, Coping Responses Inventory, Utrecht Work Engagement Scale for Students. Demographic data was recorded. Statistics included bivariate and multivariate techniques. Prevalences of 45% for subthreshold insomnia, 23% for moderate insomnia, and 4% for severe insomnia were found. The severe insomnia group presented higher levels of worry and cognitive avoidance strategies. Insomnia was also associated with daytime concerns. The group without insomnia was more vigorous in their academic engagement. Being physically active was associated with lower sleep problems. Insomnia prevalence is high in socially isolated university students. Cognitive avoidance coping strategies are associated with worry, which leads to an alert state that makes sleep difficult. These findings should be taken into account by academic institutions to define their pedagogic strategies.
C1 [Scotta, Ana Veronica; Cortez, Mariela Valentina; Miranda, Agustin Ramiro] Univ Nacl Cordoba, Escuela Fonoaudiol, Fac Ciencias Med, Cordoba, Argentina.
   [Scotta, Ana Veronica; Cortez, Mariela Valentina; Miranda, Agustin Ramiro] Consejo Nacl Invest Cient & Tecn, Consejo Nacl Invest Cient & Tecn, INICSA, Cordoba, Argentina.
C3 National University of Cordoba; Consejo Nacional de Investigaciones
   Cientificas y Tecnicas (CONICET)
RP Miranda, AR (corresponding author), INICSA Bv Reforma, RA-5014 Cordoba, Argentina.
EM armiranda@fcm.unc.edu.ar
RI Miranda, Agustín Ramiro/AFK-0953-2022
OI Miranda, Agustín Ramiro/0000-0001-6673-606X; Cortez, Mariela
   Valentina/0000-0003-3124-2240; Scotta, Ana Veronica/0000-0003-2269-582X
FU Secretaria de Ciencia y Tecnologia, Universidad Nacional de Cordoba
FX The work of Ana Veronica Scotta, Mariela Valentina Cortez, and Agustin
   Ramiro Miranda were supported by a fellowship provided by the Secretaria
   de Ciencia y Tecnologia, Universidad Nacional de Cordoba.
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NR 43
TC 37
Z9 40
U1 3
U2 35
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-8506
EI 1465-3966
J9 PSYCHOL HEALTH MED
JI Psychol. Health Med.
PD JAN 2
PY 2022
VL 27
IS 1
BP 199
EP 214
DI 10.1080/13548506.2020.1869796
EA JAN 2021
PG 16
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA YD0BC
UT WOS:000604004500001
PM 33382639
OA Green Published
DA 2024-07-15
ER

PT J
AU Rispoli, M
   O'Reilly, M
   Lang, R
   Machalicek, W
   Davis, T
   Lancioni, G
   Sigafoos, J
AF Rispoli, Mandy
   O'Reilly, Mark
   Lang, Russell
   Machalicek, Wendy
   Davis, Tonya
   Lancioni, Giulio
   Sigafoos, Jeff
TI EFFECTS OF MOTIVATING OPERATIONS ON PROBLEM AND ACADEMIC BEHAVIOR IN
   CLASSROOMS
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE problem behavior; autism; motivating operations
ID PRESESSION EXPOSURE; SELF-INJURY; REINFORCEMENT; DISABILITIES; ATTENTION
AB The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction.
C1 [Rispoli, Mandy] Texas A&M Univ, College Stn, TX 77843 USA.
   [O'Reilly, Mark] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA.
   [Lang, Russell] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA.
   [Machalicek, Wendy] Univ Wisconsin, Madison, WI 53706 USA.
   [Davis, Tonya] Baylor Univ, Waco, TX 76798 USA.
   [Lancioni, Giulio] Univ Bari, I-70121 Bari, Italy.
   [Sigafoos, Jeff] Victoria Univ Wellington, Wellington, New Zealand.
C3 Texas A&M University System; Texas A&M University College Station;
   University of Texas System; University of Texas Austin; University of
   California System; University of California Santa Barbara; University of
   Wisconsin System; University of Wisconsin Madison; Baylor University;
   Universita degli Studi di Bari Aldo Moro; Victoria University Wellington
RP Rispoli, M (corresponding author), 4225 Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
EM mrispoli@tamu.edu
OI Lancioni, Giulio/0000-0002-6515-5690
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   O'Reilly M, 2009, J APPL BEHAV ANAL, V42, P773, DOI 10.1901/jaba.2009.42-773
   O'Reilly MF, 2008, RES DEV DISABIL, V29, P333, DOI 10.1016/j.ridd.2007.06.004
NR 9
TC 29
Z9 46
U1 1
U2 19
PU JOURNAL APPL BEHAV ANAL
PI LAWRENCE
PA DEPT HUMAN DEVELOPMENT, UNIV KANSAS, LAWRENCE, KS 66045 USA
SN 0021-8855
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD SPR
PY 2011
VL 44
IS 1
BP 187
EP 192
DI 10.1901/jaba.2011.44-187
PG 6
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA 733ZX
UT WOS:000288304100022
PM 21541143
OA Green Published
DA 2024-07-15
ER

PT J
AU Plantec, Q
   Cabanes, B
   le Masson, P
   Weil, B
AF Plantec, Quentin
   Cabanes, Benjamin
   le Masson, Pascal
   Weil, Benoit
TI Early-career academic engagement in university-industry collaborative
   PhDs: Research orientation and project performance
SO RESEARCH POLICY
LA English
DT Article
DE University-industry collaboration; Academic engagement; Doctoral
   education; Pasteur quadrant; Basic/applied research; Research
   orientation
ID BASIC RESEARCH; PRODUCTIVITY INCREASE; COGNITIVE DISTANCE; INNOVATION;
   SCIENCE; SCIENTISTS; IMPACT; BOUNDARY; STUDENTS; UK
AB Academic engagement with industry is a well-researched topic. However, research has focused on scholars in traditional university departments, overlooking more hybrid research contexts such as the growing trend of PhD students and their supervisors engaging in collaborative research projects with industry during their training. To address this gap, this study explores the early-career academic engagement of PhD students in university-industry collaborative research projects. It particularly focuses on research orientation and its association with scientific and inventive yield. Drawing on Stokes' (1997) framework, the study investigates the extent to which the research orientation (basic research, applied research, and user-inspired fundamental research) is associated with scientific and inventive yield. The study is based on a review of 631 collaborative PhD projects with in-dustry completed in France in 2018 through a national programme (CIFRE). It finds that the three research orientations are associated with different levels of scientific and inventive yields. While basic research is the most common orientation across the sample, the rarest, user-inspired fundamental research, is associated with the highest scientific and inventive yield. Moreover, the study highlights the critical role of PhD students' taste for science or industry (and the potential change in this taste during the project) in the association between research orientation and projects' yields. Overall, this study sheds light on an understudied area of academic engagement and highlights the significance of considering research orientation and students' taste for science or industry when developing university-industry collaborations. This has implications for PhD supervisors, PhD students, their industrial partners, and policymakers.
C1 [Plantec, Quentin] TBS Business Sch, Strategy Entrepreneurship & Innovat Dept, 20 Bd Lascrosses, F-31000 Toulouse, France.
   [Cabanes, Benjamin] MINES Paris PSL Univ, Inst Hautes Etud Innovat & Entrepreneuriat IHEIE, F-75006 Paris, France.
   [Cabanes, Benjamin] Inst Polytech Paris, CNRS, Ecole Polytech, I3 CRG, F-91120 Palaiseau, France.
   [le Masson, Pascal; Weil, Benoit] MINES Paris PSL Univ, Ctr Management Sci CGS, UMR CNRS I3 9217, 60 Blvd St Michel, F-75006 Paris, France.
C3 Universite PSL; MINES ParisTech; Institut Polytechnique de Paris; Ecole
   Polytechnique; Centre National de la Recherche Scientifique (CNRS);
   Universite PSL; MINES ParisTech
RP Plantec, Q (corresponding author), TBS Business Sch, Strategy Entrepreneurship & Innovat Dept, 20 Bd Lascrosses, F-31000 Toulouse, France.
EM q.plantec@tbs-education.fr
RI Cabanes, Benjamin/E-1092-2019
OI Cabanes, Benjamin/0000-0002-3139-6293
FU Institut National de la Propriete Industrielle (INPI); Chair of Design
   Theory and Methods for Innovation (DTMI) of MINES Paris-PSL University; 
   [2018/0255]
FX This work was supported by the Institut National de la Propriete
   Industrielle (INPI) [grant number 2018/0255] and the Chair of Design
   Theory and Methods for Innovation (DTMI) of MINES Paris-PSL University.
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NR 110
TC 1
Z9 1
U1 25
U2 65
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD NOV
PY 2023
VL 52
IS 9
AR 104856
DI 10.1016/j.respol.2023.104856
EA AUG 2023
PG 28
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA P9FF6
UT WOS:001053654200001
DA 2024-07-15
ER

PT J
AU Wang, CX
   Cheong, Y
   Zhu, QY
   Havewala, M
   Ye, YJ
AF Wang, Cixin
   Cheong, Yeram
   Zhu, Qianyu
   Havewala, Mazneen
   Ye, Yijun
TI Parent Work-Life Conflict and Adolescent Adjustment During COVID-19:
   Mental Health and Parenting as Mediators
SO JOURNAL OF FAMILY PSYCHOLOGY
LA English
DT Article
DE work-life conflict; mental health; covitality; academic engagement;
   COVID-19
ID FAMILY CONFLICT; MATERNAL DEPRESSION; UNITED-STATES; CHILD; SCHOOL;
   INVOLVEMENT; AUTONOMY; IMPACT; ASSOCIATIONS; VALIDATION
AB Coronavirus disease (COVID-19) pandemic is an unprecedented challenging time for parents and adolescents. The present study examines the role of parent work-life conflict on adolescent adjustment (i.e., academic engagement and mental health) and family processes (i.e., parental mental health and parenting) as potential mediators for this association. A total of 692 middle school students (53.2% boys; M (age) = 13.54 years, SD (age) = 0.58) and their parents (29.6% fathers and 70.4% mothers; M (age) = 44.75 years, SD (age) = 4.14 years) completed an online survey in May 2020 in Beijing, China. Results indicated that many parents (24.6%) experienced work-life conflicts amid the COVID-19 pandemic. Findings also showed that parent work-life conflict was negatively associated with youth academic engagement and mental health indirectly through parental mental health difficulties and parenting behavior (parental control, autonomy granting, and parental involvement). In addition, parental mental health difficulties had direct and indirect effects on youth adjustment via parenting behaviors, such that parental involvement and autonomy granting predicted greater academic engagement and covitality (co-occurrence of positive traits and positive mental health), whereas the parental control predicted youth mental health difficulties. Our findings extend prior research by examining the pathways linking parental work-life conflict to youth adjustment during COVID-19. Findings are discussed in terms of how to better support families and promote better youth academic engagement and well-being during COVID-19.
C1 [Wang, Cixin; Zhu, Qianyu; Havewala, Mazneen] Univ Maryland, Dept Counseling Higher Educ & Special Educ, 3112E Benjamin Bldg, College Pk, MD 20742 USA.
   [Cheong, Yeram] Univ Maryland, Asian Amer Studies Program, College Pk, MD 20742 USA.
   [Ye, Yijun] Tsinghua Univ, High Sch, Dept Student Serv, Beijing, Peoples R China.
C3 University System of Maryland; University of Maryland College Park;
   University System of Maryland; University of Maryland College Park;
   Tsinghua University
RP Wang, CX (corresponding author), Univ Maryland, Dept Counseling Higher Educ & Special Educ, 3112E Benjamin Bldg, College Pk, MD 20742 USA.
EM cxwang@umd.edu
OI Cheong, Yeram/0000-0001-5526-6525; Wang, Cixin/0000-0002-4947-0228; Zhu,
   Qianyu/0000-0003-1728-9384; Havewala, Mazneen/0000-0002-8996-6762
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NR 56
TC 16
Z9 19
U1 2
U2 39
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0893-3200
EI 1939-1293
J9 J FAM PSYCHOL
JI J. Fam. Psychol.
PD APR
PY 2022
VL 36
IS 3
BP 325
EP 336
DI 10.1037/fam0000948
EA JAN 2022
PG 12
WC Psychology, Clinical; Family Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Family Studies
GA ZU2FL
UT WOS:000747996700001
PM 35099233
DA 2024-07-15
ER

PT J
AU Jia, XY
   Li, P
   Xie, YT
AF Jia, Xiaoyu
   Li, Ping
   Xie, Yitao
TI Longitudinal effect of the parent-child relationship in home quarantine
   on internalizing and externalizing problems after school reopening for
   students in boarding high school: A chain mediation model
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic buoyancy; academic engagement; boarding school students;
   internalizing and externalizing problems; parent-child relationship
ID ACADEMIC BUOYANCY; MENTAL-HEALTH; ADOLESCENT RELATIONSHIPS; FAMILY
   RELATIONSHIPS; SOCIAL SUPPORT; MIDDLE SCHOOL; ENGAGEMENT; STRESS;
   ACHIEVEMENT; BEHAVIOR
AB The parent-child relationship plays an important role in shaping adolescents' mental health during the COVID-19 pandemic. However, the mechanisms underlying the association between the parent-child relationship and mental health are unclear. Using a 2-wave longitudinal design, this study examined the role of both mother-child and father-child relationships during home quarantine in boarding school students' internalizing and externalizing problems after school reopening, and the mediating roles of academic buoyancy and academic engagement. A total of 1967 boarding high school students completed a battery of self-report questionnaires before and after school reopening. Results indicated that both father-child and mother-child relationships indirectly contributed to internalizing and externalizing problems through the interlinked mediation path of academic buoyancy and academic engagement. The mother-child relationship had greater influence on internalizing and externalizing problems than the father-child relationship. These findings clarify the associations between the parent-child relationships and mental health problems of boarding high school students during the transition to school reopening in the COVID-19 pandemic, expanding our understanding of psychological adjustment related to parent-child relationships and the potential mechanisms of these relationships.
   Parent-child relationship positively predicted boarding school students' academic buoyancy and academic engagement. Boarding school students' academic buoyancy and academic engagement sequentially mediated the relationship between parent-child relationship and internalizing and externalizing problems. Mother-child relationship had more influence on internalizing and externalizing problems than the father-child relationship.
C1 [Jia, Xiaoyu] Southwest Univ, Coll Teacher Educ, Teacher Dev Ctr, Chongqing, Peoples R China.
   [Li, Ping] Guangdong Polytech Normal Univ, Sch Educ Sci, Dept Psychol, Guangzhou, Peoples R China.
   [Xie, Yitao] Southwest Univ, Coll Int Studies, Dept English Educ, Chongqing, Peoples R China.
   [Li, Ping] Guangdong Polytech Normal Univ, Sch Educ Sci, Dept Psychol, Guangzhou 510665, Peoples R China.
C3 Southwest University - China; Guangdong Polytechnic Normal University;
   Southwest University - China; Guangdong Polytechnic Normal University
RP Li, P (corresponding author), Guangdong Polytech Normal Univ, Sch Educ Sci, Dept Psychol, Guangzhou 510665, Peoples R China.
EM liping_psy@gpnu.edu.cn
FU Natural Science Foundation of Chongqing China; National Natural Science
   Foundation of China [32300886];  [cstc2021jcyj-msxmX0973]
FX This work was supported by the National Natural Science Foundation of
   China (32300886) and the Natural Science Foundation of Chongqing China
   (cstc2021jcyj-msxmX0973).
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NR 118
TC 0
Z9 0
U1 17
U2 17
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD JUN
PY 2024
VL 61
IS 6
BP 2338
EP 2358
DI 10.1002/pits.23166
EA FEB 2024
PG 21
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA PL0E9
UT WOS:001155378400001
DA 2024-07-15
ER

PT J
AU Sevari, K
   Falahi, M
AF Sevari, Karim
   Falahi, Maryam
TI PREDICTING CORONAVIRUS ANXIETY BASED ON ACADEMIC ENGAGEMENT AND
   PSYCHOLOGICAL WELL-BEING IN UNIVERSITY STUDENTS
SO REVISTA MEXICANA DE PSICOLOGIA
LA English
DT Article
DE COVID-19; mental health; commitment in higher education; happiness;
   youths
ID MENTAL-HEALTH-CARE; SCHOOL ENGAGEMENT; INTERVENTIONS; ADOLESCENTS;
   DEPRESSION; IMPACT; LIFE
AB There is evidence of decreased academic engagement and psychological well-being in university students, but also little research on the effects of coronavirus anxiety. Accordingly, the aim of the present study was to predict coronavirus anxiety based on the two variables mentioned. The sample included 426 female and male students from a university in Ahvaz, Khuzestan province, Iran, who self-selected voluntarily through the WhatsApp application. The results showed a negative correlation of the two predictor variables with coronavirus anxiety, but through stepwise regression only psychological well-being was able to predict 16% of coronavirus anxiety. Designing psychological interventions to improve academic engagement and psychological well-being and to comprehensively support to reduce coronavirus anxiety in students is one of the present research suggestions.
C1 [Sevari, Karim] Payame Noor Univ, Dept Educ Sci & Psychol, Tehran, Iran.
   [Falahi, Maryam] Allameh Tabatabai Univ, Dept Educ, Tehran, Iran.
C3 Payame Noor University; Allameh Tabataba'i University
RP Sevari, K (corresponding author), Payame Noor Univ, POB 19395 4697, Tehran, Iran.
EM savarikrm@gmail.com
RI Sevari, Karim/AAE-6218-2022
OI Sevari, Karim/0000-0003-2971-2434
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NR 84
TC 0
Z9 0
U1 0
U2 6
PU SOC MEXICANA PSICOLOGIA
PI TLALPAN
PA APARTADO POSTAL 22-211, TLALPAN 14000, MEXICO
SN 0185-6073
J9 REV MEX PSICOL
JI Rev. Mex. Psicol.
PD JAN-JUN
PY 2022
VL 39
IS 1
BP 5
EP 17
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2Q9DF
UT WOS:000820716200001
DA 2024-07-15
ER

PT J
AU Kelleher, C
   Riley-Tillman, TC
   Power, TJ
AF Kelleher, Constance
   Riley-Tillman, T. Chris
   Power, Thomas J.
TI AN INITIAL COMPARISON OF COLLABORATIVE AND EXPERT-DRIVEN CONSULTATION ON
   TREATMENT INTEGRITY
SO JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION
LA English
DT Article
ID GENERAL-EDUCATION SETTINGS; INTERVENTION IMPLEMENTATION; FEEDBACK
AB Performance feedback has been described as a necessary component of consultation. Although feedback has been used to improve academic performance of individual students, less research has examined the effects on classroom academic engagement when implementation of classroom management variables is the source of feedback. Using a multiple-baseline design, the effects of performance feedback with goal setting was examined across three high school biology teachers who were first provided with feedback on the number of seconds devoted to transitions and then successful implementation of classroom time management strategies. Feedback on the number of transition minutes alone led to decreases in transition time and corresponding increases in student academic engagement for all teachers. One teacher benefited from additional feedback on classroom time management strategies. For all teachers, low rates of transition time and high rates of academic engagement were maintained when the intervention was faded and after it was terminated.
C1 [Riley-Tillman, T. Chris] E Carolina Univ, Dept Psychol, Greenville, NC 27858 USA.
   [Kelleher, Constance] Temple Univ, Philadelphia, PA 19122 USA.
   [Power, Thomas J.] Univ Penn, Childrens Hosp Philadelphia, Philadelphia, PA 19104 USA.
C3 University of North Carolina; East Carolina University; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); Temple University;
   University of Pennsylvania; Pennsylvania Medicine; Childrens Hospital of
   Philadelphia
RP Riley-Tillman, TC (corresponding author), E Carolina Univ, Dept Psychol, Rawl Bldg, Greenville, NC 27858 USA.
EM rileytillmant@ecu.edu
OI Riley-Tillman, Timothy/0000-0001-7057-0429
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NR 33
TC 33
Z9 52
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1047-4412
EI 1532-768X
J9 J EDUC PSYCHOL CONS
JI J. Educ. Psychol. Consult.
PY 2008
VL 18
IS 4
BP 294
EP 324
AR PII 905937514
DI 10.1080/10474410802491040
PG 31
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 376GW
UT WOS:000261173100002
DA 2024-07-15
ER

PT J
AU Lessard, LM
   Juvonen, J
AF Lessard, Leah M.
   Juvonen, Jaana
TI Engagement norms buffer academic risks associated with peer rejection in
   middle school
SO INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT
LA English
DT Article
DE Adolescence; school environment; status; peer influence
ID SOCIOMETRIC STATUS; PROSOCIAL BEHAVIOR; EARLY ADOLESCENCE; ACHIEVEMENT;
   ADJUSTMENT; CONTAGION; SALIENCE; TRANSITION
AB The current study examined school variations in academic engagement norms and whether such norms affect those most susceptible to peer influence. We presumed that behaviors associated with perceived popularity make norms salient and are most likely to affect socially marginalized (rejected) youth. Focusing on differences across 26 middle schools, the main aim was to test whether academic engagement norms moderate the association between peer rejection and subsequent academic difficulties. The U.S. public school sample included 5,991 youth (52% girls): 32% Latino/a, 20% White, 14% East/Southeast Asian, 12% African American, and 22% from other specific ethnic groups. Multilevel models were used to examine whether engagement norms moderated the association between sixth-grade peer rejection and changes in grade point average (GPA) and academic engagement across middle school (i.e., from sixth to eighth grade). Consistent with our contextual moderator hypothesis, the association between peer rejection and academic engagement was attenuated-and in the case of GPA eliminated-in schools where higher engagement was a salient norm. The study findings suggest that the behaviors of popular peers affect those on social margins and that academic difficulties are not inevitable for rejected youth.
C1 [Lessard, Leah M.] Univ Connecticut, Hartford, CT 06112 USA.
   [Juvonen, Jaana] Univ Calif Los Angeles, Los Angeles, CA USA.
C3 University of Connecticut; University of California System; University
   of California Los Angeles
RP Lessard, LM (corresponding author), Univ Connecticut, Rudd Ctr Food Policy & Obes, One Constitut Plaza,Suite 600, Hartford, CT 06103 USA.
EM leah.lessard@uconn.edu
FU National Institutes of Health [1R01HD059882-01A2]; National Science
   Foundation [0921306]; Direct For Social, Behav & Economic Scie [0921306]
   Funding Source: National Science Foundation; Division Of Behavioral and
   Cognitive Sci [0921306] Funding Source: National Science Foundation
FX The author(s) declared receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by grants from the National Institutes of Health
   (Grant 1R01HD059882-01A2) and the National Science Foundation (No.
   0921306).
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NR 52
TC 4
Z9 6
U1 2
U2 11
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0165-0254
EI 1464-0651
J9 INT J BEHAV DEV
JI Int. J. Behav. Dev.
PD MAY
PY 2022
VL 46
IS 3
BP 200
EP 207
AR 0165025420915779
DI 10.1177/0165025420915779
EA APR 2020
PG 8
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1A7SG
UT WOS:000527533400001
PM 33758444
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Sinclair, AC
   Gesel, SA
   Lemons, CJ
AF Sinclair, Anne C.
   Gesel, Samantha A.
   Lemons, Christopher J.
TI The Effects of Peer-Assisted Learning on Disruptive Behavior and
   Academic Engagement
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE behavior; adolescent; literacy; peer-mediated procedures
ID MIDDLE SCHOOL STUDENTS; MANAGEMENT; IMPLEMENTATION; METAANALYSIS;
   ELEMENTARY
AB Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students' academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed.
C1 [Sinclair, Anne C.] Reading & Math Inc, Minneapolis, MN 55404 USA.
   [Gesel, Samantha A.; Lemons, Christopher J.] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 Vanderbilt University
RP Sinclair, AC (corresponding author), Reading & Math Inc, Minneapolis, MN 55404 USA.
EM anne.sinclair@servetogrow.org
FU Office of Special Education Programs, U.S. Department of Education
   [H325D140073, H325H140001]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research described in this article was supported in part by Grant
   H325D140073 and Grant H325H140001 from the Office of Special Education
   Programs, U.S. Department of Education. Nothing in the article
   necessarily reflects the positions or policies of the federal
   government, and no official endorsement by it should be inferred.
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NR 29
TC 6
Z9 20
U1 2
U2 28
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD OCT
PY 2019
VL 21
IS 4
BP 238
EP 248
DI 10.1177/1098300719851227
PG 11
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA IW8RY
UT WOS:000485262500004
DA 2024-07-15
ER

PT J
AU Collier-Meek, MA
   Johnson, AH
   Sanetti, LH
   Minami, T
AF Collier-Meek, Melissa A.
   Johnson, Austin H.
   Sanetti, Lisa H.
   Minami, Takuya
TI Identifying Critical Components of Classroom Management Implementation
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
DE teachers; intervention; classroom; school engagement
ID OFF-TASK BEHAVIOR; INTERVENTION PACKAGE; ACTIVE SUPERVISION; ACADEMIC
   REQUESTS; GROUP CONTINGENCY; TEACHER; OPPORTUNITIES; STUDENTS; RESPOND;
   DEPENDABILITY
AB Research suggests that class-wide academic engagement can be improved by research-based classroom management. However, teachers struggle to implement classroom management consistently and may need ongoing support. Identifying critical components of classroom management could help illuminate mechanisms of action and streamline teacher implementation while achieving the same positive student outcomes. This exploratory study evaluates the relative contributions of teachers' implementation of 14 best practice classroom management strategies on class-wide academic engagement. Findings suggest that frequent references to the schedule and routines, behavior-specific praise, and low rates of error correction are significantly related to high rates of class-wide academic engagement. We highlight implications for researchers interested in classroom management and its core components as well as school psychologists providing classroom management support to teachers.
C1 [Johnson, Austin H.] Univ Calif Riverside, Sch Psychol Program, Grad Sch Educ, Riverside, CA 92521 USA.
   [Sanetti, Lisa H.] Univ Connecticut, Neag Sch Educ, Storrs, CT USA.
   [Sanetti, Lisa H.] Univ Connecticut, Ctr Behav Educ & Res, Storrs, CT USA.
   [Collier-Meek, Melissa A.; Minami, Takuya] Univ Massachusetts, Dept Counseling & Sch Psychol, Boston, MA 02125 USA.
   [Minami, Takuya] Univ Massachusetts, Coll Educ & Human Dev, Boston, MA 02125 USA.
C3 University of California System; University of California Riverside;
   University of Connecticut; University of Connecticut; University of
   Massachusetts System; University of Massachusetts Boston; University of
   Massachusetts System; University of Massachusetts Boston
RP Collier-Meek, MA (corresponding author), Univ Massachusetts, Dept Counseling & Sch Psychol, Boston, MA 02125 USA.
EM mel.colliermeek@umb.edu
OI Johnson, Austin/0000-0002-6349-0049; Collier-Meek,
   Melissa/0000-0002-5789-7029
FU Institute for Education Sciences, U.S. Department of Education
   [R324A100051]; University of Connecticut Foundation
FX Preparation of this article was supported by a grant from the Institute
   for Education Sciences, U.S. Department of Education (R324A100051) and
   funding from the University of Connecticut Foundation. Opinions
   expressed herein do not necessarily reflect the position of the U.S.
   Department of Education or the University of Connecticut, and such
   endorsements should not be inferred.
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NR 59
TC 15
Z9 32
U1 2
U2 27
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
EI 2372-966X
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD DEC
PY 2019
VL 48
IS 4
BP 348
EP 361
DI 10.17105/SPR-2018-0026.V48-4
PG 14
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA KD0DR
UT WOS:000507542400005
DA 2024-07-15
ER

PT J
AU Opdenakker, MC
   Minnaert, A
AF Opdenakker, Marie-Christine
   Minnaert, Alexander
TI RELATIONSHIP BETWEEN LEARNING ENVIRONMENT CHARACTERISTICS AND ACADEMIC
   ENGAGEMENT
SO PSYCHOLOGICAL REPORTS
LA English
DT Article
ID SELF-DETERMINATION THEORY; TEACHER-EFFECTIVENESS; STUDENT OUTCOMES;
   CLASSROOM; AUTONOMY; RELATEDNESS; MOTIVATION; ACHIEVEMENT; PERSPECTIVE;
   COMPETENCE
AB The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.
C1 [Opdenakker, Marie-Christine] Univ Groningen, Fac Behav & Social Sci, GION, NL-9712 TG Groningen, Netherlands.
C3 University of Groningen
RP Opdenakker, MC (corresponding author), Univ Groningen, Fac Behav & Social Sci, GION, Grote Rozenstr 3, NL-9712 TG Groningen, Netherlands.
EM m.c.j.l.opdenakker@rug.nl
RI Minnaert, Alexander/J-3385-2019
OI Minnaert, Alexander/0000-0003-3886-1634
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NR 92
TC 39
Z9 50
U1 3
U2 50
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0033-2941
EI 1558-691X
J9 PSYCHOL REP
JI Psychol. Rep.
PD AUG
PY 2011
VL 109
IS 1
BP 259
EP 284
DI 10.2466/09.10.11.PR0.109.4.259-284
PG 26
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 831VU
UT WOS:000295760000025
PM 22049667
DA 2024-07-15
ER

PT J
AU Ghasemi, F
AF Ghasemi, Farshad
TI School Context and Academic Engagement: A Longitudinal Study on the
   Mediating Effect of the Motivational Self System
SO MOTIVATION SCIENCE
LA English
DT Article
DE perceived school climate; academic engagement; motivational self system;
   moderated mediation model
ID COGNITIVE ENGAGEMENT; ACHIEVEMENT; MIDDLE; PERCEPTIONS; ENVIRONMENT;
   AUTONOMY; SELVES
AB This study investigated the mediating effects of the L2 motivational self system (L2MSS) in the associations between students' perceived school context and academic engagement. Data were collected from 748 secondary school students studying in public and private schools in Tehran, Iran. They completed measures on school context, the L2MSS, and academic engagement, collected in two waves over an academic year. By adopting a multi-dimensional perspective within the framework of self-discrepancy and possible selves theories, we found that students' subjective perceptions of school context factors were significantly associated with their engagement with differential values and strengths. The results of path analysis corroborated the partial and full mediating effects of the L2MSS, demonstrating the pivotal role of the ideal self in engaging students behaviorally, emotionally, and cognitively. While the learning experience was associated with both behavioral and emotional engagement, the ought-to self was only related to behavioral engagement. We also found that the factor highly associated with the ought-to self was school order and organized functioning, which might compromise students' emotional experiences. By identifying the important factors associated with student engagement, school psychologists, administrators, and teachers could foster engagement by relying on and satisfying psychological aspects recognized as influential in the relationships between perceived school characteristics and student engagement.
C1 [Ghasemi, Farshad] Univ Missouri, Missouri Prevent Sci Inst, Columbia, MO USA.
   [Ghasemi, Farshad] Kharazmi Univ, Fac Humanities & Social Sci, Tehran, Iran.
   [Ghasemi, Farshad] Univ Missouri, Missouri Prevent Sci Inst, Columbia, MO 65211 USA.
C3 University of Missouri System; University of Missouri Columbia; Kharazmi
   University; University of Missouri System; University of Missouri
   Columbia
RP Ghasemi, F (corresponding author), Univ Missouri, Missouri Prevent Sci Inst, Columbia, MO 65211 USA.
EM ghasemi.f.k@gmail.com
RI Ghasemi, Farshad/AAE-1071-2021
OI Ghasemi, Farshad/0000-0002-3542-6736
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NR 61
TC 1
Z9 1
U1 15
U2 30
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2333-8113
EI 2333-8121
J9 MOTIV SCI
JI Motiv. Sci.
PD MAR
PY 2023
VL 9
IS 1
BP 42
EP 52
DI 10.1037/mot0000284
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA D9MP0
UT WOS:000971899500008
DA 2024-07-15
ER

PT J
AU Serrano, C
   Andreu, Y
   Murgui, S
   Martínez, P
AF Serrano, Cristina
   Andreu, Yolanda
   Murgui, Sergio
   Martinez, Paula
TI Psychometric Properties of Spanish Version Student Utrecht Work
   Engagement Scale (UWES-S-9) in High-school Students
SO SPANISH JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE academic engagement; factorial and convergent validity; factorial
   invariance; high-school students; UWES-S-9
ID MEASUREMENT INVARIANCE; BURNOUT; VALIDATION
AB The Utrecht Work Engagement Scale (UWES) is a self-report instrument widely used, both in the original and its abbreviated version of nine items, to assess the work -UWES, UWES-9- and academic engagement -UWES-S, UWES-S-9-. The present study examines factor structure of the UWES-S-9 using confirmatory factor analysis (CFA), its convergent validity and invariance across sex and age groups in a sample of 626 Spanish high school students. The results support an unidimensional conceptualization of engagement (S-B chi(2)/df = 5.29; CFI = .96; NNFI = .94; RMSEA = .083; IFI = .96; AIC = 82.21; BIC = 267.38), revealed an essentially invariant structure of the UWES-S-9 across the sex, Delta S-B chi(2)((Delta 6)) = 10.67; p <= .05, and age, Delta S-B chi(2)((Delta 7)) = 9.67; p <= .05, and confirmed the positive association between academic engagement and achievement (r = .30; p <= .001), dispositional optimism (r = .21; p <= .001), and subjective well-being (r = .16; p <= .001), and the negative association with perceived stress (r =. -13; p <= .001). In short, the Spanish version of UWES-S-9 is presented as a brief, reliable and valid tool to measure academic engagement in high school students (alpha = .91, AVE = .52, ohm = .911).
C1 [Serrano, Cristina; Andreu, Yolanda; Murgui, Sergio] Univ Valencia, Valencia, Spain.
   [Martinez, Paula] Univ Int Valencia, Valencia, Spain.
C3 University of Valencia; Universidad Internacional de Valencia VIU
RP Serrano, C (corresponding author), Univ Valencia, Dept Personalidad Evaluac & Tratamientos Psicol, Ave Blasco Ibanez 21, Valencia 46010, Spain.
RI Murgui, Sergio/KFR-5499-2024; Martinez, Paula/KFQ-1250-2024; Martinez,
   Paula/T-6559-2018
OI Murgui, Sergio/0000-0002-6324-5801; Martinez, Paula/0000-0003-2620-7643
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NR 41
TC 14
Z9 15
U1 3
U2 38
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1138-7416
EI 1988-2904
J9 SPAN J PSYCHOL
JI Span. J. Psychol.
PD MAY 13
PY 2019
VL 22
AR e21
DI 10.1017/sjp.2019.25
PG 9
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA HX9GP
UT WOS:000467715400001
PM 31079593
DA 2024-07-15
ER

PT J
AU Yin, XM
   Li, F
   Chen, J
   Zhai, YD
AF Yin, Ximing
   Li, Fei
   Chen, Jin
   Zhai, Yuedi
TI Innovating from university-industry collaboration: the mediating role of
   intellectual capital
SO JOURNAL OF INTELLECTUAL CAPITAL
LA English
DT Article
DE Intellectual capital; University-industry collaboration; Innovation
   performance; Economic performance
ID TECHNOLOGY-TRANSFER OFFICES; FIRM PERFORMANCE; MANAGEMENT; ECONOMIES;
   SCIENCE; CHINA
AB Purpose - University-industry (UI) collaboration is essential for knowledge and technology exchange between higher education institutions and industries, enabling enterprises to accelerate innovation. However, few studies have investigated the collaborative innovation mechanism through which UI collaboration can enhance the accumulation of firms' intellectual capital (IC) and how this, in turn, affects their innovation-driven development.
   Design/methodology/approach - Drawing from the knowledge management and collaborative innovation theory, this research proposes a theoretical framework of the inter-organization relationship between enterprises and universities to investigate the influence mechanism of UI collaboration, including academic engagement and commercialization, on corporate performance as well as the mediating role of IC by employing survey that covers 177 UI collaborations.
   Findings - Empirical results show that human capital and relational capital fully mediate the relationship between academic engagement UI collaboration and corporate economic performance, while human capital partially mediates the relationship between commercialization UI collaboration and corporate economic performance. Additionally, structural capital and relational capital partially mediate the relationship between academic engagement and corporate innovation performance, while structural capital fully mediates the relationship between commercialization and corporate innovation performance.
   Originality/value - This study empirically investigates how academic engagement and commercialization impact corporate performance (i.e. innovation dimension or economic dimension). It uncovers this relationship's underlying mechanism by documenting the IC's mediating impact.
C1 [Yin, Ximing] Beijing Inst Technol, Sch Management & Econ, Beijing, Peoples R China.
   [Yin, Ximing; Chen, Jin] Tsinghua Univ, Res Ctr Technol Innovat, Beijing, Peoples R China.
   [Li, Fei; Zhai, Yuedi] Zhejiang Univ, Sch Publ Affairs, Hangzhou, Peoples R China.
   [Li, Fei] Zhejiang Univ, Inst Chinas Sci Technol & Educ Policy, Hangzhou, Peoples R China.
   [Chen, Jin] Tsinghua Univ, Sch Econ & Management, Beijing, Peoples R China.
C3 Beijing Institute of Technology; Tsinghua University; Zhejiang
   University; Zhejiang University; Tsinghua University
RP Li, F (corresponding author), Zhejiang Univ, Sch Publ Affairs, Hangzhou, Peoples R China.; Li, F (corresponding author), Zhejiang Univ, Inst Chinas Sci Technol & Educ Policy, Hangzhou, Peoples R China.
EM lifei@zju.edu.cn
OI Yin, Ximing/0000-0002-6300-9614
FU China National Natural Science Foundation [72104027]; China Postdoctoral
   Science Foundation [2021M690388]; Zhejiang Soft Science Program
   [2020C25028]; Zhejiang Province Philosophy and Social Science Planning
   Project [21NDJC032YB]
FX This research is supported by the China National Natural Science
   Foundation (No. 72104027), the China Postdoctoral Science Foundation
   (No. 2021M690388), the Zhejiang Soft Science Program(No. 2020C25028) and
   Zhejiang Province Philosophy and Social Science Planning Project (No:
   21NDJC032YB). The authors are also grateful formeaningful feedback
   fromZhaohui Zhu, Yang Liu, JiaWei and Ziyan Xu. Of course,
   responsibility for the text lies sole with the authors.
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NR 73
TC 1
Z9 1
U1 15
U2 15
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 1469-1930
EI 1758-7468
J9 J INTELLECT CAP
JI J. Intellect. Cap.
PD NOV 17
PY 2023
VL 24
IS 6
BP 1550
EP 1577
DI 10.1108/JIC-10-2022-0207
PG 28
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA MR8V2
UT WOS:001195460800001
DA 2024-07-15
ER

PT J
AU Marrs, H
AF Marrs, Heath
TI Conformity to Masculine Norms and Academic Engagement in College Men
SO PSYCHOLOGY OF MEN & MASCULINITY
LA English
DT Article
DE conformity to masculine norms; gender gap in achievement; male academic
   performance; learning and study strategies
ID PROCESS QUESTIONNAIRE; GENDER-DIFFERENCES; REVISED 2-FACTOR; SCHOOL;
   BOYS; LADDISH
AB Gender differences in academic engagement and performance have been explored by a number of researchers, with many qualitative researchers asserting that male students who endorse popular notions of masculinity are less likely to be academically engaged in school ( Francis, 1999; Jackson, 2003; Morris, 2008). In the current study, the potential relationship between conformity to masculine norms and behaviors reflective of academic engagement was explored in a sample of college students in the United States. Specifically, the relationship between conformity to masculine norms and various learning and study strategies and approaches to learning were explored using correlational and regression analyses. As predicted, conformity to various masculine norms predicted engagement in adaptive learning and study strategies, intrinsic goal orientation, and deep and surface approaches to learning. Of the 11 masculine norms, 2 significantly predicted deep approach to learning and 3 predicted surface approach; all of the predictions were in a direction consistent with the notion that greater conformity to masculine norms is associated with decreased levels of behaviors reflective of academic engagement. These results suggest that investigations of the gender gap in academic performance would benefit from greater attention to variables such as conceptions of masculinity, conformity to masculine norms, and gender identity.
C1 [Marrs, Heath] Cent Washington Univ, Dept Psychol, 400 East Univ Way, Ellensburg, WA 98926 USA.
C3 Central Washington University
RP Marrs, H (corresponding author), Cent Washington Univ, Dept Psychol, 400 East Univ Way, Ellensburg, WA 98926 USA.
EM marrsh@cwu.edu
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NR 31
TC 4
Z9 14
U1 2
U2 16
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1524-9220
EI 1939-151X
J9 PSYCHOL MEN MASCULIN
JI Psychol. Men Masculinity
PD APR
PY 2016
VL 17
IS 2
BP 197
EP 205
DI 10.1037/men0000015
PG 9
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA DI0RJ
UT WOS:000373204400009
DA 2024-07-15
ER

PT J
AU Zhang, Y
   Zhang, N
   Liu, HY
   Kan, YS
   Zou, Y
AF Zhang, Yu
   Zhang, Ning
   Liu, Hongyuan
   Kan, Yinshi
   Zou, Yan
TI The impact of distance education on nursing students course performance
   in a sino-foreign cooperative program during the onset of COVID-19: a
   quasi-experimental study
SO BMC NURSING
LA English
DT Article
DE Distance education; COVID-19; Fundamentals of nursing; Academic
   self-efficacy; Academic engagement
ID SELF-EFFICACY
AB BackgroundThe outbreak of COVID-19 changed many studies' teaching mode in higher education profoundly, including nursing. This study evaluated the impact of distance education on the course performance of nursing students in a nursing fundamentals course during the epidemic of COVID-19.MethodsThis is a comparative prospective and retrospective quasi-experimental study. Nursing students in a Sino-foreign cooperative program were allocated to either an intervention group (distance education, n = 48) or control group (face-to-face teaching, n = 36). A self-efficacy questionnaire, an academic engagement scale and grades of the final written examination were used to evaluate the students' self-efficacy, academic engagement and academic performance, respectively. The data in this study were analyzed by two independent sample t-tests and the Chi-square test.Students experiencing distance teaching had worse academic performance (p = 0.001) and lower levels of learning behavior self-efficacy (p<0.05). The total score of academic engagement (p = 0.04) for students experiencing distance teaching were significantly lower than the scores of those students in the control group.ConclusionsIn the context of COVID-19, nursing students conducted using distance education had poor course performance.
C1 [Zhang, Yu; Zhang, Ning; Liu, Hongyuan; Kan, Yinshi; Zou, Yan] Yangzhou Univ, Sch Nursing, Jiang Yang Rd 136, Yangzhou, Jiangsu, Peoples R China.
C3 Yangzhou University
RP Zhang, Y; Zou, Y (corresponding author), Yangzhou Univ, Sch Nursing, Jiang Yang Rd 136, Yangzhou, Jiangsu, Peoples R China.
EM yizhangyu@yzu.edu.cn; zouyan_01@yzu.edu.cn
OI , Zhang/0000-0002-0233-3568
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NR 40
TC 2
Z9 2
U1 3
U2 9
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1472-6955
J9 BMC NURS
JI BMC Nurs.
PD JAN 13
PY 2023
VL 22
IS 1
AR 16
DI 10.1186/s12912-022-01136-1
PG 9
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA 7V3ND
UT WOS:000912723500001
PM 36639630
OA Green Published, gold, Green Submitted
DA 2024-07-15
ER

PT J
AU Yildiz, NG
AF Yildiz, Nevin Guner
TI Teacher and Student Behaviors in Inclusive Classrooms
SO EDUCATIONAL SCIENCES-THEORY & PRACTICE
LA English
DT Article
DE Inclusion; Mild intellectual disabilities; Student behavior; Teacher
   behavior; Academic engagement; Problem behavior
ID ACADEMIC ENGAGEMENT; PRESCHOOL INCLUSION; SCHOOL CLASSROOMS; MANAGEMENT;
   EDUCATION; PROGRAM
AB In this study, I examined general education teachers' classroom behaviors and as well as academic engagement, off-task and problem behaviors of students with special needs. The sample group of this study comprised 54 general education teachers working at local primary schools in Eskisehir, Turkey and their 54 students with mild intellectual disabilities. Teachers' and students' behaviors were observed and recorded on a data collection form designed according to the time-sampling method. Observations took place in each of the 54 classrooms, in four different lessons, for a total of 120 min in each classroom during the spring term of the 2011-2012 academic year. Results indicated that students with mild intellectual disabilities showed academic engagement in 58.58%, off-task behavior in 34.11%, and problem behaviors in 7.31% of the lessons. During those lessons, teachers' academic communication with students with mild intellectual disabilities 7.50% of the observation time, while approval of their behaviors was at 0.13% and disapproval of their behaviors was 0.27%. The behaviors of students with mild intellectual disabilities and the academic communication of teachers with them significantly changed according to the placement of these students in the classroom and the teachers' adjustments in the instructional program toward them.
C1 Eskisehir Osmangazi Univ, Fac Educ, Dept Special Educ, Eskisehir, Turkey.
C3 Eskisehir Osmangazi University
RP Yildiz, NG (corresponding author), Eskisehir Osmangazi Univ, Fac Educ, Dept Special Educ, Eskisehir, Turkey.
EM antreh@gmail.com
RI Güner Yıldız, Nevin/HGE-8393-2022
CR Akalm S., 2007, THESIS ANKARA U ANKA
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NR 39
TC 6
Z9 41
U1 2
U2 33
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 1303-0485
EI 2148-7561
J9 EDUC SCI-THEOR PRACT
JI Educ. Sci.-Theory Pract.
PY 2015
VL 15
IS 1
BP 177
EP 184
DI 10.12738/estp.2015.1.2155
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CG5BS
UT WOS:000353305900012
OA Bronze
DA 2024-07-15
ER

PT J
AU Hernan, CJ
   Morrison, JQ
   Collins, TA
   Kroeger, SD
AF Hernan, Colleen J.
   Morrison, Julie Q.
   Collins, Tai A.
   Kroeger, Stephen D.
TI Decreasing Inappropriate Mobile Device Use in Middle and High School
   Classrooms
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article
DE behavior management; classwide intervention; academic engagement
ID GOOD BEHAVIOR GAME; CELL PHONES; INTERVENTION; CONTINGENCIES
AB Although mobile phones and tablets can be effective tools for searching and retrieving information efficiently, accessing interactive learning platforms, and capturing audio/video, the inappropriate use of mobile devices can create distractions in the classroom that are detrimental to learning. This column presents a classroom management strategy for reducing the inappropriate use of mobile devices and increasing academic engagement in middle and high school classrooms, including students with emotional and behavioral disorders.
C1 [Hernan, Colleen J.; Morrison, Julie Q.; Collins, Tai A.] Univ Cincinnati, Coll Educ Criminal Justice & Human Serv, Sch Psychol Program, POB 210068, Cincinnati, OH 45220 USA.
   [Kroeger, Stephen D.] Univ Cincinnati, Coll Educ Criminal Justice & Human Serv, Special Educ Program, Cincinnati, OH USA.
C3 University System of Ohio; University of Cincinnati; University System
   of Ohio; University of Cincinnati
RP Morrison, JQ (corresponding author), Univ Cincinnati, Coll Educ Criminal Justice & Human Serv, Sch Psychol Program, POB 210068, Cincinnati, OH 45220 USA.
EM Julie.Morrison@uc.edu
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NR 21
TC 3
Z9 4
U1 0
U2 15
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
EI 1538-4810
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD SEP
PY 2018
VL 54
IS 1
SI SI
BP 47
EP 51
DI 10.1177/1053451218762498
PG 5
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GQ5KB
UT WOS:000441720100007
DA 2024-07-15
ER

PT J
AU Sax, LJ
   Riggers, TA
   Eagan, MK
AF Sax, Linda J.
   Riggers, Tiffani A.
   Eagan, M. Kevin
TI The Role of Single-Sex Education in the Academic Engagement of
   College-Bound Women: A Multilevel Analysis
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID COEDUCATIONAL HIGH-SCHOOLS; GENDER; STUDENTS; ACHIEVEMENT; ATTITUDES
AB Background/Context: As opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex education have concluded that the evidence is mixed, due in large part to the difficulty of attributing differences between single-sex and coeducational students specifically to the single-sex nature of their experience, as opposed to other differences between single-sex and coeducational schools and their attendees. This study comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities, and contributes new data with a focus exclusively on the academic engagement of female students from single-sex and coeducational high schools.
   Purpose/Objective/Research Question/Focus of Study: This study addresses whether levels of academic engagement differ between single-sex and coeducational settings.
   Research Design: The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college.
   Findings/Results: The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study.
   Conclusions/Recommendations: Although the results of this study support the claims that all-female environments provide a unique opportunity for young women to thrive, these results should be interpreted with some caution. Because of the limitations of the study, it is difficult to make definitive inferences about the relationship between single-sex education and academic engagement, and we cannot assert with confidence that school gender alone is responsible for higher academic engagement. The study points the way for future research that further distinguishes the role of individual and school-level attributes and ideally examines this issue using longitudinal data. Finally, given the current expansion of single-sex education in the public schools, future research ought to employ these methodological advances in studies on single-sex public education and should consider the consequences of single-sex settings for both female and male students.
C1 [Sax, Linda J.] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Div Higher Educ & Org Change, Los Angeles, CA 90024 USA.
   [Riggers, Tiffani A.; Eagan, M. Kevin] Univ Calif Los Angeles, Los Angeles, CA 90024 USA.
C3 University of California System; University of California Los Angeles;
   University of California System; University of California Los Angeles
RP Sax, LJ (corresponding author), Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Div Higher Educ & Org Change, Los Angeles, CA 90024 USA.
RI Eagan, M. Kevin/C-1260-2009
CR [Anonymous], SINGL SEX VERS COED
   [Anonymous], SCH SHORTCH GIRLS ST
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NR 49
TC 3
Z9 8
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD JAN
PY 2013
VL 115
IS 1
AR 010302
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 105VK
UT WOS:000316100600002
DA 2024-07-15
ER

PT J
AU Dai, K
   Wang, YL
AF Dai, Kun
   Wang, Yongliang
TI Enjoyable, anxious, or bored? Investigating Chinese EFL learners'
   classroom emotions and their engagement in technology-based EMI
   classrooms
SO SYSTEM
LA English
DT Article
DE Classroom emotions; Anxiety; Boredom; Enjoyment; English as a medium of
   instruction; Technology -based learning environments
ID ENGLISH-MEDIUM INSTRUCTION; PERFORMANCE; EXPERIENCE
AB To explore the intricate connections between Chinese English as a Foreign Language (EFL) learners' classroom emotions (anxiety, boredom and enjoyment) and their engagement within the context of English as a medium of instruction (EMI) in technology-based learning environments, four modified and validated questionnaires focusing on assessing emotions, engagement levels, and comfort with technology integration were administered to university EFL learners on the Chinese mainland. A structural equation modeling (SEM) analysis was employed to discern the direct and indirect influences of EFL emotions on engagement, considering the mediating effects of EMI and technology comfort. The results indicate that the indirect impact of emotions on learners' academic engagement through technology and EMI as mediators was significant at 95% confidence level. It means that 69% of changes in learners' academic engagement can be explained by interaction among learners' emotions and their technology and EMI perceptions. These results imply that both technology-enhanced learning and EMI serve as significant mediators in the relationship between emotions and academic engagement. The positive estimates suggest that higher levels of positive emotions may lead to increased academic engagement through these mediated pathways. Our findings may have implications for pedagogical practices, curriculum development, and the design of technology-enhanced language instruction.
C1 [Dai, Kun] Shaanxi Normal Univ, Sch Int Studies, 199 Changan South Rd, Xian 710062, Shaanxi, Peoples R China.
   [Wang, Yongliang] North China Univ Water Resources & Elect Power, Sch Foreign Studies, 136 Jinsui East Rd, Zhengzhou 450046, Henan, Peoples R China.
C3 Shaanxi Normal University; North China University of Water Resources &
   Electric Power
RP Wang, YL (corresponding author), North China Univ Water Resources & Elect Power, Sch Foreign Studies, 136 Jinsui East Rd, Zhengzhou 450046, Henan, Peoples R China.
EM cute13689@163.com; Godfreyeducation@163.com
OI Wang, Yongliang/0000-0002-4672-8481
FU Research and Practice Project of Comprehensive Reform of Postgraduate
   Education in Shaanxi Province in the Second Round [YJSZG2023048]
FX This work was sponsored by "Research and Practice Project of
   Comprehensive Reform of Postgraduate Education in Shaanxi Province in
   the Second Round" (Project Title: Exploration and Practice Research on
   the Cultivation of Scientific Research Innovation Abilities of
   Postgraduates in Shaanxi Universities) (Grant No. YJSZG2023048) .
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NR 75
TC 3
Z9 3
U1 5
U2 5
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 0346-251X
EI 1879-3282
J9 SYSTEM
JI System
PD JUL
PY 2024
VL 123
AR 103339
DI 10.1016/j.system.2024.103339
PG 16
WC Education & Educational Research; Linguistics
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Linguistics
GA TL9Y6
UT WOS:001241547400001
DA 2024-07-15
ER

PT J
AU Shin, H
AF Shin, Huiyoung
TI Examining early adolescents' peer climate using descriptive and status
   norms on academic engagement and aggressive behavior in the classroom
SO ASIA PACIFIC EDUCATION REVIEW
LA English
DT Article
DE Peer climate; Descriptive norm; Status norm; Academic engagement;
   Aggressive behavior; Early adolescence
ID SOCIAL-STATUS; RELATIONAL AGGRESSION; ACHIEVEMENT GOALS; SCHOOL;
   PERCEPTIONS; POPULARITY; FORMS; SELECTION; NETWORKS; VICTIMIZATION
AB This study is aimed to gain insights into adolescents' classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded sets of academic and social behaviors (i.e., academic engagement, disruptive, overt and relational aggressive, bullying, and prosocial behavior) and three different social status of admired, popularity, and leader were examined. The sample was from 28 elementary school classrooms in South Korea (N = 736 at w1 and N = 677 at w2; 13 fifth and 13 sixth grade classrooms). Results indicated that descriptive norms for disruptive, relational aggressive, and bullying behavior became more positive over time across the school year. Status norms displayed distinct pattern for each social status. Although admired was associated with academic engagement and prosocial behavior, popularity and leader were associated with both positive and negative behaviors in both academic and social domain. Further, when adolescents increased their level of behaviors that are perceived to be important (i.e., associated with positive status norms) in their classrooms, they gained elevated social status over time across the school year.
C1 [Shin, Huiyoung] Oklahoma State Univ, Dept Educ Psychol, 217 Willard Hall, Stillwater, OK 74078 USA.
C3 Oklahoma State University System; Oklahoma State University - Stillwater
RP Shin, H (corresponding author), Oklahoma State Univ, Dept Educ Psychol, 217 Willard Hall, Stillwater, OK 74078 USA.
EM huiyoung.shin@okstate.edu
RI Shin, Huiyoung/E-4783-2018
OI Shin, Huiyoung/0000-0001-6091-7812
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NR 80
TC 9
Z9 10
U1 1
U2 40
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1598-1037
EI 1876-407X
J9 ASIA PAC EDUC REV
JI Asia Pac. Educ. Rev.
PD SEP
PY 2017
VL 18
IS 3
BP 309
EP 320
DI 10.1007/s12564-017-9494-5
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FD1HD
UT WOS:000407287300002
DA 2024-07-15
ER

PT J
AU Nam, NR
   Song, SY
AF Nam, Na-Ra
   Song, Sue-Yeon
TI Predicting adult students' online learning persistence: a case study in
   South Korea using random forest analysis
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article; Early Access
DE Academic persistence; online learning; random forest; machine learning;
   big data
ID HIGHER-EDUCATION; DROPOUT; STABILITY
AB This empirical study uses a random forest algorithm to examine the factors that influence learners' persistence in online learning at a prominent Korean institution. The data were collected from students who began their studies in Spring 2021, and encompassed a range of variables including individual attributes, academic engagement, academic achievement, course status, and satisfaction with the institution. The study identified several key predictors of student retention, including academic achievement and variables related to academic engagement, such as students' learning time, course completion rate, and number of logins to the online learning system. Students' number of submitted mid-term assignments and attendance at face-to-face classes also emerged as significant factors related to persistence. The predictive model utilised in this study can provide valuable insight, indicating when a learner is at risk of dropping out and thus enabling timely interventions that promote academic persistence and student success.
C1 [Nam, Na-Ra] Korea Natl Open Univ, Inst Future Distance Educ, Seoul, South Korea.
   [Song, Sue-Yeon] CHA Univ, Coll Liberal Arts, Pocheon Si, Gyeonggi Do, South Korea.
   [Song, Sue-Yeon] CHA Univ, Coll Liberal Arts, 120 Haeryong Ro, Pocheon Si 11160, Gyeonggi Do, South Korea.
C3 Korea National Open University; Pochon Cha University; Pochon Cha
   University
RP Song, SY (corresponding author), CHA Univ, Coll Liberal Arts, 120 Haeryong Ro, Pocheon Si 11160, Gyeonggi Do, South Korea.
EM suesong@cha.ac.kr
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NR 64
TC 0
Z9 0
U1 9
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD 2024 JAN 22
PY 2024
DI 10.1080/14703297.2024.2305939
EA JAN 2024
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FP4G9
UT WOS:001147030500001
DA 2024-07-15
ER

PT J
AU Hockings, C
AF Hockings, Christine
TI Hearing voices, creating spaces: the craft of the 'artisan teacher' in a
   mass higher education system
SO CRITICAL STUDIES IN EDUCATION
LA English
DT Article
DE academic engagement; higher education; inclusive pedagogy; student
   diversity; student equity; widening participation
ID STUDENT DIVERSITY; CONCEPTIONS; PEDAGOGIES; CLASSROOMS; CONTEXT; WORKING
AB In this paper I explore the concepts of voice and space as critical to the issues of widening participation, inclusive learning and teaching and academic engagement. Drawing on research conducted between 2006 and 2008 within two universities in England, and developmental work carried out with some of the teacher participants subsequently, I explore the ways in which teachers can create safe and inclusive spaces in which all voices may be heard and in which meaningful learning may take place. I discuss some of the challenges and complexities of learning and teaching in a mass higher education system that purports to be inclusive yet that often leaves students isolated and disengaged. I illustrate, with reference to classroom observation and interview data, the emergence of a group of teachers that I call 'artisan teachers', who, whilst navigating these challenges, apply their personal aesthetic to the academic engagement of all students.
C1 Wolverhampton Univ, Inst Learning Enhancement, Wolverhampton WV1 1DJ, W Midlands, England.
C3 University of Wolverhampton
RP Hockings, C (corresponding author), Wolverhampton Univ, Inst Learning Enhancement, Wolverhampton WV1 1DJ, W Midlands, England.
EM C.Hockings@wlv.ac.uk
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NR 63
TC 20
Z9 26
U1 0
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1750-8487
EI 1750-8495
J9 CRIT STUD EDUC
JI Crit. Stud. Educ.
PY 2011
VL 52
IS 2
SI SI
BP 191
EP 205
DI 10.1080/17508487.2011.572831
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V27AD
UT WOS:000208585200007
DA 2024-07-15
ER

PT J
AU Mooney, J
   Seaton, M
   Kaur, G
   Marsh, HW
   Yeung, AS
AF Mooney, Janet
   Seaton, Marjorie
   Kaur, Gurvinder
   Marsh, Herbert W.
   Yeung, Alexander Seeshing
TI Cultural perspectives on Indigenous and non-Indigenous Australian
   students' school motivation and engagement
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Aboriginal; Cultural perspectives; School self-concept; Mastery goals;
   Performance goals
ID ACADEMIC SELF-CONCEPT; OF-FIT INDEXES; INTRINSIC MOTIVATION; PERCEIVED
   COMPETENCE; ACHIEVEMENT GOALS; AFFECT COMPONENTS; EXPECTANCY-VALUE;
   PERFORMANCE; GENDER; MATHEMATICS
AB The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary schools in metropolitan Sydney (N= 1745). Students completed a questionnaire asking about three cultural perspective factors (Aboriginal perspective, cultural diversity, and cultural identity), school self-concept, two motivation factors (a mastery approach goal and a performance approach goal), and a behavioral outcome (academic engagement). Results indicated that Aboriginal students were higher in all three cultural perspectives, but did not differ much from non-Aboriginal students in school self-concept, motivation, and academic engagement. For both groups cultural diversity, cultural identity, school self-concept, and a mastery approach goal orientation were positive predictors of academic engagement. A performance approach goal orientation was not a significant predictor of engagement but higher SES and being female were positive predictors. The findings suggest that teachers should understand the importance of promoting a positive sense of culture in the classroom to better engage students. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Mooney, Janet; Seaton, Marjorie; Kaur, Gurvinder; Marsh, Herbert W.; Yeung, Alexander Seeshing] Australian Catholic Univ, Inst Posit Psychol & Educ, 25A Barker Rd, Strathfield, NSW 2135, Australia.
C3 Australian Catholic University; Australian Catholic University -
   Strathfield Campus
RP Yeung, AS (corresponding author), Australian Catholic Univ, Inst Posit Psychol & Educ, Locked Bag 2002, Strathfield, NSW 2135, Australia.
EM alexander.yeung@acu.edu.au
RI Marsh, Herbert W/B-3134-2017
OI Marsh, Herbert W/0000-0002-1078-9717; Mooney, Janet/0000-0002-6208-9974;
   Yeung, Alexander/0000-0003-3462-9475; Kaur,
   Gurvinder/0000-0001-7926-9683
FU Australian Research Council [LP0776977]; Australian Research Council
   [LP0776977] Funding Source: Australian Research Council
FX The research was funded by the Australian Research Council (LP0776977).
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NR 97
TC 23
Z9 27
U1 2
U2 16
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD OCT
PY 2016
VL 47
SI SI
BP 11
EP 23
DI 10.1016/j.cedpsych.2016.04.006
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EE0QB
UT WOS:000389282900003
DA 2024-07-15
ER

PT J
AU Khan, T
   Kend, M
   Nguyen, LA
AF Khan, Tehmina
   Kend, Michael
   Nguyen, Lan Anh
TI Social media academic networking - insights from first-year accounting
   university students' experiences
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Social media; Connectivism; academic engagement; academic performance;
   accounting students
ID COLLEGE-STUDENTS; FACEBOOK USE; ENGAGEMENT; PERCEPTIONS; IMPACT
AB With the use of social media for academic purposes gaining in popularity, the underlying motivation for this study was to seek a detailed understanding of its impact on students' academic performance. A survey of 334 first-year students in accounting courses at five Australian higher education institutions was undertaken to evaluate the different types of academic engagement through social media and impacts on students' academic performance. Using the Connectivist theory, the study aimed to relate social media use to different types of academic engagement and students' academic performance. Our key finding is to identify the establishment of self-initiated mentor-mentee relationships through social media use for academic purposes. To the best of our knowledge, this is the first academic article that has applied the four Principles of Connectivism to understand the use of social media for academic networking amongst students in Australia.
C1 [Khan, Tehmina; Kend, Michael; Nguyen, Lan Anh] RMIT Univ, Sch Accounting Informat Syst & Supply Chain, Melbourne, Vic 3000, Australia.
C3 Royal Melbourne Institute of Technology (RMIT)
RP Nguyen, LA (corresponding author), RMIT Univ, Sch Accounting Informat Syst & Supply Chain, Melbourne, Vic 3000, Australia.
EM Lan.Nguyen@rmit.edu.au
RI Kend, Michael/L-1165-2019
OI Nguyen, Lan Anh/0000-0002-4282-6156
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NR 54
TC 2
Z9 2
U1 3
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD FEB 17
PY 2023
VL 42
IS 2
BP 306
EP 321
DI 10.1080/07294360.2022.2057449
EA APR 2022
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 9R7QN
UT WOS:000812124500001
DA 2024-07-15
ER

PT J
AU Bruhn, A
   Barron, S
   Fernando, J
   Balint-Langel, K
AF Bruhn, Allison
   Barron, Sheila
   Fernando, Josephine
   Balint-Langel, Kinga
TI Extending the Direct Behavior Rating: An Examination of Schoolwide
   Behavior Ratings and Academic Engagement
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE direct behavior rating; validity; academic engagement; PBIS
ID SYSTEMATIC DIRECT OBSERVATION; SINGLE-ITEM SCALES; DIFFICULTIES
   QUESTIONNAIRE; DISRUPTIVE BEHAVIOR; REPORT CARDS; GENERALIZABILITY;
   DEPENDABILITY; RELIABILITY; STRENGTHS; IMPACT
AB Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of schoolwide behavioral expectations by teachers and outside observers, as well as direct observation of academic engagement by outside observers in upper elementary school language arts classrooms. Across sessions, correlations between raters (range r = .82-.91) and between measures (range r = .64-.98) were moderate to high; significant differences between raters existed when rating students identified with negative behavior (n = 12) as opposed to positive behavior (n = 12). Findings are discussed in terms of implications for research and practice, limitations of the study, and the necessity for further research and development.
C1 [Bruhn, Allison; Barron, Sheila; Fernando, Josephine; Balint-Langel, Kinga] Univ Iowa, Iowa City, IA USA.
C3 University of Iowa
RP Bruhn, A (corresponding author), Univ Iowa, Lindquist Ctr N252, Iowa City, IA 52242 USA.
EM Allison-bruhn@uiowa.edu
FU Iowa Measurement Research Foundation [F097700-G]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   for this study was provided by the Iowa Measurement Research Foundation
   (Number: F097700-G)
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NR 29
TC 6
Z9 11
U1 1
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2018
VL 20
IS 1
BP 31
EP 42
DI 10.1177/1098300717713441
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA FQ4CE
UT WOS:000418304400008
OA Bronze
DA 2024-07-15
ER

PT J
AU Wang, C
   Shim, SS
   Wolters, CA
AF Wang, Cen
   Shim, Sungok Serena
   Wolters, Christopher A.
TI Achievement goals, motivational self-talk, and academic engagement among
   Chinese students
SO ASIA PACIFIC EDUCATION REVIEW
LA English
DT Article
DE Achievement goals; Motivational self-regulation strategies; Mastery
   self-talk; Extrinsic self-talk; Efficacy enhancement self-talk; Academic
   engagement
ID ASIAN-AMERICAN; STRATEGIES; PERFORMANCE; ORIENTATIONS; MATHEMATICS;
   BELIEFS
AB The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive behaviors) among 1096 10th grade students (43% male) in a selective Chinese high school. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. A similar pattern was observed with performance avoidance goals. Mastery self-talk and efficacy enhancement self-talk were related to positive patterns of engagement while extrinsic self-talk was related to maladaptive patterns of engagement. Theoretical, cultural, and practical implications are discussed.
C1 [Wang, Cen] Charles Sturt Univ, Sch Teacher Educ, Fac Arts & Educ, Bathurst, NSW 2795, Australia.
   [Shim, Sungok Serena] Ball State Univ, Dept Educ Psychol, Muncie, IN 47306 USA.
   [Wolters, Christopher A.] Ohio State Univ, Coll Educ & Human Ecol, Walter E Dennis Learning Ctr, Dept Educ Studies, Columbus, OH 43210 USA.
C3 Charles Sturt University; Ball State University; University System of
   Ohio; Ohio State University
RP Wang, C (corresponding author), Charles Sturt Univ, Sch Teacher Educ, Fac Arts & Educ, Bathurst, NSW 2795, Australia.
EM auwang@csu.edu.au; sshim@bsu.edu; wolters.21@osu.edu
RI Shim, Sungok Serena/JMQ-6998-2023
OI Wang, Cen/0000-0002-3151-1466; Wolters, Christopher/0000-0002-8406-038X
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NR 54
TC 23
Z9 31
U1 6
U2 47
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1598-1037
EI 1876-407X
J9 ASIA PAC EDUC REV
JI Asia Pac. Educ. Rev.
PD SEP
PY 2017
VL 18
IS 3
BP 295
EP 307
DI 10.1007/s12564-017-9495-4
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FD1HD
UT WOS:000407287300001
OA Bronze
DA 2024-07-15
ER

PT J
AU Smith, RM
AF Smith, RM
TI Mystery or typical teen? The social construction of academic engagement
   and disability
SO DISABILITY & SOCIETY
LA English
DT Article
ID SPECIAL-EDUCATION
AB A qualitative study of academic engagement of five high school students labelled mentally retarded describes strategies of student participation and non-participation, and teacher perceptions. These students were non-verbal or inarticulate, and functioned in an environment of competing formal and informal assessments of their participation and understanding in the academic environment. Teachers' informal assessments of student participation revealed how the students challenged the conventional categories employed by teachers. The examples show the power of educators' perceptions to reveal or obscure student engagement.
C1 SUNY New Paltz, Special Educ Off, Dept Educ Studies, New Paltz, NY 12561 USA.
C3 State University of New York (SUNY) System; SUNY New Paltz
RP Smith, RM (corresponding author), SUNY New Paltz, Special Educ Off, Dept Educ Studies, OMB 112,75 S Manheim Blvd,Suite 8, New Paltz, NY 12561 USA.
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NR 27
TC 3
Z9 5
U1 1
U2 2
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0968-7599
J9 DISABIL SOC
JI Disabil. Soc.
PD OCT
PY 2000
VL 15
IS 6
BP 909
EP 922
DI 10.1080/713662011
PG 14
WC Rehabilitation; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Rehabilitation; Social Sciences - Other Topics
GA 374EL
UT WOS:000165331400005
DA 2024-07-15
ER

PT J
AU Nicholson, H
   Kehle, TJ
   Bray, MA
   Van Heest, J
AF Nicholson, Heather
   Kehle, Thomas J.
   Bray, Melissa A.
   Van Heest, Jaci
TI THE EFFECTS OF ANTECEDENT PHYSICAL ACTIVITY ON THE ACADEMIC ENGAGEMENT
   OF CHILDREN WITH AUTISM SPECTRUM DISORDER
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
ID STEREOTYPIC BEHAVIORS; EXERCISE
AB A multiple baseline design was used to examine the effects of participation in antecedent physical activity on the academic engagement of four elementary-school children diagnosed with autism spectrum disorder (ASD). The results indicated large effect sizes for academic engaged time for all four students. It was suggested that physical activity in the form of something as simple to implement as jogging may be efficacious in promoting academic achievement for students diagnosed with ASD. (C) 2010 Wiley Periodicals, Inc.
C1 [Kehle, Thomas J.] Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.
C3 University of Connecticut
RP Kehle, TJ (corresponding author), Univ Connecticut, Dept Educ Psychol, Storrs, CT 06269 USA.
EM thomas.kehle@uconn.edu
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NR 28
TC 84
Z9 133
U1 1
U2 44
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD FEB
PY 2011
VL 48
IS 2
BP 198
EP 213
DI 10.1002/pits.20537
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 711BN
UT WOS:000286560800010
DA 2024-07-15
ER

PT J
AU Shim, SS
   Rubenstein, LD
   Drapeau, CW
AF Shim, Sungok Serena
   Rubenstein, Lisa DaVia
   Drapeau, Christopher W.
TI When perfectionism is coupled with low achievement: The effects on
   academic engagement and help seeking in middle school
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Personal standards; Concern over mistakes; Perfectionism; Academic
   help-seeking behavior among peers; Academic engagement; Early
   adolescence; Middle school
ID GOAL STRUCTURE; SELF-EFFICACY; STUDENTS; MOTIVATION; AVOIDANCE;
   CONCEPTUALIZATION; ADOLESCENTS; PERCEPTIONS; ADJUSTMENT; TEACHERS
AB With a sample of 169 middle school students, the current study examined how two dimensions of perfectionism (i.e., personal standards [PS] and concern over mistakes [COM]) are related to academic engagement and help seeking behavior among peers in math classes. After controlling for gender and math achievement, COM was unrelated to most outcome variables but was positively related to. This pattern was stronger among students with low PS. While PS was related to a desirable pattern of engagement (i.e., higher behavioral engagement, emotional engagement, and adaptive help seeking among peers), this was not the case for low-achieving students. Although modest in magnitude, the significant interactions suggested that PS did not buffer low-achieving students against expedient help seeking and disruptive behaviors. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Shim, Sungok Serena; Rubenstein, Lisa DaVia; Drapeau, Christopher W.] Ball State Univ, Teachers Coll, Dept Educ Psychol, 2000 W Univ Ave, Muncie, IN 47306 USA.
C3 Ball State University
RP Shim, SS (corresponding author), Ball State Univ, Teachers Coll, Dept Educ Psychol, 2000 W Univ Ave, Muncie, IN 47306 USA.
EM sshim@bsu.edu; lmrubenstein@bsu.edu; cwdrapeau@bsu.edu
RI Shim, Sungok Serena/JMQ-6998-2023; Rubenstein, Lisa/KIJ-5737-2024;
   Drapeau, Christopher W./Q-3872-2019
OI Drapeau, Christopher W./0000-0002-1304-5369
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NR 56
TC 22
Z9 33
U1 1
U2 43
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD JAN
PY 2016
VL 45
BP 237
EP 244
DI 10.1016/j.lindif.2015.12.016
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA DF5AH
UT WOS:000371363700029
DA 2024-07-15
ER

PT J
AU Hockings, C
   Cooke, S
   Bowl, M
AF Hockings, Christine
   Cooke, Sandra
   Bowl, Marion
TI 'Academic engagement' within a widening participation context - a 3D
   analysis
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
AB The growth in the student population within higher education against a background of government policy promoting the concept of 'widening participation' has led to much debate about the nature of university teaching. Academic engagement of all students within increasingly large and diverse classrooms has proved difficult to achieve. The research that we report here is part of a two-year ESRC/TLRP-funded project, whose key aim is to develop strategies for encouraging academic engagement and participation of all students by creating inclusive learning environments. In this paper, we report on the first stage of this project by exploring some of the sociological, epistemological and pedagogical reasons why learning environments may impact differently on first year students. We do this by asking over 200 'pre-entry students' what conceptions they have about higher education, university teachers, their subject and themselves as learners prior to enrolment at university. We consider how these conceptions might influence how they engage in, and benefit from, learning at university.
C1 Wolverhampton Univ, Ctr Excellence Learning & Teaching, Wolverhampton WV1 1SB, England.
   Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
C3 University of Wolverhampton; University of Birmingham
RP Hockings, C (corresponding author), Wolverhampton Univ, Ctr Excellence Learning & Teaching, Wulfruna St, Wolverhampton WV1 1SB, England.
EM c.hockings@wlv.ac.uk
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NR 61
TC 28
Z9 34
U1 0
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD OCT-DEC
PY 2007
VL 12
IS 5-6
BP 721
EP 733
DI 10.1080/13562510701596323
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 234BN
UT WOS:000251135800014
DA 2024-07-15
ER

PT J
AU Horner, RH
   Sugai, G
   Anderson, CM
AF Horner, Robert H.
   Sugai, George
   Anderson, Cynthia M.
TI Examining the Evidence Base for School-Wide Positive Behavior Support
SO FOCUS ON EXCEPTIONAL CHILDREN
LA English
DT Article
ID PREVENTING ANTISOCIAL-BEHAVIOR; INCREASE ACADEMIC ENGAGEMENT; 1ST STEP;
   EARLY INTERVENTION; TARGETED INTERVENTION; ELEMENTARY; IMPLEMENTATION;
   DISCIPLINE; STUDENTS; SUCCESS
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RP Horner, RH (corresponding author), Univ Oregon, Dept Special Educ, Eugene, OR 97403 USA.
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NR 112
TC 285
Z9 382
U1 1
U2 39
PU LOVE PUBLISHING  COMPANY
PI DENVER
PA 9101 EAST KENYON AVENUE, STE 2200, DENVER, CO 80237 USA
SN 0015-511X
J9 FOCUS EXCEPT CHILD
JI Focus Except. Child
PD APR
PY 2010
VL 42
IS 8
BP 1
EP 14
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 672UH
UT WOS:000283611900001
DA 2024-07-15
ER

PT J
AU Wu, J
   Kraemer, P
AF Wu, Jennifer
   Kraemer, Philipp
TI Student Success in Introductory Psychology: The Value of Teachers
   Knowing More About Their Students
SO TEACHING OF PSYCHOLOGY
LA English
DT Article
DE student success; academic engagement; performance in large lecture
   courses; standardized test scores; mind-set
ID HIGH-SCHOOL GPA; TEST-SCORES; PERFORMANCE; GRADES
AB This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation, academic self-concept (e.g., growth mind-set), and behavioral indicators of academic engagement were analyzed with respect to course performance measures, including scores on the first test, midterm grades, and final grades. Academic preparation variables, growth mind-set scores, and some classroom behavior variables correlated with performance measures. Additionally, ACT scores and behavioral indicators of academic engagement were significant predictors of final grades. Findings are discussed in terms of strategies that teachers can use to promote student success in large enrollment, lecture-based courses such as introductory psychology.
C1 [Wu, Jennifer; Kraemer, Philipp] Univ Kentucky, Dept Psychol, Lexington, KY 40508 USA.
C3 University of Kentucky
RP Wu, J (corresponding author), Univ Kentucky, Dept Psychol, Lexington, KY 40508 USA.
EM jewu223@g.uky.edu
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PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0098-6283
EI 1532-8023
J9 TEACH PSYCHOL
JI Teach. Psychol.
PD OCT
PY 2017
VL 44
IS 4
SI SI
BP 342
EP 348
DI 10.1177/0098628317727910
PG 7
WC Education & Educational Research; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FQ2LO
UT WOS:000418188200007
DA 2024-07-15
ER

PT J
AU Furrer, CJ
   Marchand, GC
AF Furrer, Carrie J.
   Marchand, Gwen C.
TI The adolescent peer system and academic engagement
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Peers; peer system; social context; adolescent; academic engagement
ID HIGH-SCHOOL-STUDENTS; FRIENDSHIP QUALITY; INTERPERSONAL RELATIONSHIPS;
   MOTIVATION; SELF; VICTIMIZATION; ASSOCIATIONS; ACHIEVEMENT; CLASSROOM;
   MIDDLE
AB Peers are central in shaping adolescents' development across various domains. This research examined patterns of peer system resources and liabilities, and their association with academic adjustment. A person-centred approach, Latent Profile Analysis, was used to classify students into groups based on characteristics of the peer system: friendship quality, group, and general peer relations. Participants were 443 students in their ninth grade year, 14.7 years old on average, and 57% female. Peer system characteristics formed four profiles. The most common profile had high resources and low liabilities; the three other profiles were mixtures of moderate/high resources and low/moderate liabilities. Students with high resources/low liabilities had higher self- and teacher-reported academic engagement and GPA in fall and spring. The three mixed profiles were associated with poorer academic outcomes. These findings underscore the limitations on access to academic success for students negotiating different peer contexts.
C1 [Furrer, Carrie J.] Portland State Univ, Ctr Improvement Child & Family Serv, POB 751 CCF, Portland, OR 97207 USA.
   [Marchand, Gwen C.] Univ Nevada, Dept Educ Psychol & Higher Educ, Las Vegas, NV 89154 USA.
C3 Portland State University; Nevada System of Higher Education (NSHE);
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RP Furrer, CJ (corresponding author), Portland State Univ, Ctr Improvement Child & Family Serv, POB 751 CCF, Portland, OR 97207 USA.
EM cfurrer@pdx.edu
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TC 7
Z9 9
U1 5
U2 28
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD APR 21
PY 2022
VL 42
IS 4
SI SI
BP 459
EP 478
DI 10.1080/01443410.2019.1706722
EA JAN 2020
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 1L3HQ
UT WOS:000506141300001
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Reyes-de-Cózar, S
   Merino-Cajaraville, A
   Salguero-Pazos, MR
AF Reyes-de-Cozar, Salvador
   Merino-Cajaraville, Alba
   Salguero-Pazos, Maria Rosa
TI Avoiding Academic Burnout: Academic Factors That Enhance University
   Student Engagement
SO BEHAVIORAL SCIENCES
LA English
DT Article
DE burnout; dropout; academic engagement; higher education
ID SCHOOL ENGAGEMENT; EDUCATION; TEACHER; ACHIEVEMENT; STRATEGIES;
   CLASSROOM
AB Burnout is one of the major problems in higher education and is linked to a decline in students' academic performance and achievement. Burnout, when prolonged over time and added to stress and high workloads, promotes the intention to drop out of studies, which translates into negative consequences for individuals and groups. Academic engagement is proposed as an effective alternative to offer solutions to improve the quality of education and counteract current negative trends. This study is based on a correlational-descriptive research design. It aimed to find out to what extent students feel engaged in their university studies and to identify and analyze possible correlations between engagement and specific classroom variables. To this end, a sample of 764 college students was studied. The result showed that students feel connected to and interested in their studies and that the area of knowledge impacts student engagement. They also indicate how learning strategies used in the classroom positively impact academic engagement.
C1 [Reyes-de-Cozar, Salvador; Merino-Cajaraville, Alba; Salguero-Pazos, Maria Rosa] Univ Loyola Andalucia, Dept Commun & Educ, Dos Hermanas 41704, Spain.
C3 Universidad Loyola Andalucia
RP Reyes-de-Cózar, S (corresponding author), Univ Loyola Andalucia, Dept Commun & Educ, Dos Hermanas 41704, Spain.
EM sreyes@uloyola.es; amerino@uloyola.es; mrsalguero@uloyola.es
OI Reyes-de Cozar, Salvador/0000-0001-9602-8988; Merino Cajaraville,
   Alba/0000-0001-9994-456X
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NR 136
TC 1
Z9 1
U1 23
U2 23
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-328X
J9 BEHAV SCI-BASEL
JI Behav. Sci.
PD DEC
PY 2023
VL 13
IS 12
AR 989
DI 10.3390/bs13120989
PG 18
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DH9L9
UT WOS:001131257100001
PM 38131845
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Hockings, C
   Cooke, S
   Yamashita, H
   McGinty, S
   Bowl, M
AF Hockings, Christine
   Cooke, Sandra
   Yamashita, Hiromi
   McGinty, Samantha
   Bowl, Marion
TI Switched off? A study of disengagement among computing students at two
   universities
SO RESEARCH PAPERS IN EDUCATION
LA English
DT Article
DE academic engagement; disengagement; learning and teaching; higher
   education; widening participation; classroom observation
ID QUALITATIVE DIFFERENCES; ENGAGEMENT
AB We explore the conditions under which students engage with, or disengage from, learning at university within the context of increased student diversity. We discuss the concept and use of academic engagement and disengagement but focus on the dynamics of disengagement in two comparable first year computing modules at a pre- and a post-1992 university. The findings from this study suggest that there are many periods in which the learning and teaching environment, pedagogy and/or content do not academically engage the diverse interests and meet the needs of the range of students represented. Drawing upon this analysis, the reflections of participating teachers and interviews with their students, we consider what might be done to increase and widen academic engagement in the computing classroom. We conclude by drawing out some of the tentative implications that might be useful to explore in other universities.
C1 [Hockings, Christine; McGinty, Samantha] Wolverhampton Univ, Wolverhampton, W Midlands, England.
   [Cooke, Sandra; Yamashita, Hiromi] Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
   [Bowl, Marion] Univ Canterbury, Canterbury, New Zealand.
C3 University of Wolverhampton; University of Birmingham; University of
   Canterbury
RP Hockings, C (corresponding author), Wolverhampton Univ, Wolverhampton, W Midlands, England.
EM C.Hockings@wlv.ac.uk
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NR 33
TC 55
Z9 67
U1 0
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0267-1522
J9 RES PAP EDUC
JI Res. Pap. Educ.
PY 2008
VL 23
IS 2
SI SI
BP 191
EP 201
DI 10.1080/02671520802048729
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V14LW
UT WOS:000207736900008
DA 2024-07-15
ER

PT J
AU Shin, H
AF Shin, Huiyoung
TI Social contagion of academic behavior: Comparing social networks of
   close friends and admired peers
SO PLOS ONE
LA English
DT Article
ID MIDDLE SCHOOL; SELECTION; ADOLESCENTS; AGGRESSION; POPULARITY;
   ADMIRATION; STRENGTH; SUPPORT; DECADE; RISK
AB Peer relations become significant socializing agents for diverse behaviors during adolescence. This study investigated relationship selection and social influence of early adolescents' close friends and admired peers with regard to academic behavioral engagement. A stochastic actor-based model of social network analysis was used to examine classroom social networks across 2 waves (M-age = 11.46; N = 542) based on peer nominations. Adolescents were asked to nominate their "close friends they hang around with and talk to the most" and peers that they "admire, respect, and want to be like" Results indicated that adolescents who were similar in academic engagement more often became friends. Also, close friends' and admired peers' academic engagement contributed to adolescents' own academic engagement over time. The results suggest that both close friends and admired peers are important channels for social contagion of academic behavior and that examining social relations beyond friends are important for advancing our understanding of peer social influence during adolescence.
C1 [Shin, Huiyoung] Jeonbuk Natl Univ, Dept Psychol, Jeonju, Chonbuk, South Korea.
C3 Jeonbuk National University
RP Shin, H (corresponding author), Jeonbuk Natl Univ, Dept Psychol, Jeonju, Chonbuk, South Korea.
EM shinhy@jbnu.ac.kr
RI Shin, Huiyoung/E-4783-2018
OI Shin, Huiyoung/0000-0001-6091-7812
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NR 50
TC 3
Z9 3
U1 3
U2 20
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD MAR 24
PY 2022
VL 17
IS 3
AR e0265385
DI 10.1371/journal.pone.0265385
PG 16
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA 0K7DW
UT WOS:000780951300040
PM 35324934
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Martínez, BMT
   Pérez-Fuentes, MD
   Jurado, MDM
AF Tortosa Martinez, Begona Maria
   Del Carmen Perez-Fuentes, Maria
   Molero Jurado, Maria del Mar
TI Researching Academic Engagement in Students: A Systematic Review of the
   Associated Factors and Assessment Instruments
SO REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO
   PSICOLOGICA
LA English
DT Article
DE academic engagement; instruments; systematic review
ID WORK ENGAGEMENT; SCHOOL ENGAGEMENT; VALIDATION; SCALE; SATISFACTION;
   BURNOUT
AB This study aimed to identify and describe the main instruments for measuring student engagement in the educational context through the systematic review method. Four databases (Scopus, Dialnet, Web of Science and Psycinfo) were examined and 15 investigations were identified for the final sample. The results indicated that the stage where the academic engagement was most analyzed was secondary education (53.3%). Eleven different evaluation instruments were found for the evaluation of this construct. The most widely used instrument was the "Utrecht Work Engagement Scale" by Schaufeli y Bakker (2004), which analyzes psychological variables (100%), with cognitive factors (80%), affective factors (80%), and commitment (80%) being those that produce a greater interest. In conclusion, it would be advisable to investigate other databases to carry out new analyses of instruments that evaluate this construct. As well as developing new instruments for its evaluation.
C1 [Tortosa Martinez, Begona Maria; Del Carmen Perez-Fuentes, Maria; Molero Jurado, Maria del Mar] Univ Almeria, Dept Psicol, Ctra Sacramento S-N, Almeria 04120, Spain.
C3 Universidad de Almeria
RP Martínez, BMT (corresponding author), Univ Almeria, Dept Psicol, Ctra Sacramento S-N, Almeria 04120, Spain.
EM btm172@ual.es; perezfuentes@ual.es; mmj130@ual.es
RI PEREZ FUENTES, M CARMEN/C-3018-2011
OI PEREZ FUENTES, M CARMEN/0000-0001-5950-5175
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NR 52
TC 9
Z9 9
U1 4
U2 27
PU AIDEP
PI BUENOS AIRES
PA MARIO BRAVO 427 1 C, CAPITAL FEDERAL, BUENOS AIRES, C175ASM CPA,
   ARGENTINA
SN 2183-6051
J9 REV IBEROAM DIAGN EV
JI Rev. Iberoam. Diagn. Eval.-Aval. P.
PD JAN-MAR
PY 2022
VL 1
IS 62
BP 101
EP 111
DI 10.21865/RIDEP62.1.08
PG 11
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA YS7LL
UT WOS:000750853900008
OA Bronze
DA 2024-07-15
ER

PT J
AU Gupta, M
   Pandey, J
AF Gupta, Manish
   Pandey, Jatin
TI Impact of Student Engagement on Affective Learning: Evidence from a
   Large Indian University
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Affective learning; Intellectual engagement; Online
   engagement; Student engagement
ID USER ACCEPTANCE; ONLINE; TECHNOLOGY; EDUCATION; CLASSROOM; PROGRAM;
   MIDDLE
AB This study has two objectives. The first objective is to examine the mediating role of intellectual engagement in the relationship between online engagement and affective learning. The second objective is to investigate the mediating role of academic engagement in the relationship between intellectual engagement and affective learning as well as between online engagement and affective learning. The study sample comprises of undergraduate students studying in a large private Indian university. The results of structural analysis using 280 responses collected from the undergraduate students support the hypotheses that academic and intellectual engagement constructs mediate the relationship between online engagement and affective learning. Moreover, it was found that compared to intellectual engagement, the role of online engagement is statistically more central to enhancing academic engagement and in turn affective learning. The findings encourage educators to provide academic settings backed by online resources instead of depending only on online resources.
C1 [Gupta, Manish] IFHE Univ, POB 501203,Shankarapalli Rd, Hyderabad, Telangana, India.
   [Pandey, Jatin] Indian Inst Management Ahmedabad, POB 380015, Ahmadabad, Gujarat, India.
C3 The ICFAI Foundation for Higher Education (IFHE); Indian Institute of
   Management (IIM System); Indian Institute of Management Ahmedabad
RP Gupta, M (corresponding author), IFHE Univ, POB 501203,Shankarapalli Rd, Hyderabad, Telangana, India.
EM manish.gupta.research@gmail.com; jatinp@iima.ac.in
RI Gupta, Manish/E-5241-2015; Pandey, Jatin/F-3578-2015
OI Gupta, Manish/0000-0001-9671-1605; Pandey, Jatin/0000-0001-6305-2439
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NR 65
TC 21
Z9 24
U1 4
U2 61
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAR
PY 2018
VL 37
IS 1
BP 414
EP 421
DI 10.1007/s12144-016-9522-3
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FY9OH
UT WOS:000427195600041
DA 2024-07-15
ER

PT J
AU Griffin, MM
   Copeland, SR
   Maez, R
AF Griffin, Megan M.
   Copeland, Susan R.
   Maez, Rolanda
TI Effects of a Function-Based Contingency and Self-Management Intervention
   on the Academic Engagement of a Student with FASD
SO EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
ID MIDDLE SCHOOL STUDENTS; FETAL ALCOHOL SYNDROME; MONITORING
   INTERVENTIONS; SPECTRUM DISORDER; BEHAVIOR; TASK; PERFORMANCE;
   COMPLETION; ATTENTION; OUTCOMES
AB Fetal alcohol spectrum disorder (FASD) is characterized by impulsivity and deficits in executive functioning. Given this, individuals with FASD might particularly benefit from interventions that teach them to manage their own behavior in a more adaptive manner. Using a reversal (ABAB) design, the current study investigated the effects of a function-based self-management intervention package on the academic engagement of a 12-year-old Hispanic female with FASD during her after-school routine. The intervention included implementing antecedent strategies, teaching the participant to self-monitor, and providing contingent reinforcement. Results revealed a functional relationship between the intervention package and the participant's academic engagement. This finding strengthens the small but growing evidence that individuals with FASD can benefit from function-based behavior analytic interventions. Implications for research, practice, and policy are discussed.
C1 [Griffin, Megan M.] Whitworth Univ, Spokane, WA 99251 USA.
   [Copeland, Susan R.; Maez, Rolanda] Univ New Mexico, Albuquerque, NM USA.
C3 Whitworth University; University of New Mexico
RP Griffin, MM (corresponding author), Whitworth Univ, Spokane, WA 99251 USA.
FU National Institutes of Health [P50-AA022534]
FX This work was funded by National Institutes of Health grant
   P50-AA022534.
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NR 34
TC 0
Z9 0
U1 2
U2 2
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 2154-1647
J9 EDUC TRAIN AUTISM DE
JI Educ. Train. Autism Dev. Disabil.
PD DEC
PY 2023
VL 58
IS 4
BP 470
EP 479
PG 10
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA X4ND5
UT WOS:001098226300007
DA 2024-07-15
ER

PT J
AU Collie, RJ
AF Collie, Rebecca J.
TI Social-emotional need satisfaction and students' academic engagement and
   social-emotional skills
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Social-emotional competence; basic psychological need satisfaction;
   academic engagement; social-emotional skills
ID OF-FIT INDEXES; PROSOCIAL BEHAVIOR; MEDIATING ROLE; SELF-EFFICACY;
   MOTIVATION; CLASSROOM; ADHD; INTERVENTION; ACHIEVEMENT; HOMEWORK
AB This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students (and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence, perceived emotional competence, perceived relatedness with students, and perceived relatedness with teachers. The hypothesised outcomes were student-reported behavioural disaffection, and parent reports of students' homework practices, expressive skill, and perspective-taking skill. Results demonstrated that perceived social competence was associated with lower behavioural disaffection. Perceived emotional competence was associated with more positive homework practices, greater expressive skill, and greater perspective-taking skill. Perceived relatedness with teachers was associated with lower behavioural disaffection and more positive homework practices. Findings have implications for supporting students' positive adjustment in school and beyond.
C1 [Collie, Rebecca J.] UNSW Sydney, Sch Educ, Sydney, Australia.
   [Collie, Rebecca J.] UNSW Sydney, Sch Educ, Sydney, NSW 2052, Australia.
C3 University of New South Wales Sydney; University of New South Wales
   Sydney
RP Collie, RJ (corresponding author), UNSW Sydney, Sch Educ, Sydney, NSW 2052, Australia.
EM rebecca.collie@unsw.edu.au
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NR 58
TC 0
Z9 0
U1 31
U2 31
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD FEB 7
PY 2024
VL 44
IS 2
BP 117
EP 135
DI 10.1080/01443410.2024.2324751
EA MAR 2024
PG 19
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA PZ4Y0
UT WOS:001179238600001
OA hybrid
DA 2024-07-15
ER

PT J
AU Ulmanen, S
   Soini, T
   Pyhältö, K
   Pietarinen, J
AF Ulmanen, Sanna
   Soini, Tiina
   Pyhalto, Kirsi
   Pietarinen, Janne
TI Strategies for academic engagement perceived by Finnish sixth and eighth
   graders
SO CAMBRIDGE JOURNAL OF EDUCATION
LA English
DT Article
DE academic engagement; social strategies; teacher-student interaction;
   peer interaction
ID ADOLESCENTS SCHOOL BURNOUT; STUDENT ENGAGEMENT; MIDDLE SCHOOL;
   SELF-ESTEEM; ACHIEVEMENT TRAJECTORIES; INDIVIDUAL-DIFFERENCES; WORK
   ENGAGEMENT; PEER ACCEPTANCE; PERCEPTIONS; ENVIRONMENT
AB This study explores strategies students use to construct their academic engagement in the social environment of school. The study is based on group interview data collected from 161 sixth (78) and eighth (83) grade students. Students reflected both engaging and disengaging episodes. Data were content analysed. The results show that students reported using only confirming strategies in teacher-student interaction. More diverse strategies were described in relation to peer interaction. The results indicated that simultaneously maintaining functional peer relations and engaging effectively in academic activities is a highly challenging task which requires strategic flexibility and self-regulative skills. In terms of the development of more engaging learning environments for students, our results suggest that more attention should be paid to creating positive opportunities to participate, in terms of both academic activities and peer interaction.
C1 [Ulmanen, Sanna; Soini, Tiina] Univ Tampere, Sch Educ, Tampere 33014, Finland.
   [Pyhalto, Kirsi] Univ Helsinki, Ctr Res & Dev Higher Educ, Inst Behav Sci, FIN-00014 Helsinki, Finland.
   [Pietarinen, Janne] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Kuopio, Finland.
C3 Tampere University; University of Helsinki; University of Eastern
   Finland
RP Ulmanen, S (corresponding author), Univ Tampere, Sch Educ, Akerlundinkatu 5, Tampere 33014, Finland.
EM Sanna.Ulmanen@uta.fi
OI Soini, Tiina/0000-0002-0637-8931; Ulmanen, Sanna/0000-0002-0361-4265
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NR 73
TC 14
Z9 18
U1 2
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-764X
EI 1469-3577
J9 CAMB J EDUC
JI Camb. J. Educ
PY 2014
VL 44
IS 3
BP 425
EP 443
DI 10.1080/0305764X.2014.921281
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AL4JO
UT WOS:000339099300007
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Creed, PA
   Conlon, EG
   Zimmer-Gembeck, MJ
AF Creed, Peter A.
   Conlon, Elizabeth G.
   Zimmer-Gembeck, Melanie J.
TI Career barriers and reading ability as correlates of career aspirations
   and expectations of parents and their children
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE career status expectations; career status aspirations; career barriers;
   academic engagement; academic control beliefs; general ability; reading
ID OCCUPATIONAL ASPIRATIONS; PERCEIVED BARRIERS; HIGH-SCHOOL; CONSEQUENCES;
   PERCEPTIONS; FUTURE; GIRLS; 6TH
AB Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents' and children's aspirations were both associated with reading ability, although the association was weak for the children. Children's expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents' expectations were associated with general ability and reading. (C) 2006 Elsevier Inc. All rights reserved.
C1 Griffith Univ, Sch Psychol, Gold Coast 9726, Australia.
C3 Griffith University; Griffith University - Gold Coast Campus
RP Creed, PA (corresponding author), Griffith Univ, Sch Psychol, PMB 50,GCMC, Gold Coast 9726, Australia.
EM p.creed@griffith.edu.au
RI Zimmer-Gembeck, Melanie/H-3031-2015
OI Zimmer-Gembeck, Melanie/0000-0001-9100-010X; Creed, Peter
   A/0000-0002-8671-501X
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NR 57
TC 33
Z9 49
U1 2
U2 28
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD APR
PY 2007
VL 70
IS 2
BP 242
EP 258
DI 10.1016/j.jvb.2006.11.001
PG 17
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 160TV
UT WOS:000245966100002
DA 2024-07-15
ER

PT J
AU Buric, I
   Frenzel, AC
AF Buric, Irena
   Frenzel, Anne C.
TI Teacher emotional labour, instructional strategies, and students'
   academic engagement: a multilevel analysis
SO TEACHERS AND TEACHING
LA English
DT Article
DE Teacher emotional labour; class-perceived instructional strategies;
   students' self-reported engagement; multilevel analysis
ID REGULATING EMOTIONS; CLASSROOM CLIMATE; ENTHUSIASM; METAANALYSIS;
   PERFORMANCE; SERVICE; RULES; CONSEQUENCES; TRANSMISSION; PERSONALITY
AB The aim of the present study was to explore links between teachers' emotional labour, class-perceived instructional strategies and their students' self-reported academic engagement. Data on emotional labour from N = 95 high-school teachers and their students' (N = 2,111) perceptions of instructional strategies and self-reported academic engagement were analysed through doubly latent multilevel SEM. The results indicated systematic links between teachers' emotional labour strategies and class-perceived instructional strategies and student self-reported engagement. The more frequently teachers reported to hide or suppress their feelings in class, the lower was the instructional strategies as perceived by the students. Teachers' faking emotions were found to be positively linked with class-level engagement. The obtained results imply that interventions fostering teachers' emotion-regulation strategies can be very promising, as they likely are beneficial both for teacher well-being and for teaching performance.
C1 [Buric, Irena] Univ Zadar, Dept Psychol, Zadar, Croatia.
   [Frenzel, Anne C.] Ludwig Maximilian Univ Munich, Dept Psychol, Munich, Germany.
C3 University of Zadar; University of Munich
RP Buric, I (corresponding author), Univ Zadar, Dept Psychol, Zadar, Croatia.
EM iburic@unizd.hr
OI Frenzel, Anne C./0000-0002-9068-9926; Buric, Irena/0000-0001-9182-968X
FU Croatian Science Foundation [UIP-11-2013-5065]
FX This research was supported by Croatian Science Foundation [Grant No.
   UIP-11-2013-5065].
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NR 70
TC 42
Z9 43
U1 21
U2 116
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-0602
EI 1470-1278
J9 TEACH TEACH
JI Teach. Teach.
PD JUL 4
PY 2021
VL 27
IS 5
BP 335
EP 352
DI 10.1080/13540602.2020.1740194
EA MAR 2020
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA XN6JV
UT WOS:000524102100001
DA 2024-07-15
ER

PT J
AU Casuso-Holgado, MJ
   Cuesta-Vargas, AI
   Moreno-Morales, N
   Labajos-Manzanares, MT
   Barón-López, FJ
   Vega-Cuesta, M
AF Casuso-Holgado, Maria J.
   Cuesta-Vargas, Antonio I.
   Moreno-Morales, Noelia
   Labajos-Manzanares, Maria T.
   Baron-Lopez, Francisco J.
   Vega-Cuesta, Manuel
TI The association between academic engagement and achievement in health
   sciences students
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Academic achievement; Academic engagement; Health sciences students;
   University education; Cross sectional study
ID NATIONAL-SURVEY; PERFORMANCE; SATISFACTION; BURNOUT
AB Background: Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement.
   Methods: Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement.
   Results: Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed.
   Conclusions: Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students.
C1 [Casuso-Holgado, Maria J.; Cuesta-Vargas, Antonio I.; Moreno-Morales, Noelia; Labajos-Manzanares, Maria T.] Queensland Univ Technol, Fac Hlth, Sch Clin Sci, Brisbane, Qld 4001, Australia.
   [Cuesta-Vargas, Antonio I.; Baron-Lopez, Francisco J.; Vega-Cuesta, Manuel] Univ Malaga, Fac Hlth Sci, E-29071 Malaga, Spain.
C3 Queensland University of Technology (QUT); Universidad de Malaga
RP Cuesta-Vargas, AI (corresponding author), Queensland Univ Technol, Fac Hlth, Sch Clin Sci, Brisbane, Qld 4001, Australia.
EM acuesta.var@gmail.com
RI CASUSO-HOLGADO, MARIA JESUS/I-9778-2018; Labajos Manzanares, María
   Teresa/L-4556-2014; CASUSO-HOLGADO, MARIA JESUS/M-6464-2019; Soto,
   Lupita LS/N-1097-2017; Baron Lopez, Francisco Javier/O-9249-2016; Moreno
   Morales, Noelia/E-1141-2018
OI CASUSO-HOLGADO, MARIA JESUS/0000-0002-4217-6827; Labajos Manzanares,
   María Teresa/0000-0002-3911-4406; CASUSO-HOLGADO, MARIA
   JESUS/0000-0002-4217-6827; Cuesta-Vargas, Antonio I/0000-0002-8880-4315;
   Baron Lopez, Francisco Javier/0000-0001-8707-304X; Moreno Morales,
   Noelia/0000-0001-5907-9735
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NR 48
TC 91
Z9 120
U1 6
U2 43
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD FEB 27
PY 2013
VL 13
AR 33
DI 10.1186/1472-6920-13-33
PG 7
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 107LP
UT WOS:000316219100001
PM 23446005
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Liu, SS
AF Liu, Shanshan
TI Toward the Role of L2 Enjoyment in EFL Students' Academic Motivation and
   Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic motivation; academic engagement; L2 enjoyment; EFL students;
   emotional factor
ID FOREIGN-LANGUAGE ENJOYMENT; EDUCATIONAL ENGAGEMENT; POSITIVE EMOTIONS;
   SCHOOL; CONCEPTUALIZATION; ACHIEVEMENT; LEARNERS; ANXIETY
AB Since students' academic success is tied to their academic motivation and engagement, determining the predictors of these two variables seems critical. So, several inquiries have inspected the role of students' emotional and personal variables in their academic motivation and engagement. Nonetheless, the function of L2 enjoyment as an important emotional factor has remained elusive. Moreover, no inquiry has reviewed this issue neither systematically nor theoretically. To fill these lacunas, this review study aims to explain definitions, dimensions, and theoretical frameworks of L2 enjoyment, student academic motivation, and student academic engagement. This study also intends to outline the positive consequences of L2 enjoyment for students' academic engagement and motivation. Relying on the theoretical and empirical evidence, the positive role of L2 enjoyment in raising EFL students' engagement and motivation was firmly affirmed. Finally, the implications of the findings are discussed.
C1 [Liu, Shanshan] Liaocheng Univ, Foreign Languages Dept, Dongchang Coll, Liaocheng, Shandong, Peoples R China.
C3 Liaocheng University
RP Liu, SS (corresponding author), Liaocheng Univ, Foreign Languages Dept, Dongchang Coll, Liaocheng, Shandong, Peoples R China.
EM wylssunshine@163.com
FU Industry-University Collaborated Education Project: Business English
   Professional Teacher Training Under the Industry-University Cooperation
   Model [202002202012]
FX Funding This manuscript was supported by Industry-University
   Collaborated Education Project: Business English Professional Teacher
   Training Under the Industry-University Cooperation Model (202002202012).
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NR 82
TC 6
Z9 7
U1 21
U2 121
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JAN 26
PY 2022
VL 12
AR 822588
DI 10.3389/fpsyg.2021.822588
PG 6
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YW1MV
UT WOS:000753185300001
PM 35153938
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Diaz, A
   Eisenberg, N
   Valiente, C
   VanSchyndel, S
   Spinrad, TL
   Berger, R
   Hernandez, MM
   Silva, KM
   Southworth, J
AF Diaz, Anjolii
   Eisenberg, Nancy
   Valiente, Carlos
   VanSchyndel, Sarah
   Spinrad, Tracy L.
   Berger, Rebecca
   Hernandez, Maciel M.
   Silva, Kassondra M.
   Southworth, Jody
TI Relations of positive and negative expressivity and effortful control to
   kindergarteners' student-teacher relationship, academic engagement, and
   externalizing problems at school
SO JOURNAL OF RESEARCH IN PERSONALITY
LA English
DT Article
DE Behavioral problems; Effortful control; Emotion; Academic engagement;
   Student-teacher relationships; Temperament
ID CHILD RELATIONSHIP QUALITY; EMOTION-REGULATION; PROBLEM BEHAVIOR;
   TEMPERAMENT; ACHIEVEMENT; TRAJECTORIES; PREDICTION; ANTECEDENTS;
   CONTINUITY; SIMILARITIES
AB The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children's effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student-teacher relationships and students' externalizing behaviors. Children's emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom. (C) 2015 Elsevier Inc. All rights reserved.
C1 [Diaz, Anjolii; Valiente, Carlos; Spinrad, Tracy L.; Berger, Rebecca; Silva, Kassondra M.; Southworth, Jody] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85281 USA.
   [Eisenberg, Nancy; VanSchyndel, Sarah; Hernandez, Maciel M.] Arizona State Univ, Dept Psychol, POB 871104, Tempe, AZ 85287 USA.
   [Diaz, Anjolii] Ball State Univ, Dept Psychol Sci, Muncie, IN 47306 USA.
C3 Arizona State University; Arizona State University-Tempe; Arizona State
   University; Arizona State University-Tempe; Ball State University
RP Eisenberg, N (corresponding author), Arizona State Univ, Dept Psychol, POB 871104, Tempe, AZ 85287 USA.
EM ADiaz6@bsu.edu; Nancy.Eisenberg@asu.edu; Valiente@asu.edu;
   Svanschy@asu.edu; Tspinrad@asu.edu; Rhberger@asu.edu; Mherna70@asu.edu;
   Kassondra.Silva@asu.edu; Jody.southworth@asu.edu
OI Johns, Sarah/0000-0003-3656-3190; Hernandez, Maciel
   M./0000-0001-8338-5820; Berger, Rebecca/0000-0002-4728-6777
FU Eunice Kennedy Shriver National Institute of Child Health and Human
   Development of the National Institutes of Health (NIH) [R01HD068522]
FX Research reported in this publication was supported by the Eunice
   Kennedy Shriver National Institute of Child Health and Human Development
   of the National Institutes of Health (NIH) (R01HD068522) to Carlos
   Valiente and Nancy Eisenberg. The content is solely the responsibility
   of the authors and does not necessarily represent the official views of
   the NIH.
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NR 78
TC 55
Z9 70
U1 3
U2 40
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0092-6566
EI 1095-7251
J9 J RES PERS
JI J. Res. Pers.
PD APR
PY 2017
VL 67
BP 3
EP 14
DI 10.1016/j.jrp.2015.11.002
PG 12
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA ES4RJ
UT WOS:000399522100002
PM 28584388
OA Green Submitted, Green Accepted
DA 2024-07-15
ER

PT J
AU Guardino, C
   Antia, SD
AF Guardino, Caroline
   Antia, Shirind D.
TI Modifying the Classroom Environment to Increase Engagement and Decrease
   Disruption with Students Who Are Deaf or Hard of Hearing
SO JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
LA English
DT Article
ID SINGLE-SUBJECT RESEARCH; VISUAL-ATTENTION; SPATIAL-DISTRIBUTION;
   CHILDREN; SCHOOL; BEHAVIOR; SPACE; RISK; COMMUNICATION; DISABILITIES
AB The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment included changes in seating arrangements, classroom organization, visual stimulation, and acoustic quality. A multiple-baseline design was used to examine the effects of the intervention on the frequency of student academic engagement and disruptive behaviors. Results show a functional relationship between the physical environment and both an increase in levels of academic engagement and a decrease in levels of disruptive behavior. Teachers maintained the majority of modifications after the study ceased. Social validity ratings by the teachers indicated high acceptability of the intervention. Limitations and practical implications for future research are discussed.
C1 [Guardino, Caroline] Univ N Florida, Jacksonville, FL 32224 USA.
   [Antia, Shirind D.] Univ Arizona, Tucson, AZ 85721 USA.
C3 State University System of Florida; University of North Florida;
   University of Arizona
RP Guardino, C (corresponding author), 1 UNF Dr, Jacksonville, FL 32224 USA.
EM caroline.guardino@unf.edu
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NR 66
TC 23
Z9 41
U1 2
U2 22
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 1081-4159
EI 1465-7325
J9 J DEAF STUD DEAF EDU
JI J. Deaf Stud. Deaf Educ.
PD FAL
PY 2012
VL 17
IS 4
BP 518
EP 533
DI 10.1093/deafed/ens026
PG 16
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 015QS
UT WOS:000309461700008
PM 22972903
OA Bronze
DA 2024-07-15
ER

PT J
AU Gulzar, MA
   Ahmad, M
   Hassan, M
   Rasheed, MI
AF Gulzar, Muhammad Awais
   Ahmad, Mudaser
   Hassan, Marria
   Rasheed, Muhammad Imran
TI How social media use is related to student engagement and creativity:
   investigating through the lens of intrinsic motivation
SO BEHAVIOUR & INFORMATION TECHNOLOGY
LA English
DT Article
DE Social media; intrinsic motivation; academic engagement; student
   creativity; cyber bullying
AB Recent research reveals that the social media usage has been rapidly increased in higher education. Yet we know a little about the consequences of social media use among students. The current study is an attempt to understand how and when the use of social media by the students is related to their academic engagement and creativity. We collected the primary data from 267 graduate and undergraduate students enrolled at different universities situated in the Hefei city of the Anhui province of China. Findings reveal that social media use by the students is positively related to their creativity and academic engagement through intrinsic motivation while cyberbullying plays a boundary condition role on these relationships such that the direct and indirect relationships are weak when cyberbullying is higher. Important practical and theoretical implications as well as limitations and directions for future research have been discussed.
C1 [Gulzar, Muhammad Awais] Zhejiang Univ City Coll, Univ Waikato Joint Inst NZUWI, Hangzhou, Peoples R China.
   [Gulzar, Muhammad Awais] Univ Waikato, Waikato Management Sch, Sch Accounting Finance & Econ SAFE, Hamilton, New Zealand.
   [Ahmad, Mudaser; Hassan, Marria; Rasheed, Muhammad Imran] Islamia Univ Bahawalpur, Inst Business Management & Adm Sci, Bahawalpur, Pakistan.
C3 Hangzhou City University; University of Waikato; Islamia University of
   Bahawalpur
RP Ahmad, M (corresponding author), Islamia Univ Bahawalpur, Inst Business Management & Adm Sci, Bahawalpur, Pakistan.
EM mudaser.ahmad@hotmail.com
RI Hassan, Marria/GOH-1704-2022; Rasheed, Muhammad Imran/ISU-2979-2023
OI Rasheed, Muhammad Imran/0000-0002-3623-9043
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NR 98
TC 18
Z9 21
U1 9
U2 63
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0144-929X
EI 1362-3001
J9 BEHAV INFORM TECHNOL
JI Behav. Inf. Technol.
PD AUG 18
PY 2022
VL 41
IS 11
BP 2283
EP 2293
DI 10.1080/0144929X.2021.1917660
EA APR 2021
PG 11
WC Computer Science, Cybernetics; Ergonomics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Engineering
GA 5U5NR
UT WOS:000643813600001
OA hybrid
DA 2024-07-15
ER

PT J
AU Fernandez, AI
   Al Radaideh, A
   Sisodia, GS
   Mathew, A
   del Río, JAJ
AF Fernandez, Alberto Ibanez
   Al Radaideh, Ahmed
   Singh Sisodia, Gyanendra
   Mathew, Asok
   Jimber del Rio, Juan Antonio
TI Managing university e-learning environments and academic achievement in
   the United Arab Emirates: An instructor and student perspective
SO PLOS ONE
LA English
DT Article
ID ACCEPTANCE; DETERMINANTS; PERCEPTIONS; TECHNOLOGY; ENGAGEMENT;
   READINESS; SUCCESS; MODEL
AB The present research evaluates how E-learning environment, E-learning adoption, Digital readiness, and Students attitudes towards E-learning, affect Academic achievement. The study focuses on a much-neglected cultural context, Gulf Cooperation Council countries (GCC), since Student's readiness as well as institutions and professors' endowments greatly varied within countries and among universities. The study further incorporates Instructors attitudes and evaluates the mediation effect of Academic engagement on Academic achievement. The methodology relies on Partial Least Squares structural equation modelling (PLS-SEM). The research findings emphasize the role of E-learning environment, Digital readiness, Academic engagement, students as well as instructors E-learning attitude as the decisive factors that determine students' Academic achievement. This implies that institutions who adapt to a changing environment by aligning students and instructors' goals to develop a positive and supportive E-learning environment, will foment Academic engagement and promote students' Academic achievement.
C1 [Fernandez, Alberto Ibanez; Al Radaideh, Ahmed] Univ Sci & Technol Fujairah, Coll Business Adm, Fujairah, U Arab Emirates.
   [Fernandez, Alberto Ibanez] Millersville Univ Pennsylvania, Millersville, PA 17551 USA.
   [Singh Sisodia, Gyanendra] Ajman Univ, Coll Business Adm, Ajman, U Arab Emirates.
   [Mathew, Asok] Ajman Univ, Coll Dent, Ajman, U Arab Emirates.
   [Jimber del Rio, Juan Antonio] Univ Cordoba, Dept Social Sci, Cordoba, Spain.
   [Jimber del Rio, Juan Antonio] Univ Ecotec, Guayaquil, Ecuador.
C3 Pennsylvania State System of Higher Education (PASSHE); Millersville
   University of Pennsylvania; Ajman University; Ajman University;
   Universidad de Cordoba
RP Fernandez, AI (corresponding author), Univ Sci & Technol Fujairah, Coll Business Adm, Fujairah, U Arab Emirates.; Fernandez, AI (corresponding author), Millersville Univ Pennsylvania, Millersville, PA 17551 USA.
EM albertoif@yahoo.es
RI Ibanez, Alberto/JXN-4636-2024; Sisodia, Gyanendra Singh/B-4083-2019
OI Ibanez, Alberto/0000-0001-5674-2263; Jimber del Rio, JUAN
   ANTONIO/0000-0001-6886-7434; MATHEW, ASOK/0000-0001-7070-9953
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NR 66
TC 5
Z9 5
U1 1
U2 3
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD MAY 12
PY 2022
VL 17
IS 5
AR e0268338
DI 10.1371/journal.pone.0268338
PG 16
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA 8Z4XQ
UT WOS:000933383500029
PM 35552568
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Cho, MH
   Cho, Y
AF Cho, Moon-Heum
   Cho, YoonJung
TI Instructor scaffolding for interaction and students' academic engagement
   in online learning: Mediating role of perceived online class goal
   structures
SO INTERNET AND HIGHER EDUCATION
LA English
DT Article
DE Role of online instructor; Scaffolding for interaction; Online class
   goal structures; Academic engagement; Online learning
ID ACHIEVEMENT; ORIENTATIONS; ENVIRONMENTS; MOTIVATION
AB The purpose of this study was to examine the relationship between instructor scaffolding for interaction and students' academic engagement in an online learning environment mediated by perceived class goal structures. Path analysis was used to explore the relationships among the variables. The data from 158 college students revealed that online instructors' scaffolding for interaction had a significantly positive influence on students' behavioral and emotional engagement and negative influence on behavioral and emotional disaffection mediated by perceived mastery goal structure in an online course. The link between instructors' scaffolding for interaction and behavioral engagement was also mediated by perceived performance-approach goal structure. Unlike the other two class goal structures, perceived performance-avoidance goal structure was not associated with instructors' scaffolding for interaction, but it was negatively associated with behavioral and emotional disaffection. (C) 2013 Elsevier Inc. All rights reserved.
C1 [Cho, Moon-Heum] Kent State Univ Stark, North Canton, OH 44720 USA.
   [Cho, YoonJung] Oklahoma State Univ, Sch Appl Hlth & Educ Psychol, Stillwater, OK 74078 USA.
C3 University System of Ohio; Kent State University; Kent State University
   Stark; Oklahoma State University System; Oklahoma State University -
   Stillwater
RP Cho, MH (corresponding author), Kent State Univ Stark, 407 Main Hall, North Canton, OH 44720 USA.
EM mhcho@kent.edu
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NR 28
TC 66
Z9 97
U1 3
U2 72
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1096-7516
EI 1873-5525
J9 INTERNET HIGH EDUC
JI Internet High. Educ.
PD APR
PY 2014
VL 21
BP 25
EP 30
DI 10.1016/j.iheduc.2013.10.008
PG 6
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AF8QJ
UT WOS:000334980400004
DA 2024-07-15
ER

PT J
AU Minkos, ML
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   Bray, MA
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AF Minkos, Marlena L.
   Chafouleas, Sandra M.
   Bray, Melissa A.
   LaSalle, Tamika P.
TI Brief Report: A Preliminary Investigation of a Mindful Breathing
   Intervention to Increase Academic Engagement in an Alternative
   Educational Setting
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE adolescent; behavioral disorders; single-case; experimental design;
   mindfulness
ID SELF-MANAGEMENT; DIRECT BEHAVIOR
AB The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior, feasibility, and acceptability serving as secondary dependent variables. Four students entered the baseline phase; however, only two students entered the intervention phase. Results indicated that participants displayed increases in academic engagement as measured by both direct behavior rating and systematic direct observation that were maintained at 6-week follow-up. Decreases in disruptive behavior were also observed. Because the effects were not replicated three times, changes cannot be directly attributed to the intervention. In addition, teachers and students perceived the intervention to be both feasible and acceptable. Implications of the findings are discussed.
C1 [Minkos, Marlena L.] LEARN, 44 Hatchetts Hill Rd, Old Lyme, CT 06371 USA.
   [Chafouleas, Sandra M.; Bray, Melissa A.; LaSalle, Tamika P.] Univ Connecticut, Storrs, CT USA.
C3 University of Connecticut
RP Minkos, ML (corresponding author), LEARN, 44 Hatchetts Hill Rd, Old Lyme, CT 06371 USA.
EM mlminkos@yahoo.com
RI La Salle- Finley, Tamika/KRQ-5527-2024
OI La Salle- Finley, Tamika/0000-0003-0356-6387
FU University of Connecticut Graduate School Doctoral Fellowship program
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article:
   Preparation of this article was supported by funding from the University
   of Connecticut Graduate School Doctoral Fellowship program.
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NR 22
TC 11
Z9 23
U1 4
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD AUG
PY 2018
VL 43
IS 4
BP 436
EP 443
DI 10.1177/0198742917740870
PG 8
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA GO0BZ
UT WOS:000439586600004
DA 2024-07-15
ER

PT J
AU Rubio-Valdivia, JM
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   Granero-Gallegos, A
AF Rubio-Valdivia, Jose Maria
   Lopez-Garcia, Gines David
   Granero-Gallegos, Antonio
TI Effects of interpersonal teaching style on academic engagement in future
   teachers. The mediating role of trust and academic effort
SO CADMO
LA Spanish
DT Article
ID SELF-CONCEPT; STUDENT ENGAGEMENT; HIGHER-EDUCATION; AUTONOMY;
   PERFORMANCE; ADOLESCENTS
C1 [Rubio-Valdivia, Jose Maria; Lopez-Garcia, Gines David] Univ Almeria, Carretera Sacramento S-N, Almeria 04120, Spain.
   [Granero-Gallegos, Antonio] Univ Almeria, Dept Educ, Ctr Invest Salud, Almeria, Spain.
C3 Universidad de Almeria; Universidad de Almeria
RP Granero-Gallegos, A (corresponding author), Univ Almeria, Carretera Sacramento S-N, Almeria 04120, Spain.
EM jose-mariarubio98@gmail.com; glg807@ual.es; agranero@ual.es
RI Granero-Gallegos, Antonio/P-4888-2015
OI Granero-Gallegos, Antonio/0000-0002-1385-8386
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NR 53
TC 0
Z9 0
U1 0
U2 3
PU FRANCO ANGELI
PI MILAN
PA VIALE MONZA 106, MILAN, ITALY
SN 1122-5165
EI 1972-5019
J9 CADMO
JI Cadmo
PY 2022
IS 2
BP 85
EP 103
DI 10.3280/CAD2022-002006
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA G7ID7
UT WOS:000990842700006
DA 2024-07-15
ER

PT J
AU Hamilton, W
   Duerr, DE
   Hemphill, C
   Colello, K
AF Hamilton, William
   Duerr, Daniel E.
   Hemphill, Cheryl
   Colello, Kathleen
TI Techno-capital, cultural capital, and the cultivation of academic social
   capital: The case of adult online college students
SO INTERNET AND HIGHER EDUCATION
LA English
DT Article
DE Online learning; Adult students; Cultural capital; Academic integration;
   Social capital; Academic engagement
ID SELF-EFFICACY; AFRICAN-AMERICAN; INTEGRATION; INVOLVEMENT; PERSISTENCE;
   MODEL; UNDERSTANDINGS; COMMUNICATION; ACHIEVEMENT; PERCEPTIONS
AB The current study examines the role of cultural capital and techno-capital in the academic social capital formation process, focusing on adult online college students (N = 725) enrolled at a private not-for-profit university in the US. Multiple regression results indicated that cultural capital predicted behavioral integration, an important means through which academic social capital is cultivated; yet, techno-competency, a subscale of techno-capital, predicted the ways in which students perceived their own integration. The findings lend support to the notion that students with higher levels of cultural capital enact academic engagement because they have a better understanding of the "rules of the game, " but techno-capital enables individuals to mobilize a particular set of skills and their socialized understanding of the online context to extract value and realize the benefits from academic engagement.
C1 [Hamilton, William; Duerr, Daniel E.; Hemphill, Cheryl; Colello, Kathleen] St Leo Univ, St Leo, FL 33574 USA.
   [Hamilton, William] St Leo Univ, Off Assessment & Inst Res, 33701 State Rd 52,MC 2004, St Leo, FL 33574 USA.
C3 Saint Leo University; Saint Leo University
RP Hamilton, W (corresponding author), St Leo Univ, Off Assessment & Inst Res, 33701 State Rd 52,MC 2004, St Leo, FL 33574 USA.
EM william.hamilton02@saintleo.edu
RI Hamilton, William/HTP-8316-2023
OI Hamilton, William/0000-0003-2817-7097
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NR 93
TC 2
Z9 2
U1 6
U2 31
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1096-7516
EI 1873-5525
J9 INTERNET HIGH EDUC
JI Internet High. Educ.
PD JAN
PY 2023
VL 56
AR 100891
DI 10.1016/j.iheduc.2022.100891
EA SEP 2022
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4X8UZ
UT WOS:000861114200002
DA 2024-07-15
ER

PT J
AU Arrivillaga, C
   Rey, L
   Extremera, N
AF Arrivillaga, Christiane
   Rey, Lourdes
   Extremera, Natalio
TI The Chain-Mediating Role of Perceived Stress and Problematic Smartphone
   Use in the Link Between Critical Thinking and Academic Engagement Among
   Spanish Adolescents
SO CYBERPSYCHOLOGY-JOURNAL OF PSYCHOSOCIAL RESEARCH ON CYBERSPACE
LA English
DT Article
DE critical thinking; stress; problematic smartphone use; academic;
   engagement; adolescents; serial mediation
ID MOBILE PHONE ADDICTION; UNIVERSITY-STUDENTS; MODEL; INTERNET;
   PERFORMANCE; SATISFACTION; SCALES; USAGE
AB Because problematic smartphone use (PSU) is rising among adolescents, it is vital to analyze the potential causes and psychosocial consequences affecting this target population. Current theoretical frameworks suggest that specific personal core characteristics might predispose individuals to experience increases in this problematic behavior over time. Additionally, PSU has been conceptualized as a maladaptive coping mechanism to manage negative emotions. The present study aimed at analyzing a personal resource, critical thinking disposition, and a potential negative consequence, reduced academic engagement, and the underlying role of perceived stress and PSU in this association among Spanish adolescents. The sample consisted of 688 adolescents (54% females, 46% males) aged 12 to 18 years from Southern Spain. Participants completed self-report questionnaires to assess critical thinking disposition (VIA-Youth), perceived stress (Perceived Stress Scale), PSU (Smartphone Addiction ScaleShort Version), and academic engagement ( Utrecht Work Engagement Scale-Students). We analyzed a serial mediation model using PROCESS (SPSS), in which critical thinking disposition was the independent variable, perceived stress and PSU were the first and second mediators, respectively, and academic engagement was the outcome variable. Our results indicated that lower critical thinking disposition was linked to increased perceived stress, which was associated with higher PSU, resulting in decreased academic engagement. These findings provide empirical support for the pathways model of PSU, the maladaptive coping theories, and the I-PACE model of behavioral addictions. Furthermore, we discuss our results highlighting the important implication of training adolescents to think critically regarding their smartphone usage to reduce their stress levels, to avoid using smartphones as a coping strategy, and hence, to improve their student's attitudes toward school.
C1 [Arrivillaga, Christiane; Extremera, Natalio] Univ Malaga, Fac Psychol, Dept Social Psychol, Campus Teatinos S-N, Malaga 29071, Spain.
   [Rey, Lourdes] Univ Malaga, Fac Psychol, Dept Personal Assessment & Psychol Treatment, Malaga, Spain.
   [Rey, Lourdes] Univ Malaga, Fac Psychol, Res Grad Studies & Res Labs, Malaga, Spain.
C3 Universidad de Malaga; Universidad de Malaga; Universidad de Malaga
RP Arrivillaga, C (corresponding author), Univ Malaga, Fac Psychol, Dept Social Psychol, Campus Teatinos S-N, Malaga 29071, Spain.
EM carrivillagad@uma.es
RI Extremera, Natalio/K-5882-2015; Rey Peña, Lourdes/Y-2020-2019
OI Extremera, Natalio/0000-0002-8874-7912; Rey Peña,
   Lourdes/0000-0003-1394-1646; Arrivillaga, Christiane/0000-0002-8461-571X
FU University of Malaga [PPIT.UMA.A2.2019]; PAIDI group [CTS-1048];
   Ministry for Science and Innovation in Spain [PID2020-117006RB-I00]
FX This work was financially supported by the University of Malaga
   (PPIT.UMA.A2.2019), the PAIDI group CTS-1048 (Junta de Andalucia), and
   the Ministry for Science and Innovation in Spain (PID2020-117006RB-I00).
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NR 99
TC 1
Z9 1
U1 10
U2 29
PU MASARYKOVA UNIV, FAC SOCIAL STUDIES
PI BRNO
PA JOSTOVA 10, BRNO, 602 00, CZECH REPUBLIC
SN 1802-7962
J9 CYBERPSYCHOLOGY
JI Cyberpsychology
PY 2022
VL 16
IS 4
DI 10.5817/CP2022-4
PG 17
WC Communication; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Communication; Psychology
GA 6M4KY
UT WOS:000888839400007
DA 2024-07-15
ER

PT J
AU Bugbee, BA
   Beck, KH
   Fryer, CS
   Arria, AM
AF Bugbee, Brittany A.
   Beck, Kenneth H.
   Fryer, Craig S.
   Arria, Amelia M.
TI Substance Use, Academic Performance, and Academic Engagement Among High
   School Seniors
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
DE academic engagement; academic performance; adolescents; substance use;
   truancy
ID ALCOHOL-USE DISORDERS; MARIJUANA USE; PRESCRIPTION STIMULANTS; BRIEF
   INTERVENTION; PROBLEM-BEHAVIOR; SKIPPING SCHOOL; EARLY ADULTHOOD; HEAVY
   DRINKING; DRUG-USE; ADOLESCENTS
AB BACKGROUND Substance use is prevalent and is associated with academic performance among adolescents. Few studies have examined the association between abstinence from all substances and academic achievement. METHODS Data from a nationally representative sample of 9578 12th graders from the 2015 Monitoring the Future survey were analyzed to examine relationships between abstinence from substance use and 4 academic variables: skipping school, grades, academic self-efficacy, and emotional academic engagement. Participants were categorized as lifetime non-users, former users, and past-year users based on the use of 14 substances. RESULTS Approximately one-fourth of participants had never used cigarettes, alcohol, or other drugs during their lifetime, and 8%(wt) used at least one substance during their lifetime but not during the past year. Adjusting for demographic variables, past-year substance users had 2.71 greater odds of skipping school during the past month than lifetime non-users and 1.74 greater odds of having low grades. Lifetime non-users reported greater academic self-efficacy and emotional academic engagement than past-year users. CONCLUSIONS Many 12th graders have abstained from all substance use during their lifetime, and these adolescents experience better academic outcomes than their substance-using peers. Substance use prevention programs should be evaluated as a way to promote academic achievement.
C1 [Bugbee, Brittany A.; Arria, Amelia M.] Univ Maryland, Dept Behav & Community Hlth, Sch Publ Hlth, Ctr Young Adult Hlth & Dev, 1234 Sch Publ Hlth, College Pk, MD 20742 USA.
   [Beck, Kenneth H.; Fryer, Craig S.] Dept Behav & Community Hlth, 1234 Sch Publ Hlth, College Pk, MD 20742 USA.
C3 University System of Maryland; University of Maryland College Park
RP Bugbee, BA (corresponding author), Univ Maryland, Dept Behav & Community Hlth, Sch Publ Hlth, Ctr Young Adult Hlth & Dev, 1234 Sch Publ Hlth, College Pk, MD 20742 USA.
EM bbugbee@umd.edu; kbeck1@umd.edu; csfryer@umd.edu; aarria@umd.edu
RI Fryer, Craig/N-1744-2014
OI Arria, Amelia/0000-0002-6360-9265
FU National Institute on Drug Abuse [R01DA001411-41]
FX Funding for this study was provided by the National Institute on Drug
   Abuse (R01DA014845, Dr. Arria, PI). The Monitoring the Future survey is
   funded by the National Institute on Drug Abuse (R01DA001411-41, Dr.
   Johnston, PI).
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NR 87
TC 43
Z9 60
U1 4
U2 37
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4391
EI 1746-1561
J9 J SCHOOL HEALTH
JI J. Sch. Health
PD FEB
PY 2019
VL 89
IS 2
BP 145
EP 156
DI 10.1111/josh.12723
PG 12
WC Education & Educational Research; Education, Scientific Disciplines;
   Health Care Sciences & Services; Public, Environmental & Occupational
   Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services;
   Public, Environmental & Occupational Health
GA HG1UM
UT WOS:000454746500009
PM 30604451
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Wantchekon, KA
   Umaña-Taylor, AJ
AF Wantchekon, Kristia A.
   Umana-Taylor, Adriana J.
TI Targeting ethnic-racial identity development and academic engagement in
   tandem through curriculum
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Ethnic-racial identity; School ethnic-racial socialization; Adolescents
ID EFFICACY SCALE DEVELOPMENT; SCHOOL ENGAGEMENT; CRITICAL CONSCIOUSNESS;
   ACHIEVEMENT; SOCIALIZATION; AMERICAN; BLACK; STUDENTS; DISCRIMINATION;
   EXPECTATIONS
AB Schools play an integral role in adolescents' learning and understanding of their ethnic -racial identity (ERI); however, the extant research offers a limited understanding of how specific educator practices can inform adolescents' ERI development, and in turn, their academic adjustment. Accordingly, the present study utilized 30 interviews with Latinx, White, Asian American, and Multiracial eighth grade students (N = 16; Mage = 13.25 years, SD = 0.45; 75% girls, 25% boys) and their English teacher to illustrate the processes by which an ERI-focused unit informed students' ERI developmental processes and their academic engagement (i.e., behavioral, cognitive, and emotional). Results from iterative causation coding indicated that (a) the unit promoted ERI development by facilitating conversations with family, offering dedicated time for ERI exploration, and facilitating personal and literary ERI exploration in tandem; (b) the unit's focus on ERI development encouraged students' emotional, cognitive, and behavioral academic engagement; and (c) the unit also encouraged students' emotional, cognitive, and behavioral academic engagement by leveraging book selections centering ethnoracially minoritized youth, critical consciousness raising, and class community building. Our findings offer implications for future research and school -based efforts looking to positively support adolescents' ERI development. Our findings also provide insights regarding the role of the predominately White school context in students' experiences with the unit, namely, the role of the context in some students' occasional disengagement with the material.
C1 [Wantchekon, Kristia A.] Georgetown Univ, Dept Psychol, 306-N White Gravenor Hall,37th & O St NW, Washington, DC 20057 USA.
   [Umana-Taylor, Adriana J.] Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA USA.
   [Wantchekon, Kristia A.] Georgetown Coll, 306-N White Gravenor Hall,37th & O St NW, Washington, DC 20057 USA.
C3 Georgetown University; Harvard University
RP Wantchekon, KA (corresponding author), Georgetown Coll, 306-N White Gravenor Hall,37th & O St NW, Washington, DC 20057 USA.
EM kristia.wantchekon@georgetown.edu
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NR 118
TC 0
Z9 0
U1 6
U2 6
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2024
VL 103
AR 101292
DI 10.1016/j.jsp.2024.101292
EA FEB 2024
PG 32
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA MM5P8
UT WOS:001194054600001
PM 38432735
DA 2024-07-15
ER

PT J
AU Bernabé, M
   Merhi, R
   Lisbona, A
   Palací, FJ
AF Bernabe, Miguel
   Merhi, Richard
   Lisbona, Ana
   Palaci, Francisco J.
TI Perfectionism and academic engagement, the mediating role of passion for
   the studies
SO EDUCACION XX1
LA English
DT Article
DE perfectionism; engagement; passion; students; adult learning
ID MEASUREMENT ERROR; SATISFACTION; PERFORMANCE; BURNOUT
AB In recent years, university institutions, together with the traditional interest in academic performance, are showing attention to the well-being of students. The concept of engagement tries to link both areas and suggests that there are motivational mechanisms common to well-being and performance. University adults choose to pursue high degree studies out of a desire for development that translates into a passion for learning. This passion has shown both positive and negative outcomes on well-being. Perfectionism has been shown to be a predictor of academic performance with different results in student health. For this reason, it is intended in the following work to analyze the relationship of perfectionism on the academic engagement and the mediating effect of passion for the studies, in 545 distance education university students, through a quasi-experimental design. Mediation analyzes are performed using the Partial Least Squares (PLS) method with SmartPLS software. Thus, self-oriented perfectionism has a significant relationship with academic engagement, both directly and through passion, especially harmonious passion. A different effect is observed with socialized perfectionism. The model presents an adequate predictive level (Q2= [.435 -.630]). Therefore, passion constitutes a mediating variable between students' perfectionist beliefs and academic engagement in the study sample (SRMR<.08; R2= 45% p<.005). Theoretical and practical implications are analyzed, such as the importance of implementing strategies that encourage students to play an active, challenging, and flexible role in their learning process.
C1 [Bernabe, Miguel; Merhi, Richard; Lisbona, Ana; Palaci, Francisco J.] Univ Nacl Educ Distancia UNED, Madrid, Spain.
C3 Universidad Nacional de Educacion a Distancia (UNED)
RP Bernabé, M (corresponding author), Univ Nacl Educ Distancia UNED, Madrid, Spain.
EM mbernabe@psi.uned.es
RI Bernabé, Miguel/I-2717-2014
OI Bernabé, Miguel/0000-0001-8633-4068
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NR 49
TC 2
Z9 2
U1 4
U2 8
PU UNIV NACIONAL EDUCACION DISTANCIA
PI MADRID
PA PO SENDA REY,BRAVO MURILLO 38, MADRID, 7-28040, SPAIN
SN 1139-613X
EI 2174-5374
J9 EDUC XX1
JI Educ. XX1
PY 2023
VL 26
IS 2
BP 71
EP 90
DI 10.5944/educxx1.33706
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA K9VU8
UT WOS:001019846600003
OA gold
DA 2024-07-15
ER

PT J
AU Metzger, IW
   Cooper, SM
   Griffin, CB
   Golden, AR
   Opara, I
   Ritchwood, TD
AF Metzger, Isha W.
   Cooper, Shauna M.
   Griffin, Charity Brown
   Golden, Alexandrea R.
   Opara, Ijeoma
   Ritchwood, Tiarney D.
TI Parenting profiles of academic and racial socialization: Associations
   with academic engagement and academic self-beliefs of African American
   adolescents
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE African American; Academic engagement; Ethnic-racial socialization;
   Schooling; Adolescent development; Parenting
ID SCHOOL ENGAGEMENT; DISCRIMINATION EXPERIENCES; ETHNIC SOCIALIZATION;
   CHILDRENS EDUCATION; MEDIATING ROLE; MENTAL-HEALTH; INVOLVEMENT;
   ACHIEVEMENT; IDENTITY; OUTCOMES
AB In addition to being involved and encouraging their youth academically, many African American caregivers also employ socialization practices that prepare their adolescents for entering into a school system where they will be an ethnic minority or be taught by predominantly non-minority educators. The purpose of the current investigation was to fill existing gaps in the literature by examining two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (cultural pride, preparation for bias, and egalitarian messages). Additionally, this study examined how the identified profiles are associated with African American adolescents' academic outcomes (academic engagement and academic self-beliefs). A latent profile analysis was utilized to analyze data on 140 African American adolescent participants (M = 12.4; SD = 1.13; 56% female). Profiles that were identified included (a) academic socializers, (b) low race salient socializers, (c) preparation for bias socializers, (d) unengaged socializers, (e) multifaceted socializers, and (f) race salient socializers. Although there was no demographic (age, gender, SES) variation in profile membership, there were some differences in academic engagement and adolescents' academic-self beliefs. Findings highlight the importance of examining how academic and racial socialization work together and their association with adolescents' academic outcomes. Implications are discussed for school psychologists and educators.
C1 [Metzger, Isha W.] Univ Georgia, Athens, GA 30602 USA.
   [Cooper, Shauna M.] Univ N Carolina, Chapel Hill, NC 27515 USA.
   [Griffin, Charity Brown] Winston Salem State Univ, Winston Salem, NC USA.
   [Golden, Alexandrea R.] Cleveland State Univ, Cleveland, OH 44115 USA.
   [Opara, Ijeoma] SUNY Stony Brook, 101 Nicolls Rd, Stony Brook, NY 11794 USA.
   [Ritchwood, Tiarney D.] Duke Univ, 2200 W Main 54, Durham, NC 27705 USA.
C3 University System of Georgia; University of Georgia; University of North
   Carolina; University of North Carolina Chapel Hill; Winston-Salem State
   University; University System of Ohio; Cleveland State University; State
   University of New York (SUNY) System; State University of New York
   (SUNY) Stony Brook; Duke University
RP Metzger, IW (corresponding author), Univ Georgia, Dept Psychol, 125 Baldwin St, Athens, GA 30602 USA.
EM isha.metzger@uga.edu; ijeoma.opara@stonybrook.edu;
   tiarney.ritchwood@duke.edu
RI Cooper, Shauna/ABB-9317-2021
OI Cooper, Shauna/0000-0001-7607-1276; Griffin,
   Charity/0000-0002-4524-7176; Metzger, Isha/0000-0002-4471-8431
FU National Research Service Award from the National Institute of Child
   Health and Human Development (NICHD) [1F31HD046414-01]
FX Portions of this research were funded by a National Research Service
   Award from the National Institute of Child Health and Human Development
   (NICHD) granted to the second author (1F31HD046414-01). We would like to
   express extreme gratitude to the Families, Friends, and Schools Project
   Research Team as well as the students who participated in the study.
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NR 111
TC 7
Z9 20
U1 8
U2 30
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD OCT
PY 2020
VL 82
BP 36
EP 48
DI 10.1016/j.jsp.2020.07.001
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA OA1QB
UT WOS:000577568000003
PM 32988462
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Roberts, GJ
   Mize, M
   Reutebuch, CK
   Falcomata, T
   Capin, P
   Steelman, BL
AF Roberts, Garrett J.
   Mize, Min
   Reutebuch, Colleen K.
   Falcomata, Terry
   Capin, Philip
   Steelman, Briana L.
TI Effects of a Self-Management with Peer Training Intervention on Academic
   Engagement for High School Students with Autism Spectrum Disorder
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Autism; Self-management; Classroom interventions; High school;
   Engagement
ID CHILDREN; ADOLESCENTS; TASK
AB Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to examine the effects of a self-management with peer trainer (SM + PT) intervention on the academic engagement of two high school students with ASD. The peer trainer in this study also had ASD. Additionally, the study examines the extent to which the peer trainer with ASD implemented a peer training session with fidelity and the social validity of the SM + PT intervention. Based on the What Works Clearinghouse Procedures and Standards Handbook guidelines (Institute of Education Sciences 2017), this study found moderate evidence for a causal relationship of the SM + PT intervention and academic engagement for both students. Data suggest that the peer trainer implemented the peer training component with fidelity. Social validity results suggest that the intervention was feasible, acceptable, and effective. Limitations include the presence of naturally occurring variations in the teacher-assigned tasks, school-imposed time constraints, and data outliers in both students' second baseline phases. Future research is needed to investigate the extent to which SM + PT interventions can be effectively implemented and generalized to more inclusive high school settings.
C1 [Roberts, Garrett J.] Univ Denver, Morgridge Coll Educ, Dept Teaching & Learning Sci, 1999 E Evans Ave, Denver, CO 80210 USA.
   [Mize, Min] Winthrop Univ, Richard W Riley Coll Educ, Dept Counseling Leadership & Educ Studies, 701 Oakland Ave, Rock Hill, SC 29733 USA.
   [Reutebuch, Colleen K.; Capin, Philip] Univ Texas Austin, Coll Educ SZB 228, Meadows Ctr Preventing Educ Risk, 1912 Speedway D4900, Austin, TX 78712 USA.
   [Falcomata, Terry] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Dept Special Educ SZB 532E, 1912 Speedway D5300, Austin, TX 78712 USA.
   [Steelman, Briana L.] Ctr ASD, 400 Eagle Dr, Crowley, TX 76036 USA.
C3 University of Denver; University of Texas System; University of Texas
   Austin; University of Texas System; University of Texas Austin
RP Roberts, GJ (corresponding author), Univ Denver, Morgridge Coll Educ, Dept Teaching & Learning Sci, 1999 E Evans Ave, Denver, CO 80210 USA.
EM garrett.roberts@du.com; mizem@winthrop.edu;
   ckreutebuch@austin.utexas.edu; falcomata@austin.utexas.edu;
   pcapin@utexas.edu; brianasteelman@yahoo.com
FU Institute of Education Sciences, U.S. Department of Education
   [R324C120006]
FX This study was funded by the Institute of Education Sciences, U.S.
   Department of Education, through Grant R324C120006. The opinions
   expressed represent those of the authors and do not represent the views
   of the Institute of Education Sciences or the U.S. Department of
   Education.
CR [Anonymous], 2017, WHAT WORKS CLEAR PRO
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NR 32
TC 11
Z9 21
U1 5
U2 32
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD DEC
PY 2019
VL 28
IS 4
BP 456
EP 478
DI 10.1007/s10864-018-09317-2
PG 23
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JM9ZE
UT WOS:000496563700003
DA 2024-07-15
ER

PT J
AU Casanova, JR
   Sinval, J
   Almeida, LS
AF Casanova, Joana R.
   Sinval, Jorge
   Almeida, Leandro S.
TI Academic success, engagement and self-efficacy of first-year university
   students: personal variables and first-semester performance
SO ANALES DE PSICOLOGIA
LA English
DT Article
DE Higher education; First-year students; Academic engagement;
   Self-efficacy; Academic achievement
ID HIGHER-EDUCATION; DROPOUT; ACHIEVEMENT; COLLEGE; GENDER; SCHOOL; SCALE;
   LIFE
AB Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and socie-ty's social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents' educational level and grades on entering higher education, along with levels of students' academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent's educational levels to perceived self-efficacy, for students' academic engagement to 1st-semester achievement, and 1st-semester achievement to 2nd-semester achievement. Students' academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engage-ment and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about pre-dictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and pre -venting failure and dropout.
C1 [Sinval, Jorge] Univ Minho, Inst Educ, Res Ctr Educ CIEd, Braga, Portugal.
   [Sinval, Jorge] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.
   [Sinval, Jorge] Inst Univ Lisboa ISCTE IUL, Business Res Unit BRU IUL, Lisbon, Portugal.
   [Sinval, Jorge] Univ Sao Paulo, Fac Philosophy Sci & Languages Ribeirao Preto, Ribeirao Preto, SP, Brazil.
   [Almeida, Leandro S.] Univ Fed Sao Paulo, Dept Evidence Based Hlth, Escola Paulista Med, Sao Paulo, SP, Brazil.
   [Casanova, Joana R.] Univ Minho, Psychol Res Ctr CIPsi, Sch Psychol, Braga, Portugal.
   [Casanova, Joana R.] Univ Minho, Minho, Portugal.
C3 Universidade do Minho; Nanyang Technological University; National
   Institute of Education (NIE) Singapore; Instituto Universitario de
   Lisboa; Universidade de Sao Paulo; Universidade Federal de Sao Paulo
   (UNIFESP); Universidade do Minho; Universidade do Minho
RP Casanova, JR (corresponding author), Univ Minho, Minho, Portugal.
EM joana.casanova@gmail.com
RI Sinval, Jorge/K-4431-2013; R. Casanova, Joana/Q-5301-2017; Almeida,
   Leandro/B-3040-2011
OI Sinval, Jorge/0000-0002-2855-1360; R. Casanova,
   Joana/0000-0003-0652-3438; Almeida, Leandro/0000-0002-0651-7014
FU FCT I.P. [UIDB/01661/2020, UIDP/01661/2020]; Portuguese Science and
   Technology Foundation [CPCA/A1/435377/2021];  [UIDB/00315/2020]
FX Joana R. Casanova, and Leandro S. Almeida: This work was supported by
   the Portuguese Science and Technology Foundation (FCT) , Research Center
   on Education (CIEd) [UIDB/01661/2020; UIDP/01661/2020] . Jorge Sinval:
   This work was produced with the support of INCD, and it was funded by
   FCT I.P. under the project Advanced Computing Project
   CPCA/A1/435377/2021, platform Cirrus. This work was supported by the
   Portuguese Science and Technology Foundation, grant UIDB/00315/2020.r
   [UIDB/01661/2020; UIDP/01661/2020] . Jorge Sinval: This work was
   produced with the support of INCD, and it was funded by FCT I.P. under
   the project Advanced Computing Project CPCA/A1/435377/2021, platform
   Cirrus. This work was support-ed by the Portuguese Science and
   Technology Foundation, grant UIDB/00315/2020.
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NR 75
TC 1
Z9 1
U1 11
U2 11
PU UNIV MURCIA
PI Murcia
PA Edificio Pleiades Campus de Espinardo, Murcia, 30071, SPAIN
SN 0212-9728
EI 1695-2294
J9 AN PSICOL-SPAIN
JI An. Psicol.
PD JAN
PY 2024
VL 40
IS 1
BP 44
EP 53
DI 10.6018/analesps.479151
PG 10
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA EF3V6
UT WOS:001137477300016
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Rogers, AA
   Delay, D
   Martin, CL
AF Rogers, Adam A.
   Delay, Dawn
   Martin, Carol Lynn
TI Traditional Masculinity During the Middle School Transition:
   Associations with Depressive Symptoms and Academic Engagement
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Gender roles; Masculinity; Mental health; School engagement; Adolescence
ID GENDER-TYPED BEHAVIORS; LONGITUDINAL DATA; SOCIAL GOALS; TRAJECTORIES;
   IDENTITY; IMPACT; BOYS; ADOLESCENCE; ACHIEVEMENT; PERFORMANCE
AB Culturally prescribed social scripts for traditional masculinity that emphasize social dominance are frequently linked to diminished well-being for men across a variety of psychological domains. However, few studies have examined the role of traditional masculinity scripts in the lives of early adolescent boys and girls, despite their relevance during this period and their potential developmental implications. To address this need, we examined the development of early adolescents' conformity to traditional masculinity across the middle school transition, as well as its links with depressive symptoms and academic engagement. Using a diverse sample of 280 adolescents (M (age) = 11.13, SD = 0.51; 54.3 % Female; 44 % Latina/o) assessed at the beginning (fall 2014) and end (spring 2015) of their first year of middle school, we found an increase in conformity to traditional masculinity scripts among boys, but not among girls. For boys and girls alike, conformity to traditional masculinity predicted greater depressive symptoms and decreased academic engagement. Depressive symptoms also mediated the association between traditional masculinity and academic engagement for boys and girls. This study is among the first to study conformity to traditional masculinity from a developmental lens. The findings suggest that traditional masculinity scripts are relevant for early adolescents (particularly boys) transitioning to middle school. However, for both boys and girls, conformity to these scripts can compromise psychological and academic well-being.
C1 [Rogers, Adam A.; Delay, Dawn; Martin, Carol Lynn] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, 951 South Cady Mall,POB 873701, Tempe, AZ 85287 USA.
C3 Arizona State University; Arizona State University-Tempe
RP Rogers, AA (corresponding author), Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, 951 South Cady Mall,POB 873701, Tempe, AZ 85287 USA.
EM adam.rogers@asu.edu
RI /ABF-7278-2020; /AGH-3726-2022; Martin, Carol/AAS-8916-2020
OI Martin, Carol/0000-0003-0666-023X
FU T. Denny Sanford Foundation; Sanford School of Social and Family
   Dynamics
FX This research supported by the T. Denny Sanford Foundation and the
   Sanford School of Social and Family Dynamics.
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NR 59
TC 37
Z9 57
U1 2
U2 25
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD APR
PY 2017
VL 46
IS 4
SI SI
BP 709
EP 724
DI 10.1007/s10964-016-0545-8
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA EQ6IK
UT WOS:000398184800003
PM 27435597
DA 2024-07-15
ER

PT J
AU Kawabata, Y
   Crick, NR
AF Kawabata, Yoshito
   Crick, Nicki R.
TI Direct and Interactive Links Between Cross-Ethnic Friendships and Peer
   Rejection, Internalizing Symptoms, and Academic Engagement Among
   Ethnically Diverse Children
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE cross-ethnic friendships; academic engagement; social and school
   adjustment problems
ID INDIVIDUALISTIC GOAL STRUCTURES; RACIAL/ETHNIC FRIENDSHIPS; EARLY
   ADOLESCENTS; MIDDLE CHILDHOOD; AFRICAN-AMERICAN; RACE; SCHOOL;
   VICTIMIZATION; ACHIEVEMENT; CONTEXT
AB The present study examined direct and interactive links between friendships and social, academic, and psychological adjustment problems (i.e., peer rejection as nominated by same-ethnic and cross-ethnic peers, teacher-reported academic engagement, and teacher-reported internalizing symptoms) among school-age children in multiethnic schools (n = 509, age: 9-10). The data, which included 2 time points with a 6-month interval, were drawn from a relatively large-sized, short-term longitudinal study. Results showed that cross-ethnic friendships (not same-ethnic friendships) were associated with greater academic engagement concurrently and predated decreased peer rejection and internalizing symptoms longitudinally, even after controlling for the availability of same-ethnic peers and classroom diversity. Furthermore, cross-ethnic friendships (not same-ethnic friendships) moderated the link between relational victimization and increased peer rejection and greater internalizing symptoms, such that this link was evidenced for children with fewer cross-ethnic friendships. However, the moderation effect was contingent upon the type of outcome variables and the ethnicity of the child. For example, the buffering effect against the negative contribution of relational victimization to internalizing symptoms was found particularly for African American children. The findings are discussed based on theories of normative development, ethnic socialization, and intergroup relations.
C1 [Kawabata, Yoshito; Crick, Nicki R.] Univ Minnesota Twin Cities, Inst Child Dev, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities
RP Kawabata, Y (corresponding author), Univ N Carolina, Fayetteville State Univ, Nursing Educ & Res Ctr, Constituent Inst,Dept Psychol, 1200 Murchison Rd, Fayetteville, NC 28301 USA.
EM ykawabat@uncfsu.edu
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NR 57
TC 34
Z9 38
U1 3
U2 33
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD APR
PY 2015
VL 21
IS 2
BP 191
EP 200
DI 10.1037/a0038451
PG 10
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA CE6LF
UT WOS:000351947200003
PM 25486496
DA 2024-07-15
ER

PT J
AU Pérez-Fuentes, MD
   Gázquez-Linares, JJ
   Molero-Jurado, MD
   Martos-Martinez, A
   Barragán-Martín, AB
   Simón-Márquez, MD
AF del Carmen Perez-Fuentes, Maria
   Jesus Gazquez-Linares, Jose
   del Mar Molero-Jurado, Maria
   Martos-Martinez, Africa
   Belen Barragan-Martin, Ana
   del Mar Simon-Marquez, Maria
TI Student burnout and engagement: Relationship with adolescent use of
   alcohol and attitudes towards authority
SO INTERNATIONAL JOURNAL OF CLINICAL AND HEALTH PSYCHOLOGY
LA English
DT Article
DE Burnout; Engagement; Adolescent; Alcohol; Cross-sectional study
ID SCHOOL BURNOUT; ACADEMIC ENGAGEMENT; DRINKING MOTIVES; SOCIAL ANXIETY;
   SUBSTANCE USE; CONSUMPTION; RESOURCES; CONSERVATION; ACHIEVEMENT; HEALTH
AB Background/Objective: The burnout syndrome has been related to development of transgressive attitudes toward norms that facilitate risk behaviors in youth, such as drinking alcohol. On the contrary, academic engagement is related to positive attitudes toward authority which can slow down its use. The objective was analyze the relationships between burnout and academic engagement, attitudes toward authority and use of alcohol. Method: The sample included a total of 1,287 high school students who anonymously filled out the Maslach Burnout Inventory-Student Survey, the Utrecht Work Engagement Scale for Students and the Scale of Attitudes toward Institutional Authority in adolescents, along with questions on drinking alcohol. Results: It was observed that cynicism had a significant effect on positive attitude toward rule-breaking, and this in turn, on frequency of drinking. The engagement dedication factor was shown to have a significant direct effect on positive attitude toward institutional authority, and this on drinking frequency. Conclusions: Promoting measures for decreasing burnout in youth and stimulating academic engagement could have repercussions on attitudes toward rules and the presence of risk behavior. (c) 2021 Asociacion Espanola de Psicologia Conductual. Published by Elsevier Espana, S.L.U. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
C1 [del Carmen Perez-Fuentes, Maria; Jesus Gazquez-Linares, Jose; del Mar Molero-Jurado, Maria; Martos-Martinez, Africa; Belen Barragan-Martin, Ana; del Mar Simon-Marquez, Maria] Univ Almeria, Ctra Sacramento S-N, Almeria 04120, Spain.
   [Jesus Gazquez-Linares, Jose] Univ Autonoma Chile, Providencia, Region Metropol, Chile.
C3 Universidad de Almeria; Universidad Autonoma de Chile
RP Gázquez-Linares, JJ (corresponding author), Univ Almeria, Ctra Sacramento S-N, Almeria 04120, Spain.
EM jlinares@ual.es
RI Barragán Martín, Ana Belén/ABJ-7252-2022; Martínez-Monteagudo, Maria
   Carmen/AAY-5031-2021; Molero Jurado, María del Mar/X-7805-2018; PEREZ
   FUENTES, M CARMEN/C-3018-2011; Linares, José Jesús Gázquez/M-9230-2019;
   GAZQUEZ, JOSE JESUS/AAZ-7371-2021
OI Barragán Martín, Ana Belén/0000-0001-8936-0245; Martínez-Monteagudo,
   Maria Carmen/0000-0002-6092-3451; Molero Jurado, María del
   Mar/0000-0001-9187-1474; PEREZ FUENTES, M CARMEN/0000-0001-5950-5175;
   Linares, José Jesús Gázquez/0000-0002-6969-1781; Martos Martinez,
   Africa/0000-0002-6794-3906; Simon Marquez, Maria del
   Mar/0000-0002-4297-6824
FU State Research Program, Development and Innovation Oriented to the
   Challenges of Society [EDU2017-88139-R]; European Union; Maria del Mar
   Simon Marquez; University Teaching Training in Deficit Areas
FX The present study was undertaken in collaboration with the Peer Violence
   and Alcohol and Tobacco use in Secondary Education Program: an augmented
   reality program for detection and intervention (Reference:
   EDU2017-88139-R), funded by the State Research Program, Development and
   Innovation Oriented to the Challenges of Society, within the framework
   of the State Plan for Scientific and Technical Research and Innovation
   (Spain), and co-financing from Structural Funds of the European Union.
   Part of this work was developed thanks to the financing of University
   Teaching Training in Deficit Areas, Gerty Cori Aid, for the hiring of
   research staff in predoctoral training, granted by Maria del Mar Simon
   Marquez.
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NR 91
TC 11
Z9 12
U1 5
U2 33
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1697-2600
EI 1576-7329
J9 INT J CLIN HLTH PSYC
JI Int. J. Clin. Health Psychol.
PD MAY-AUG
PY 2021
VL 21
IS 2
AR 100225
DI 10.1016/j.ijchp.2021.100225
EA FEB 2021
PG 12
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA RI2XI
UT WOS:000636771900007
PM 33679999
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Hart, JE
   Whalon, KJ
AF Hart, Juliet E.
   Whalon, Kelly J.
TI Promote Academic Engagement and Communication of Students With Autism
   Spectrum Disorder in Inclusive Settings
SO INTERVENTION IN SCHOOL AND CLINIC
LA English
DT Article
DE learning strategies; academic; language learning; disabilities,
   research/intervention; autism; collaboration; inclusion
ID SCRIPT-FADING PROCEDURE; SOCIAL-INTERACTION SKILLS; CHILDREN; CLASSROOMS
C1 [Hart, Juliet E.] Univ Kansas, Lawrence, KS 66045 USA.
   [Whalon, Kelly J.] Coll William & Mary, Williamsburg, VA 23187 USA.
C3 University of Kansas; William & Mary
RP Hart, JE (corresponding author), Univ Kansas, 1122 W Campus Rd,Joseph R Pearson Hall,Rm 544, Lawrence, KS 66045 USA.
EM harthawk@ku.edu
RI Barnett, Juliet Hart/AAB-1939-2020
OI Barnett, Juliet Hart/0000-0002-9511-6510
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NR 22
TC 21
Z9 43
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1053-4512
J9 INTERV SCH CLIN
JI Interv. Sch. Clin.
PD NOV
PY 2008
VL 44
IS 2
BP 116
EP 120
DI 10.1177/1053451207310346
PG 5
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 370II
UT WOS:000260755500009
DA 2024-07-15
ER

PT J
AU Hong, ZY
   Chien, CL
AF Hong, Zih-Yun
   Chien, Chin -Lung
TI How does one's "mindset" contribute to statistical learning? A moderated
   mediation model of growth mindset of statistical ability on statistical
   learning outcomes
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Statistical learning; Growth mindset; Academic achievement; Academic
   engagement; Learning sciences
ID ACADEMIC-ACHIEVEMENT; STUDENT ENGAGEMENT; IMPLICIT THEORIES; MOTIVATION;
   INTERVENTIONS; TRANSITION; BEHAVIOR; BELIEFS; ANXIETY
AB The purpose of this study is to investigate whether "growth mindset" contributes to statistical learning in the social sciences, and to address the controversy whether growth mindset is positively associated with academic achievement. Students enrolled in a statistics course were invited to participate in a two-stage online questionnaire, resulting in cross-sectional data (including only the first-wave data) and longitudinal data (two-wave data). Both cross-sectional and longitudinal data show that compared with general growth mindset, statistical growth mindset has a significant indirect effect on academic achievement in statistics courses acting through academic engagement, which supports the idea of "domain specificity". Perceived difficulty moderated the effect of the statistical growth mindset and academic engagement, only in cross-sectional data. This study provides empirical evidence for the application of a statistical growth mindset to statistical learning and partially addresses the controversy over the predictive effect of growth mindset.
C1 [Hong, Zih-Yun; Chien, Chin -Lung] Natl Taiwan Univ, Dept Psychol, Taipei, Taiwan.
C3 National Taiwan University
RP Chien, CL (corresponding author), Natl Taiwan Univ, Dept Psychol, Taipei, Taiwan.
EM chiencl@scu.edu.tw
RI Chien, Chin-Lung/W-5866-2019
FU National Science and Technology Council, Taiwan [110-2813-C-031-056-H]
FX This study was supported by National Science and Technology Council
   (formerly Ministry of Science and Technology) , Taiwan (grant number:
   110-2813-C-031-056-H) .
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NR 52
TC 1
Z9 1
U1 13
U2 19
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD OCT
PY 2023
VL 107
AR 102359
DI 10.1016/j.lindif.2023.102359
EA SEP 2023
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA X2WY5
UT WOS:001097121600001
DA 2024-07-15
ER

PT J
AU Mullins, C
   Panlilio, CC
AF Mullins, Casey
   Panlilio, Carlomagno C.
TI Adversity, engagement, and later achievement: The role of emotion
   regulation and parent-child relationship quality
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Adversity; Trauma symptoms; Academic engagement; Mediation; Moderated
   mediation
ID ACADEMIC ENGAGEMENT; SCHOOL READINESS; MALTREATMENT; IMPACT; MEDIATION;
   STRESS; EXPERIENCES; CHRONICITY; COMPETENCE; LANGUAGE
AB Background: Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes is an important academically-related mechanism that can be leveraged to improve the outcomes of this population.Objective: The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent-child relationships have on engagement development. Participants and setting: Analyses were conducted on 795 participants in the NSCAW dataset. Methods: Path analysis was used to estimate mediation and moderated mediation models.Results: Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement.Conclusions: Emotion regulation skills and parent-child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity.
C1 [Mullins, Casey] Univ Miami, Dept Psychol, Coral Gables, FL 33146 USA.
   [Panlilio, Carlomagno C.] Penn State Univ, Dept Educ Psychol Counseling & Special Educ, State Coll, PA USA.
C3 University of Miami; Pennsylvania Commonwealth System of Higher
   Education (PCSHE); Pennsylvania State University
RP Mullins, C (corresponding author), Univ Miami, Dept Psychol, Coral Gables, FL 33146 USA.
EM cxm2436@miami.edu
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NR 90
TC 0
Z9 0
U1 9
U2 25
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD MAY
PY 2023
VL 148
AR 106862
DI 10.1016/j.childyouth.2023.106862
EA FEB 2023
PG 12
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA D0IG7
UT WOS:000965643800001
PM 36936747
OA Bronze, Green Accepted
DA 2024-07-15
ER

PT J
AU Agger, CA
   Koenka, AC
AF Agger, Charlotte A.
   Koenka, Alison C.
TI Does attending a deeper learning school promote student motivation,
   engagement, perseverance, and achievement?
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE deeper learning; motivation; school context
ID SELF-EFFICACY; GOAL ORIENTATIONS; INTRINSIC MOTIVATION; COGNITIVE
   ENGAGEMENT; CLASSROOM; PERFORMANCE; STRATEGIES; GRIT; VALIDATION; MODEL
AB The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study (N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self-efficacy and mastery goal orientation as potential mediators of the relationship between (a) enrollment in a DL school and (b) academic engagement, perseverance, and mathematics achievement. Results showed that students who attended DL schools, compared with students in non-DL schools, reported higher self-efficacy, mastery goal orientation, and academic engagement. Path analyses revealed that attending a DL school was associated with higher academic engagement and self-efficacy. However, enrollment in a DL school was not directly related to mathematics achievement. Overall, results provide evidence that attending a DL school can lead to valuable motivation- and engagement-related benefits.
C1 [Agger, Charlotte A.] Indiana Univ, Dept Counseling & Educ Psychol, Bloomington, IN USA.
   [Koenka, Alison C.] Virginia Commonwealth Univ, Dept Fdn Educ, Richmond, VA USA.
C3 Indiana University System; Indiana University Bloomington; Virginia
   Commonwealth University
RP Agger, CA (corresponding author), Indiana Univ, Sch Educ, Dept Counseling & Educ Psychol, Bloomington, IN 47405 USA.
EM cagger@indiana.edu
OI Koenka, Alison/0000-0001-9360-5241
FU American Institutes for Research; American Educational Research
   Association
FX American Institutes for Research; American Educational Research
   Association
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NR 76
TC 5
Z9 10
U1 9
U2 46
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD APR
PY 2020
VL 57
IS 4
BP 627
EP 645
DI 10.1002/pits.22347
EA JAN 2020
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA KQ8IE
UT WOS:000510319100001
DA 2024-07-15
ER

PT J
AU Gasiewski, JA
   Eagan, MK
   Garcia, GA
   Hurtado, S
   Chang, MJ
AF Gasiewski, Josephine A.
   Eagan, M. Kevin
   Garcia, Gina A.
   Hurtado, Sylvia
   Chang, Mitchell J.
TI From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of
   Student Academic Engagement in Introductory STEM Courses
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Introductory courses; STEM; Mixed methods; Student engagement;
   Gatekeepers; Active learning
ID CLASSROOM; PARTICIPATION; ACHIEVEMENT; PERCEPTIONS; INVOLVEMENT;
   MOTIVATION; THINKING; SUCCESS; GAINS
AB The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.
C1 [Gasiewski, Josephine A.; Eagan, M. Kevin; Garcia, Gina A.; Hurtado, Sylvia; Chang, Mitchell J.] Univ Calif Los Angeles, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Gasiewski, JA (corresponding author), Univ Calif Los Angeles, 405 Hilgard Ave,3005 Moore Hall, Los Angeles, CA 90095 USA.
EM joski@ucla.edu
RI Hurtado, Sylvia/E-2561-2011; Eagan, Kevin/C-1260-2009
OI Eagan, Kevin/0000-0002-1936-0204; Hurtado, Sylvia/0000-0002-1530-9970;
   Garcia, Gina Ann/0000-0002-6706-9200
FU Division Of Undergraduate Education; Direct For Education and Human
   Resources [0757076] Funding Source: National Science Foundation
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NR 96
TC 263
Z9 458
U1 2
U2 132
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD MAR
PY 2012
VL 53
IS 2
BP 229
EP 261
DI 10.1007/s11162-011-9247-y
PG 33
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 887VV
UT WOS:000299960400005
PM 23503751
OA Green Submitted, Green Accepted, hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Greenwood, CR
   Carta, JJ
   Schnitz, AG
   Irvin, DW
   Jia, F
   Atwater, J
AF Greenwood, Charles R.
   Carta, Judith J.
   Schnitz, Alana G.
   Irvin, Dwight W.
   Jia, Fan
   Atwater, Jane
TI Filling an Information Gap in Preschool MTSS and RTI Decision Making
SO EXCEPTIONAL CHILDREN
LA English
DT Article
DE preschool; language and literacy; instruction; MTSS-RTI; opportunity to
   learn; child academic engagement; replication
ID CHILDRENS CLASSROOM ENGAGEMENT; ECOBEHAVIORAL ANALYSIS; ACADEMIC
   ENGAGEMENT; INSTRUCTION; INTERVENTION; LANGUAGE; EXPERIENCES;
   VALIDATION; CURRICULUM; FRAMEWORKS
AB A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS-RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children's co-occurring academic engagement also was low but varied widely depending on the activity and teacher's literacy focus, and (c) children's personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed.
C1 [Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Irvin, Dwight W.; Jia, Fan; Atwater, Jane] Univ Kansas, Kansas City, KS USA.
C3 University of Kansas
RP Greenwood, CR (corresponding author), Univ Kansas, Juniper Gardens Childrens Project, 444 Minnesota Ave,Suite 300, Kansas City, KS 66101 USA.
EM greenwood@ku.edu
OI Irvin, Dwight/0000-0002-2324-7124; Schnitz, Alana/0000-0003-2768-7431
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NR 55
TC 13
Z9 24
U1 1
U2 20
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0014-4029
EI 2163-5560
J9 EXCEPT CHILDREN
JI Except. Child.
PD APR
PY 2019
VL 85
IS 3
BP 271
EP 290
DI 10.1177/0014402918812473
PG 20
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA HS5NK
UT WOS:000463917800002
DA 2024-07-15
ER

PT J
AU Verkuyten, M
   Thijs, J
   Gharaei, N
AF Verkuyten, Maykel
   Thijs, Jochem
   Gharaei, Nadya
TI Discrimination and academic (dis)engagement of ethnic-racial minority
   students: a social identity threat perspective
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Discrimination; Academic engagement; Minority students
ID SELF-DETERMINATION THEORY; HIGH-SCHOOL-STUDENTS; OPPOSITIONAL CULTURE;
   PERCEIVED DISCRIMINATION; AMERICAN ADOLESCENTS; GROUP IDENTIFICATION;
   RACIAL/ETHNIC DISCRIMINATION; STEREOTYPE THREAT; ENGAGEMENT; ACHIEVEMENT
AB In this paper we discuss the social identity processes by which discrimination can have an impact on ethnic-racial minority group students' academic engagement. After considering the forms, targets and sources of discrimination, we argue that discrimination implies social identity threat. Threats to ethnic/racial identity compromise specific social identity needs (belongingness, esteem, control) which relate to important motives for academic engagement and performance. Minority students seek to cope with their threatened ethnic/racial identity, and increased engagement as well as protective disengagement with the academic domain, at both the individual level and the group level, are discussed as coping strategies. We also briefly consider the possible moderating roles of individual differences in the subjective importance of one's ethnic or racial group membership, and of three classroom characteristics: classroom composition, student-teacher relation, and multicultural education. We conclude by providing directions for future research and consider some practical implications.
C1 [Verkuyten, Maykel; Thijs, Jochem] Univ Utrecht, Fac Social & Behav Sci, Padualaan 14, NL-3584 CH Utrecht, Netherlands.
   [Verkuyten, Maykel] Univ Utrecht, Dept Social Sci, POB 80-140, NL-3508 TC Utrecht, Netherlands.
   [Gharaei, Nadya] Leuven Univ, Louvain, Belgium.
C3 Utrecht University; Utrecht University; KU Leuven
RP Verkuyten, M (corresponding author), Univ Utrecht, Fac Social & Behav Sci, Padualaan 14, NL-3584 CH Utrecht, Netherlands.; Verkuyten, M (corresponding author), Univ Utrecht, Dept Social Sci, POB 80-140, NL-3508 TC Utrecht, Netherlands.
EM m.verkuyten@uu.nl
RI Verkuyten, Maykel/E-7990-2013
OI Verkuyten, Maykel/0000-0003-0137-1527
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NR 138
TC 67
Z9 87
U1 2
U2 43
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD APR
PY 2019
VL 22
IS 2
BP 267
EP 290
DI 10.1007/s11218-018-09476-0
PG 24
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HV6HE
UT WOS:000466083700002
OA Green Published
DA 2024-07-15
ER

PT J
AU Assunçao, H
   Lin, SW
   Sit, PS
   Cheung, KC
   Harju-Luukkainen, H
   Smith, T
   Maloa, B
   Campos, JADB
   Ilic, IS
   Esposito, G
   Francesca, FM
   Marôco, J
AF Assuncao, Hugo
   Lin, Su-Wei
   Sit, Pou-Seong
   Cheung, Kwok-Cheung
   Harju-Luukkainen, Heidi
   Smith, Thomas
   Maloa, Benvindo
   Campos, Juliana Alvares Duarte Bonini
   Ilic, Ivana Stepanovic
   Esposito, Giovanna
   Francesca, Freda Maria
   Maroco, Joao
TI University Student Engagement Inventory (USEI): Transcultural Validity
   Evidence Across Four Continents
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE student engagement; transcultural invariance; measurment; confirmatory
   factor analysis; university
ID COVARIANCE STRUCTURE-ANALYSIS; SCHOOL ENGAGEMENT; MEASUREMENT
   INVARIANCE; COEFFICIENT ALPHA; FIT INDEXES; BURNOUT; SCALE;
   DIMENSIONALITY; MODELS
AB Academic engagement describes students' involvement in academic learning and achievement. This paper reports the psychometric properties of the University Student Engagement Inventory (USEI) with a sample of 3992 university students from nine different countries and regions from Europe, North and South America, Africa, and Asia. The USEI operationalizes a trifactorial conceptualization of academic engagement (behavioral, emotional, and cognitive). Construct validity was assessed by means of confirmatory factor analysis and reliability was assessed using Cronbach's alpha and McDonald's omega coefficients. Weak measurement invariance was observed for country/region, while strong measurement invariance was observed for gender and area of graduation. The USEI scores showed predictive validity for dropout intention, self-rated academic performance, and course approval rate while divergent validity with student burnout scores was also evident. Overall, the results indicate that the USEI can produce reliable and valid data on academic engagement of university students across the world.
C1 [Assuncao, Hugo; Maroco, Joao] ISPA Univ Inst Psychol Social & Life Sci, William James Ctr Res, Lisbon, Portugal.
   [Lin, Su-Wei] Natl Univ Tainan, Dept Educ, Tainan, Taiwan.
   [Sit, Pou-Seong; Cheung, Kwok-Cheung] Univ Macau, Fac Educ, Macau, Peoples R China.
   [Harju-Luukkainen, Heidi] Nord Univ, Fac Educ & Arts, Bodo, Norway.
   [Smith, Thomas] Northern Illinois Univ, Dept Educ Technol Res & Assessment, De Kalb, IL 60115 USA.
   [Maloa, Benvindo] Univ Pedag Maputo, Maputo, Mozambique.
   [Campos, Juliana Alvares Duarte Bonini] Sao Paulo State Univ, Sch Pharmaceut Sci, Sao Paulo, Brazil.
   [Ilic, Ivana Stepanovic] Univ Belgrade, Fac Philosophy, Dept Psychol, Belgrade, Serbia.
   [Esposito, Giovanna; Francesca, Freda Maria] Univ Naples Federico II, Dept Humanist Studies, Naples, Italy.
C3 National University Tainan; University of Macau; Nord University;
   Northern Illinois University; Universidade Estadual Paulista; University
   of Belgrade; University of Naples Federico II
RP Marôco, J (corresponding author), ISPA Univ Inst Psychol Social & Life Sci, William James Ctr Res, Lisbon, Portugal.
EM jpmaroco@ispa.pt
RI Harju-Luukkainen, Heidi/ABG-5783-2021; Lin, Su-Wei/GRX-1159-2022;
   Marôco, João/A-5729-2010
OI Harju-Luukkainen, Heidi/0000-0002-4532-7133; Marôco,
   João/0000-0001-9214-5378; Esposito, Giovanna/0000-0002-4926-108X;
   Assuncao, Hugo/0000-0002-8427-4337; Stepanovic Ilic,
   Ivana/0000-0003-4051-5263
FU Portuguese Foundation for Science and Technology [UID/PSI/04810/2019];
   INCD - FCT [22153-01/SAICT/2016]; FEDER [22153-01/SAICT/2016]
FX This research was supported by the Portuguese Foundation for Science and
   Technology (UID/PSI/04810/2019) and was partially produced with the
   support of INCD funded by FCT and FEDER under the project
   22153-01/SAICT/2016.
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NR 67
TC 26
Z9 30
U1 1
U2 26
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JAN 9
PY 2020
VL 10
AR 2796
DI 10.3389/fpsyg.2019.02796
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA KH5LY
UT WOS:000510692500001
PM 32010005
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Knifsend, CA
   Camacho-Thompson, DE
   Juvonen, J
   Graham, S
AF Knifsend, Casey A.
   Camacho-Thompson, Daisy E.
   Juvonen, Jaana
   Graham, Sandra
TI Friends in Activities, School-related Affect, and Academic Outcomes in
   Diverse Middle Schools
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Extracurricular activities; Friendships; Academic engagement; Academic
   achievement; School belonging
ID EXTRACURRICULAR PARTICIPATION; AFRICAN-AMERICAN; ADOLESCENTS; YOUTH;
   EXPERIENCES; ADJUSTMENT; MEDIATION; MINORITY; CULTURE; MODELS
AB Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M-age = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.
C1 [Knifsend, Casey A.] Calif State Univ Sacramento, Dept Psychol, 6000 J St, Sacramento, CA 95819 USA.
   [Camacho-Thompson, Daisy E.] Arizona State Univ, REACH Inst, Dept Psychol, 900 S McAllister Ave, Tempe, AZ 85287 USA.
   [Juvonen, Jaana] Univ Calif Los Angeles, Dept Psychol, 405 Hilgard Ave, Los Angeles, CA 90095 USA.
   [Graham, Sandra] Univ Calif Los Angeles, Dept Educ, 405 Hilgard Ave, Los Angeles, CA 90095 USA.
C3 California State University System; California State University
   Sacramento; Arizona State University; Arizona State University-Tempe;
   University of California System; University of California Los Angeles;
   University of California System; University of California Los Angeles
RP Knifsend, CA (corresponding author), Calif State Univ Sacramento, Dept Psychol, 6000 J St, Sacramento, CA 95819 USA.
EM casey.knifsend@csus.edu
FU National Science Foundation [0921306]; National Institute of Child
   Health and Human Development [R01HD059882]; NIH [3R01HD059882-06S1, T32
   DA039772]
FX This research was supported by the National Science Foundation (0921306)
   and National Institute of Child Health and Human Development
   (R01HD059882). Any opinion, findings, or conclusions or recommendations
   expressed in this material do not necessarily reflect the views of the
   National Science Foundation or National Institutes of Health. Funding
   supporting the writing of the report was awarded to Daisy E.
   Camacho-Thompson through two NIH-supported grants (3R01HD059882-06S1 and
   T32 DA039772).
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NR 34
TC 19
Z9 26
U1 0
U2 23
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD JUN
PY 2018
VL 47
IS 6
SI SI
BP 1208
EP 1220
DI 10.1007/s10964-018-0817-6
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GE7GD
UT WOS:000431400400006
PM 29453738
OA Green Accepted
DA 2024-07-15
ER

PT J
AU King, RB
   Zhang, R
   Wen, JP
   Xie, F
   Cai, YY
AF King, Ronnel B.
   Zhang, Rong
   Wen, Jianping
   Xie, Feng
   Cai, Yuyang
TI Gratitude is its own reward: how grateful students have better
   motivation and engagement
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Gratitude; motivation; amotivation; controlled motivation; autonomous
   motivation; academic engagement
ID 5 PERSONALITY-TRAITS; ACADEMIC-ACHIEVEMENT; GENDER-DIFFERENCES; SOCIAL
   SUPPORT; INTERPERSONAL RELATIONSHIPS; LIFE SATISFACTION; INTERVENTION;
   GOALS; PERSPECTIVE; AMOTIVATION
AB Gratitude has mostly been explored in relation to well-being but whether it is associated with school-related outcomes such as motivation and engagement has seldom been explored. Motivation and engagement, however, are critical to students' academic success. Hence, the aim of this study was to examine how gratitude is associated with different types of academic motivation (amotivation, controlled motivation, and autonomous motivation) and engagement (cognitive, behavioural, and emotional). We recruited 1099 Chinese university students and asked them to answer questionnaires assessing their levels of gratitude, motivation, and engagement. Structural equation modelling revealed that gratitude was positively associated with controlled motivation, autonomous motivation, and academic engagement but negatively associated with amotivation. Autonomous motivation partially mediated the relationship between gratitude and academic engagement. The findings of this study elucidate the theoretical linkages among gratitude, motivation, and engagement, demonstrating the importance of gratitude for school-related outcomes.
C1 [King, Ronnel B.] Chinese Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
   [King, Ronnel B.] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Zhang, Rong; Wen, Jianping; Xie, Feng; Cai, Yuyang] Shanghai Univ Int Business & Econ, Sch Languages, Shanghai, Peoples R China.
   [Cai, Yuyang] Shanghai Univ Int Business & Econ, Sch Languages, Room 406,Boya Bldg,1900 Wenxiang Rd, Shanghai, Peoples R China.
C3 Chinese University of Hong Kong; Chinese University of Hong Kong;
   Shanghai University of International Business & Economics; Shanghai
   University of International Business & Economics
RP Cai, YY (corresponding author), Shanghai Univ Int Business & Econ, Sch Languages, Room 406,Boya Bldg,1900 Wenxiang Rd, Shanghai, Peoples R China.
EM sailor_cai@hotmail.com
RI Cai, Yuyang/AAD-7102-2020
OI King, Ronnel/0000-0003-1723-1748; Cai, Yuyang/0000-0002-0320-4602
FU Program for Professor of Special Appointment (Eastern Scholar) at
   Shanghai Institutions of Higher Learning [TP2018068]
FX .
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NR 84
TC 3
Z9 3
U1 12
U2 34
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD APR 21
PY 2023
VL 43
IS 4
BP 284
EP 303
DI 10.1080/01443410.2023.2205069
EA MAY 2023
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA J9BB8
UT WOS:000980268900001
DA 2024-07-15
ER

PT J
AU Sormani, E
   Uude, K
AF Sormani, E.
   Uude, K.
TI Academics' prosocial motivation for engagement with society: The case of
   German academics in health science
SO SCIENCE AND PUBLIC POLICY
LA English
DT Article
DE academic engagement; motivation; prosocial motivation;
   self-determination; self-determination theory
ID HIGHER-EDUCATION; INTRINSIC MOTIVATION; UNIVERSITIES; SCIENTISTS;
   COMMERCIALIZATION; COLLABORATION; PERFORMANCE; POLICY
AB Although research has shown the importance of prosocial motivation for academic engagement in public good (universities' so-called 'third mission'), research is yet to examine such motivation in depth. This study develops an empirical understanding of the dimensions of prosocial motivation in academics' engagement, focusing particularly on societal engagement. Self-determination theory and conceptual forms of prosocial motivation (principlism, egoism, collectivism, and altruism) assist in interpreting the dimensions. We conducted twenty-five qualitative interviews with academics in the field of health science in Germany. Three dimensions of prosocial motivation emerged from the data: (1) personal, (2) academic role, and (3) academic field. The results demonstrate how the various conceptual forms of prosocial motivation are reflected in these dimensions. Additionally, we advance our understanding of how intrinsic and extrinsic elements are reflected in academics' prosocial motivation. We offer important theoretical, managerial, and policy implications by significantly improving the understanding of academics' prosocial motivation.
C1 [Sormani, E.] Vrije Univ Amsterdam, Fac Sci, De Boelelaan 1085, NL-1081 HV Amsterdam, Netherlands.
   [Sormani, E.; Uude, K.] FH Munster Univ Appl Sci, Munster Sch Business, Corrensstr 25, D-48149 Munster, Germany.
C3 Vrije Universiteit Amsterdam; University of Applied Sciences, Muenster
RP Sormani, E (corresponding author), Vrije Univ Amsterdam, Fac Sci, De Boelelaan 1085, NL-1081 HV Amsterdam, Netherlands.; Sormani, E (corresponding author), FH Munster Univ Appl Sci, Munster Sch Business, Corrensstr 25, D-48149 Munster, Germany.
EM sormani@fh-muenster.de
FU Bundesministerium fur Bildung und Forschung (German Federal Ministry of
   Education and Research) [03IHS062A]; Gemeinsame Wissenschaftskonferenz
   (The Joint Science Conference of the German Federal Government)
FX This work received funding from a grant (03IHS062A) from "Innovative
   Hochschule", a joint initiative by the Bundesministerium fur Bildung und
   Forschung (German Federal Ministry of Education and Research) and
   Gemeinsame Wissenschaftskonferenz (The Joint Science Conference of the
   German Federal Government).
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NR 43
TC 2
Z9 2
U1 5
U2 25
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0302-3427
EI 1471-5430
J9 SCI PUBL POLICY
JI Sci. Public Policy
PD DEC 10
PY 2022
VL 49
IS 6
BP 962
EP 971
DI 10.1093/scipol/scac042
EA AUG 2022
PG 10
WC Environmental Studies; Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Business & Economics; Public
   Administration
GA 6W5QK
UT WOS:000836689600001
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Yang, L
   Mateo, NJ
AF Datu, Jesus Alfonso D.
   Yang, Lan
   Mateo, Nino Jose
TI Are Gritty Students Academically Engaged in Math and Science?
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE academic engagement; Hong Kong; mainland China; Philippines; triarchic
   model of grit
ID SCHOOL-ACHIEVEMENT; SCALE; PERSEVERANCE; VALIDATION
AB This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M-age = 12.44; SD = .60), nine secondary schools in Philippines (n = 575; M-age = 14.66; SD = .83), and two secondary schools in mainland China (n = 710; M-age = 13.39; SD = .56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Wellbeing, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Yang, Lan] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
   [Mateo, Nino Jose] De La Salle Univ, Counseling & Educ Psychol Dept, Manila, Philippines.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); De La Salle University
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Integrated Ctr Wellbeing, Dept Special Educ & Counselling, Tai Po, Rm D2-2F-28,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
OI YANG, Lan/0000-0002-3457-0330; Datu, Jesus Alfonso/0000-0002-8790-1113
FU Research Grant Council-Early Career Scheme (ECS) [28611119]
FX This research was funded by the Research Grant Council-Early Career
   Scheme (ECS Project No. 28611119) awarded to the first author. Note that
   this study was part of an on-going longitudinal project which aims to
   explore the longitudinal associations of grit with key learning
   processes and outcomes in these three settings.
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NR 31
TC 9
Z9 10
U1 7
U2 27
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD MAY
PY 2021
VL 36
IS 3
BP 190
EP 195
DI 10.1037/spq0000433
PG 6
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA SH7TF
UT WOS:000654335700006
PM 34014701
DA 2024-07-15
ER

PT J
AU Mahdiuon, R
   Salimi, G
   Raeisy, L
AF Mahdiuon, Rouhollah
   Salimi, Ghasem
   Raeisy, Laleh
TI Effect of social media on academic engagement and performance:
   Perspective of graduate students
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Education; Telegram; Student engagement; Academic performance; Social
   media; Graduate student
ID HIGHER-EDUCATION; USER ACCEPTANCE; FACEBOOK USAGE; NETWORKING;
   TECHNOLOGY; MULTITASKING; PERCEPTIONS; NEED; WEB
AB In the past two decades, researchers and educators have always tried to explore the effects of social media on academic engagement and performance in higher education settings. The present study examines the effect of the adoption of Telegram on academic engagement and performance of graduate students in two Iranian universities. The structural equation model was used to examine the hypothesis. The sample consisted of 409 respondents who were students at universities in southern and northwestern Iran. The results showed that the adoption of Telegram among students is a positive and significant predictor of its educational use. There was a positive and significant relationship between educational use of Telegram and student engagement. Educational use of Telegram affected academic performance in a mediating role of student engagement. Student engagement in the process of education and learning has been significantly related to their academic performance. Implications of the study and the findings were also discussed.
C1 [Mahdiuon, Rouhollah] Azarbaijan Shahid Madani Univ, Dept Educ, Educ & Psychol Fac, Tabriz, Iran.
   [Salimi, Ghasem; Raeisy, Laleh] Shiraz Univ, Dept Educ Adm & Planning, POB 7194684-471, Shiraz, Iran.
C3 Azarbaijan Shahid Madani University; Shiraz University
RP Salimi, G (corresponding author), Shiraz Univ, Dept Educ Adm & Planning, POB 7194684-471, Shiraz, Iran.
EM rmahdiuon@gmail.com; Salimi@Shirazu.ac.ir; raeisylaleh@gmail.com
RI mahdiuon, rouhollah/ABE-5645-2021; Salimi, Ghasem/AAD-8015-2020
OI mahdiuon, rouhollah/0000-0003-0402-4192; salimi,
   ghasem/0000-0002-7180-3455
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NR 82
TC 12
Z9 13
U1 5
U2 37
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD JUL
PY 2020
VL 25
IS 4
BP 2427
EP 2446
DI 10.1007/s10639-019-10032-2
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ME9JM
UT WOS:000544969800007
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Park, N
AF Datu, Jesus Alfonso D.
   Park, Nansook
TI Perceived school kindness and academic engagement: The mediational roles
   of achievement goal orientations
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article
DE academic engagement; achievement goal orientation; school kindness
ID CHARACTER STRENGTHS; ADOLESCENTS; COMPETENCE; CHILDREN; SELF;
   METAANALYSIS; PERCEPTIONS; ENVIRONMENT; VALIDATION; ADJUSTMENT
AB Perceptions of kindness at school have been linked to a few positive psychological outcomes including optimism, happiness, life satisfaction, and social goals. However, limited evidence has been generated on how kindness relates to academic-related outcomes. This study explored the association of perceived school kindness with different domains of academic engagement. It also examined whether school kindness would have indirect effects on engagement outcomes via the intermediate variables - achievement goal orientations (i.e., mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals). Results showed that school kindness was positively correlated to agentic, behavioral, cognitive, and emotional engagement. Bias-corrected bootstrapping analyses demonstrated that perceived school kindness had indirect effects on behavioral engagement and cognitive engagement via the intermediate variables, approach goals. While mastery-approach goals mediated the link between perceived school kindness and emotional engagement, performance-approach goals mediated the association of perceived school kindness with agentic engagement. Theoretical and practical implications of the findings are discussed.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Park, Nansook] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA.
   [Park, Nansook] Univ Michigan, Michigan Posit Psychol Ctr, Ann Arbor, MI 48109 USA.
   [Park, Nansook] Univ Johannesburg, Johannesburg, South Africa.
C3 Education University of Hong Kong (EdUHK); University of Michigan
   System; University of Michigan; University of Michigan System;
   University of Michigan; University of Johannesburg
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Tai Po, 10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
OI Datu, Jesus Alfonso/0000-0002-8790-1113
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NR 57
TC 23
Z9 26
U1 4
U2 30
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD OCT
PY 2019
VL 40
IS 5
BP 456
EP 473
DI 10.1177/0143034319854474
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA IV9AM
UT WOS:000484556300002
DA 2024-07-15
ER

PT J
AU Newman, JL
   Dantzler, J
   Coleman, AN
AF Newman, Jane L.
   Dantzler, John
   Coleman, April N.
TI Science in Action: How Middle School Students Are Changing Their World
   Through STEM Service-Learning Projects
SO THEORY INTO PRACTICE
LA English
DT Article
AB The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.
C1 [Newman, Jane L.] Univ Alabama, Gifted & Talented Program, Tuscaloosa, AL 35487 USA.
   [Dantzler, John] Univ Alabama, Tuscaloosa, AL 35487 USA.
   [Coleman, April N.] Mississippi Univ Women, Columbus, MS USA.
C3 University of Alabama System; University of Alabama Tuscaloosa;
   University of Alabama System; University of Alabama Tuscaloosa
RP Newman, JL (corresponding author), Univ Alabama, Dept Special Educ, Gifted & Talented Program, Coll Educ, 215-B Graves Hall,Box 870232, Tuscaloosa, AL 35487 USA.
EM jnewman@bamaed.ua.edu
CR [Anonymous], 2012, ENG EXC PROD MILL AD
   [Anonymous], 2014024 NCES
   [Anonymous], 2011, 2012458 NCES I ED SC
   [Anonymous], ADV SERVICE LEARNING
   [Anonymous], ADV SERVICE LEARNING
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NR 20
TC 17
Z9 37
U1 0
U2 49
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0040-5841
EI 1543-0421
J9 THEOR PRACT
JI Theory Pract.
PD JAN 2
PY 2015
VL 54
IS 1
SI SI
BP 47
EP 54
DI 10.1080/00405841.2015.977661
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AZ9YX
UT WOS:000348571800007
DA 2024-07-15
ER

PT J
AU Püttmann, V
   Ruhose, J
   Thomsen, SL
AF Puettmann, Vitus
   Ruhose, Jens
   Thomsen, Stephan L.
TI Academics' Attitudes Toward Engaging in Public Discussions: Experimental
   Evidence on the Impact of Engagement Conditions
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Science communication; Public engagement; Professor; Survey experiment;
   Intrinsic motivation
ID SCIENTISTS; COMMUNICATION; MEDIA; POPULARIZATION
AB Growing demands and expectations on the side of policy makers and the public have changed the conditions for academics' engagement in public discussions. At the same time, risks related to this engagement for the professional and even private lives of academics have become apparent. Conducting a survey experiment among 4091 tenured professors in Germany, we study how these conditions causally affect academics' attitudes toward engaging. Consistent with the crowding-out of intrinsic motivation, we find less-positive attitudes when emphasizing demands for engagement by public authorities and public expectations toward science's societal relevance. Effects are particularly strong among professors endorsing science-society relations. Moreover, effects are similar when highlighting risks associated with engagement, but more pronounced for females and younger professors. Emphasizing public support for academics' engagement has no discernible effects. We conclude that considering individual incentive structures and safeguarding against negative repercussions may promote academics' engagement and an adequate representation of the diversity of academics in the public.
C1 [Puettmann, Vitus; Thomsen, Stephan L.] Leibniz Univ Hannover, Inst Econ Policy, Konigsworther Pl 1, D-30167 Hannover, Germany.
   [Ruhose, Jens] Univ Kiel, Dept Econ, Olshausenstr 40, D-24098 Kiel, Germany.
   [Ruhose, Jens] CESifo Munich, Munich, Germany.
   [Ruhose, Jens; Thomsen, Stephan L.] IZA Bonn, Bonn, Germany.
   [Thomsen, Stephan L.] ZEW Mannheim, Mannheim, Germany.
C3 Leibniz University Hannover; University of Kiel; Ifo Institut; IZA
   Institute Labor Economics; Zentrum fur Europaische Wirtschaftsforschung
   (ZEW)
RP Püttmann, V (corresponding author), Leibniz Univ Hannover, Inst Econ Policy, Konigsworther Pl 1, D-30167 Hannover, Germany.
EM puettmann@wipol.uni-hannover.de; ruhose@economics.uni-kiel.de;
   thomsen@wipol.uni-hannover.de
OI Ruhose, Jens/0000-0002-6942-4448; Puttmann, Vitus/0000-0002-6152-2764;
   Thomsen, Stephan/0000-0002-9677-9199
FU Projekt DEAL
FX Open Access funding enabled and organized by Projekt DEAL.
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NR 49
TC 2
Z9 2
U1 3
U2 7
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD AUG
PY 2023
VL 64
IS 5
BP 765
EP 788
DI 10.1007/s11162-022-09725-4
EA DEC 2022
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA L8YV7
UT WOS:000893995700001
PM 36530490
OA Green Published, hybrid, Green Submitted
DA 2024-07-15
ER

PT J
AU Ennis, RP
   Lane, KL
   Oakes, WP
   Flemming, SC
AF Ennis, Robin Parks
   Lane, Kathleen Lynne
   Oakes, Wendy Peia
   Flemming, Sarah Cole
TI Empowering Teachers With Low-Intensity Strategies to Support
   Instruction: Implementing Across-Activity Choices During Third-Grade
   Reading Instruction
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE challenging behavior; classroom interventions; school and community
   inclusion; positive behavior supports
ID ELEMENTARY; STUDENTS; BEHAVIORS; SECONDARY; CHILDREN
AB Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student's academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.
C1 [Ennis, Robin Parks; Flemming, Sarah Cole] Univ Alabama Birmingham, 901 13th St South,EB122, Birmingham, AL 35294 USA.
   [Lane, Kathleen Lynne] Univ Kansas, Lawrence, KS 66045 USA.
   [Oakes, Wendy Peia] Arizona State Univ, Tempe, AZ USA.
C3 University of Alabama System; University of Alabama Birmingham;
   University of Kansas; Arizona State University; Arizona State
   University-Tempe
RP Ennis, RP (corresponding author), Univ Alabama Birmingham, 901 13th St South,EB122, Birmingham, AL 35294 USA.
EM rennis@uab.edu
OI Lane, Kathleen Lynne/0000-0001-6364-838X; Ennis,
   Robin/0000-0002-8620-4199; Oakes, Wendy/0000-0002-3533-8293
CR [Anonymous], 2015, 37 ANN REP C IMPL IN
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NR 43
TC 8
Z9 15
U1 1
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2020
VL 22
IS 2
BP 78
EP 92
AR 1098300719870438
DI 10.1177/1098300719870438
EA AUG 2019
PG 15
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA KN7IB
UT WOS:000484462400001
DA 2024-07-15
ER

PT J
AU Roth, G
   Assor, A
   Niemiec, CP
   Ryan, RA
   Deci, EL
AF Roth, Guy
   Assor, Avi
   Niemiec, Christopher P.
   Ryan, Richard A.
   Deci, Edward L.
TI The Emotional and Academic Consequences of Parental Conditional Regard:
   Comparing Conditional Positive Regard, Conditional Negative Regard, and
   Autonomy Support as Parenting Practices
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE parental conditional regard; autonomy support; emotion regulation;
   academic engagement
ID SELF-DETERMINATION THEORY; PSYCHOLOGICAL CONTROL; TEACHER BEHAVIORS;
   MOTIVATION; STRATEGIES; REACTIVITY; PREDICTORS; ENGAGEMENT
AB The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.
C1 [Roth, Guy; Assor, Avi] Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel.
   [Niemiec, Christopher P.; Ryan, Richard A.; Deci, Edward L.] Univ Rochester, Dept Clin & Social Sci Psychol, Rochester, NY 14627 USA.
C3 Ben Gurion University; University of Rochester
RP Roth, G (corresponding author), Ben Gurion Univ Negev, Dept Educ, POB 653, IL-84105 Beer Sheva, Israel.
EM roth@bgu.ac.il
RI Ryan, Richard M./H-1459-2019; Deci, Edward L./Y-4790-2019; Roth,
   Guy/F-1496-2012
OI Ryan, Richard M./0000-0002-2355-6154; Deci, Edward
   L./0000-0001-8246-8536; Roth, Guy/0000-0002-5662-7561
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NR 66
TC 269
Z9 335
U1 13
U2 178
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD JUL
PY 2009
VL 45
IS 4
BP 1119
EP 1142
DI 10.1037/a0015272
PG 24
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 466RV
UT WOS:000267681200018
PM 19586183
OA Green Published
DA 2024-07-15
ER

PT J
AU Bunch-Crump, KR
   Lo, YY
AF Bunch-Crump, Kimberly R.
   Lo, Ya-yu
TI An Investigation of Multitiered Behavioral Interventions on Disruptive
   Behavior and Academic Engagement of Elementary Students
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE multitiered system of support; positive behavior support; Check-In
   Check-Out; function-based self-monitoring
ID CHECK-IN/CHECK-OUT; SELF-MANAGEMENT INTERVENTIONS; OFF-TASK BEHAVIOR;
   SCHOOL STUDENTS; DISORDERS; SUPPORT; RISK
AB This study examined the effects of a multitiered system of support using Check-In Check-Out (CICO) as a secondary intervention and function-based self-monitoring (FBSH) as a tertiary intervention on the disruptive behavior and academic engagement of four elementary students identified as being in need of additional behavioral supports. A multiple baseline across participants' design was conducted to evaluate the effects of CICO and a reversal design was used to evaluate the additive effects of FBSH with one participant whose behavior was determined nonresponsive to CICO due to variability and minimal change in disruptive behavior. Results indicate a reduction in disruptive behavior and increased academic engagement for three participants upon introduction of CICO. Evaluations of the FBSH intervention were rendered inconclusive; however, preliminary data revealed a decrease in trend and level of disruptive behavior for the participant receiving tertiary support.
C1 [Bunch-Crump, Kimberly R.] Univ North Carolina Charlotte, Dept Special Educ & Child Dev, 9201 Univ City Blvd, Charlotte, NC 28223 USA.
   [Lo, Ya-yu] Univ North Carolina Charlotte, Charlotte, NC 28223 USA.
C3 University of North Carolina; University of North Carolina Charlotte;
   University of North Carolina; University of North Carolina Charlotte
RP Bunch-Crump, KR (corresponding author), Univ North Carolina Charlotte, Dept Special Educ & Child Dev, 9201 Univ City Blvd, Charlotte, NC 28223 USA.
EM kimberly.crump@yahoo.com
OI Bunch-Crump, Kimberly/0000-0002-3753-647X; Lo, Ya-yu/0000-0001-5574-2368
FU U.S. Department of Education, Office of Special Education Programs
   (OSEP) [H325D120018]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research reported here was supported in part by a Leadership Preparation
   grant from the U.S. Department of Education, Office of Special Education
   Programs (OSEP), H325D120018, to the University of North Carolina at
   Charlotte.
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NR 31
TC 17
Z9 32
U1 1
U2 15
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD OCT
PY 2017
VL 19
IS 4
BP 216
EP 227
DI 10.1177/1098300717696939
PG 12
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA FQ3XK
UT WOS:000418291600003
DA 2024-07-15
ER

PT J
AU Hernan, CJ
   Collins, TA
   Morrison, JQ
   Kroeger, SD
AF Hernan, Colleen J.
   Collins, Tai A.
   Morrison, Julie Q.
   Kroeger, Stephen D.
TI Decreasing Inappropriate Use of Mobile Devices in Urban High School
   Classrooms: Comparing an Antecedent Intervention With and Without the
   Good Behavior Game
SO BEHAVIOR MODIFICATION
LA English
DT Article
DE Mobile device use; Good Behavior Game; Antecedent intervention
ID CELL PHONES; DISRUPTIVE BEHAVIOR; GROUP CONTINGENCIES
AB As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.
C1 [Hernan, Colleen J.] Univ Cincinnati, Cincinnati, OH USA.
   [Collins, Tai A.; Morrison, Julie Q.] Univ Cincinnati, Sch Psychol Program, Cincinnati, OH USA.
   [Kroeger, Stephen D.] Univ Cincinnati, Special Educ Program, Cincinnati, OH USA.
C3 University System of Ohio; University of Cincinnati; University System
   of Ohio; University of Cincinnati; University System of Ohio; University
   of Cincinnati
RP Collins, TA (corresponding author), Univ Cincinnati, Sch Psychol Program, Sch Human Serv, Coll Educ Criminal Justice & Human Serv, POB 210068, Cincinnati, OH 45221 USA.
EM tai.collins@uc.edu
CR [Anonymous], 2010, TEENS MOBILE PHONES
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NR 37
TC 8
Z9 15
U1 1
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0145-4455
EI 1552-4167
J9 BEHAV MODIF
JI Behav. Modificat.
PD MAY
PY 2019
VL 43
IS 3
BP 439
EP 463
DI 10.1177/0145445518764343
PG 25
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA HT3NS
UT WOS:000464471100006
PM 29553287
DA 2024-07-15
ER

PT J
AU Wolters, CA
   Iaconelli, R
   Peri, J
   Hensley, LC
   Kim, M
AF Wolters, Christopher A.
   Iaconelli, Ryan
   Peri, Josh
   Hensley, Lauren C.
   Kim, Minjung
TI Improving self-regulated learning and academic engagement: Evaluating a
   college learning to learn course
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Self-regulated learning; Motivation; Academic engagement;
   Procrastination; Academic burnout
ID UNIVERSITY-STUDENTS; PSYCHOLOGICAL ADJUSTMENT; MOTIVATION; BURNOUT;
   EFFICACY; INTERVENTIONS; PERFORMANCE; SENSE; NEED; PROCRASTINATION
AB College students in a learning to learn (L2L) course (n = 331) were contrasted with a group of students not enrolled in the course (n = 446) across multiple indicators of their self-regulated learning, behavioral and emotional engagement, and achievement. Using a pretest-posttest design with online self-report surveys, we found that, compared to their peers, students in the L2L course evidenced higher adjusted means at the end of the semester for their self-efficacy for SRL, growth mindset, and use of time management, environmental, meta-cognitive, and motivational regulation strategies. The L2L students also showed more adaptive levels of pro-crastination, classroom engagement, academic burnout, and sense of belonging. All these group differences emerged when controlling for a set of covariates that included students' prior achievement and the equivalent measure at the beginning of the semester. We discuss the implications for further research and for the imple-mentation of college L2L courses.
C1 [Wolters, Christopher A.; Iaconelli, Ryan; Hensley, Lauren C.] Ohio State Univ, Dennis Learning Ctr, Columbus, OH USA.
   [Peri, Josh; Kim, Minjung] Ohio State Univ, Dept Educ Studies, Columbus, OH USA.
   [Wolters, Christopher A.] Ohio State Univ, 315D Ramseyer,29 W Woodruff Ave, Columbus, OH 43210 USA.
C3 University System of Ohio; Ohio State University; University System of
   Ohio; Ohio State University; University System of Ohio; Ohio State
   University
RP Wolters, CA (corresponding author), Ohio State Univ, 315D Ramseyer,29 W Woodruff Ave, Columbus, OH 43210 USA.
EM wolters.21@osu.edu
OI Wolters, Christopher/0000-0002-8406-038X
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NR 105
TC 6
Z9 7
U1 9
U2 49
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD APR
PY 2023
VL 103
AR 102282
DI 10.1016/j.lindif.2023.102282
EA MAR 2023
PG 12
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA D8GQ4
UT WOS:000971060600001
DA 2024-07-15
ER

PT J
AU Landau, MJ
   Barrera, J
   Keefer, LA
AF Landau, Mark J.
   Barrera, Jesse
   Keefer, Lucas A.
TI On the road: Combining possible identities and metaphor to motivate
   disadvantaged middle-school students
SO METAPHOR AND SYMBOL
LA English
DT Article
ID POSSIBLE SELVES; ADOLESCENTS PERCEPTIONS; GENDER-DIFFERENCES;
   ENGAGEMENT; FUTURE; GOAL; PERFORMANCE; ENVIRONMENT; OUTCOMES; DROPOUT
AB In America, White and affluent middle-school students outperform minority students and those of low socioeconomic status on measures of academic performance. This achievement gap is partly attributable to differences in academic engagement. A promising strategy for engaging students is to elicit an academic possible identity: an image of oneself in the future as an accomplished student. Tests of this strategy's efficacy show mixed results, however. According to Identity-Based Motivation Theory, this is because a salient possible identity enhances goal engagement when it is perceived to be strongly (vs. weakly) connected to one's current identity. Still, the connection between temporally remote identities is an abstract concept that students may have difficulty grasping. According to Conceptual Metaphor Theory, this connection may be easier to conceptualize metaphorically in terms of a dissimilar concrete experience - in particular, a physical journey between locations. Integrating these theories, prior studies show that priming a journey-metaphoric framing of an academic possible identity increased academic engagement among college students. The current study tested whether this prime would similarly motivate middle-school students in an economically disadvantaged school setting. Results show that students (Age(median)=13) framing their academic possible identity as a destination on a physical path (n=30), versus without a provided metaphor (n=30), reported higher academic engagement. This finding extends metaphor priming effects to low-income and minority adolescents, a crucial population in educational research, and points to low-cost, theoretically grounded interventions for boosting academic engagement.
C1 [Landau, Mark J.] Univ Kansas, 1415 Jayhawk Blvd Rm 445, Lawrence, KS 66045 USA.
   [Barrera, Jesse] Mt Everest Acad, San Diego, CA USA.
   [Keefer, Lucas A.] Univ Southern Mississippi, Hattiesburg, MS 39406 USA.
C3 University of Kansas; University of Southern Mississippi
RP Landau, MJ (corresponding author), Univ Kansas, 1415 Jayhawk Blvd Rm 445, Lawrence, KS 66045 USA.
EM mjlandau@ku.edu
FU National Science Foundation [BCS-1222047]
FX This material is based on work supported by the National Science
   Foundation under Grant Number BCS-1222047.
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NR 63
TC 1
Z9 3
U1 1
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1092-6488
EI 1532-7868
J9 METAPHOR SYMBOL
JI Metaphor Symb.
PY 2017
VL 32
IS 4
BP 276
EP 290
DI 10.1080/10926488.2017.1384271
PG 15
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA FN0MM
UT WOS:000415672200004
DA 2024-07-15
ER

PT J
AU Queirós, A
   Carvalho, T
   Manatos, M
   Diogo, S
AF Queiros, Anabela
   Carvalho, Teresa
   Manatos, Maria
   Diogo, Sara
TI Internationalization of Portuguese Academia: the impact on academic
   engagement and collaboration with society
SO HIGHER EDUCATION
LA English
DT Article
DE Academic engagement; International mobility; Internationalization of
   research; Institutional policy; Knowledge production
ID HIGHER-EDUCATION; UNIVERSITY; SCIENCE; KNOWLEDGE; PATTERNS; UK
AB Higher Education Institutions are expected to stimulate the innovation system and to contribute to the development of societies in a global perspective. Within this context, there is an increasing focus on internationalization. HEIs are developing institutional mechanisms to support internationalization while academics are expected to carry specific practices that allow them to improve the internationalization of knowledge production. At the same time, they are encouraged to engage with non-academic partners to co-produce and transfer knowledge, contributing, in this way, to economic and social development. Although there is some research on the impact of internationalization on academic entrepreneurship, studies on the effects in other dimensions of academic engagement with society are almost absent. This paper aims to fill this gap by analyzing the relationship between academics' internationalization practices and perceptions and the development of different types of academic engagement. Our analysis draws on quantitative analysis with data provided by an international survey (APIKS) and explores the Portuguese context. Findings show that the different practices and perspectives on internationalization impact differently on the way scientists engage. While there are positive effects of internationalization of research on engagement, the time academics stay abroad and the high focus on publishing in internationally high-rated journals may negatively affect academics' orientation towards the local community. This paper contributes to the debate on the role of the internationalization in the context of a knowledge-based society, considering different dimensions and a broad spectrum of knowledge-based engagement activities.
C1 [Queiros, Anabela; Carvalho, Teresa; Manatos, Maria; Diogo, Sara] Univ Aveiro, DSCSPT, Aveiro, Portugal.
   [Queiros, Anabela; Carvalho, Teresa; Manatos, Maria; Diogo, Sara] Univ Aveiro, CIPES Ctr Res Higher Educ Policies, Aveiro, Portugal.
C3 Universidade de Aveiro; Universidade de Aveiro
RP Queirós, A (corresponding author), Univ Aveiro, DSCSPT, Aveiro, Portugal.; Queirós, A (corresponding author), Univ Aveiro, CIPES Ctr Res Higher Educ Policies, Aveiro, Portugal.
EM anabela.queiros@ua.pt
RI Diogo, Sara Margarida/D-3646-2017; Carvalho, Teresa/J-7588-2012
OI Diogo, Sara Margarida/0000-0001-7212-8626; Carvalho,
   Teresa/0000-0002-3368-3990; Queiros, Anabela/0000-0001-5176-0526
FU FCT|FCCN (b-on)
FX Open access funding provided by FCT|FCCN (b-on).
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NR 62
TC 0
Z9 0
U1 2
U2 8
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD JUN
PY 2024
VL 87
IS 6
BP 1769
EP 1789
DI 10.1007/s10734-023-01090-0
EA AUG 2023
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RN7M9
UT WOS:001062038700001
OA hybrid
DA 2024-07-15
ER

PT J
AU Callicott, KJ
   Park, H
AF Callicott, KJ
   Park, H
TI Effects of self-talk on academic engagement and academic responding
SO BEHAVIORAL DISORDERS
LA English
DT Article
ID BEHAVIOR; REINFORCEMENT; CONTINGENCY; CLASSROOM; STUDENTS; SCHOOL
AB The conceptual frameworks of self-management and correspondence training are combined to develop a self-talk intervention to improve academic performances of four students with emotional or behavioral disorders (E/BD). This study examines the functional role of language as a verbal antecedent or self-management prompt in relationship to subsequent academic responding and academic engagement. Four students with E/BD, aged 10 to 14 years, participated in treatments of self-talk, self-talk with reinforcement for correspondence, and self-talk with delayed reinforcement for correspondence. Results indicate effects for self-talk when paired with reinforcement that maintain across withdrawal and delayed conditions.
C1 Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
EM kcallicott@coe.tamu.edu
RI Tran, Nathan/F-4401-2011; Vannest, Kimberly/P-3577-2014
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NR 69
TC 16
Z9 25
U1 1
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD NOV
PY 2003
VL 29
IS 1
BP 48
EP 64
PG 17
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 761HH
UT WOS:000187895100006
DA 2024-07-15
ER

PT J
AU Tannoubi, A
   Quansah, F
   Magouri, I
   Chalghaf, N
   Bonsaksen, T
   Srem-Sai, M
   Hagan, JE
   Handrianto, C
   Azaiez, F
   Bragazzi, NL
AF Tannoubi, Amayra
   Quansah, Frank
   Magouri, Iteb
   Chalghaf, Nasr
   Bonsaksen, Tore
   Srem-Sai, Medina
   Hagan, John Elvis
   Handrianto, Ciptro
   Azaiez, Fairouz
   Bragazzi, Nicola Luigi
TI Modelling the associations between academic engagement, study process
   and grit on academic achievement of physical education and sport
   university students
SO BMC PSYCHOLOGY
LA English
DT Article
DE Learning outcomes; Performance; Higher education; Student Engagement;
   Educational psychology
ID SELF-DETERMINATION THEORY; PROCESS QUESTIONNAIRE; MEDIATING ROLE;
   PERFORMANCE; MOTIVATION; SCHOOL; DISCIPLINE; TEACHERS; EFFICACY; IMPACT
AB Objective The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students.Methods An internet-based survey recruited 459 university students aged 19-25 years (M = 21 +/- 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships.Results Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model's fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (beta = 0.299, p < 0.001) and study processes (beta = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant.Conclusions Academic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.
C1 [Tannoubi, Amayra; Magouri, Iteb] Univ Jendouba, Higher Inst Sport & Phys Educ Kef, Jendouba, Tunisia.
   [Tannoubi, Amayra] Univ Sfax, Higher Inst Sport & Phys Educ Sfax, Sfax, Tunisia.
   [Tannoubi, Amayra; Chalghaf, Nasr; Azaiez, Fairouz; Bragazzi, Nicola Luigi] Univ Genoa, Postgrad Sch Publ Hlth, Dept Hlth Sci, Genoa, Italy.
   [Tannoubi, Amayra; Chalghaf, Nasr; Azaiez, Fairouz] Fac Human & Social Sci Sfax, Grp Study Dev & Social Environm GEDES, Sfax, Tunisia.
   [Quansah, Frank] Univ Educ, Dept Educ Fdn, Winneba, Ghana.
   [Chalghaf, Nasr; Azaiez, Fairouz] Univ Gafsa, Higher Inst Sport Phys Educ Gafsa, Dept Educ, Gafsa, Tunisia.
   [Bonsaksen, Tore] Inland Norway Univ Appl Sci, Fac Social & Hlth Sci, Dept Hlth & Nursing Sci, Elverum, Norway.
   [Bonsaksen, Tore] VID Specialized Univ, Fac Hlth Studies, Dept Hlth, Stavanger, Norway.
   [Srem-Sai, Medina] Univ Educ, Dept Hlth Phys Educ Recreat & Sports, Winneba, Ghana.
   [Hagan, John Elvis] Univ Cape Coast, Dept Hlth Phys Educ & Recreat, Cape Coast, Ghana.
   [Hagan, John Elvis] Bielefeld Univ, Fac Psychol & Sports Sci, Neurocognit & Act Biomech Res Grp, Bielefeld, Germany.
   [Handrianto, Ciptro] Sultan Idris Educ Univ, Fac Human Dev, Tanjong Malim, Perak, Malaysia.
   [Bragazzi, Nicola Luigi] Univ Genoa, Dept Neurosci, Genoa, Italy.
   [Bragazzi, Nicola Luigi] York Univ, Lab Ind & Appl Math, Toronto, ON, Canada.
C3 Universite de Jendouba; Universite de Sfax; University of Genoa;
   Universite de Sfax; Universite de Gafsa; Inland Norway University of
   Applied Sciences; VID Specialised University; University of Cape Coast;
   University of Bielefeld; Universiti Pendidikan Sultan Idris; University
   of Genoa; York University - Canada
RP Hagan, JE (corresponding author), Univ Cape Coast, Dept Hlth Phys Educ & Recreat, Cape Coast, Ghana.; Hagan, JE (corresponding author), Bielefeld Univ, Fac Psychol & Sports Sci, Neurocognit & Act Biomech Res Grp, Bielefeld, Germany.
EM elvis.hagan@ucc.edu.gh
RI Chalghaf, Nasr/H-2223-2017; Bonsaksen, Tore/U-5148-2018; Tanoubi,
   Amayra/AAO-7865-2021
OI Chalghaf, Nasr/0000-0002-7693-0234; Bonsaksen, Tore/0000-0001-6315-1111;
   Tanoubi, Amayra/0000-0002-6277-2220
FU Universitt Bielefeld (3146)
FX No Statement Available
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NR 85
TC 0
Z9 0
U1 12
U2 12
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2050-7283
J9 BMC PSYCHOL
JI BMC Psychol.
PD NOV 28
PY 2023
VL 11
IS 1
AR 418
DI 10.1186/s40359-023-01454-2
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA CC9F3
UT WOS:001123161600001
PM 38017589
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Soria, KM
   Fransen, J
   Nackerud, S
AF Soria, Krista M.
   Fransen, Jan
   Nackerud, Shane
TI Beyond Books: The Extended Academic Benefits of Library Use for
   First-Year College Students
SO COLLEGE & RESEARCH LIBRARIES
LA English
DT Article
AB The purpose of this paper was to investigate whether there are relationships between first-year college students' use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students' use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students' use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.
C1 [Soria, Krista M.] Univ Minnesota, Off Inst Res, Minneapolis, MN 55455 USA.
   [Fransen, Jan] Univ Minnesota, Researcher & Discovery Syst, Minneapolis, MN 55455 USA.
   [Nackerud, Shane] Univ Minnesota, Lib Initiat, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities
RP Soria, KM (corresponding author), Univ Minnesota, Off Inst Res, Minneapolis, MN 55455 USA.
EM ksoria@umn.edu; fransen@umn.edu; snackeru@umn.edu
RI Soria, Krista/ABD-6638-2021
OI Soria, Krista/0000-0002-2679-6700; Nackerud, Shane/0000-0003-3283-8388
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NR 21
TC 38
Z9 46
U1 1
U2 51
PU ASSOC COLL RESEARCH LIBRARIES
PI CHICAGO
PA 50 E HURON ST, CHICAGO, IL 60611 USA
SN 0010-0870
EI 2150-6701
J9 COLL RES LIBR
JI Coll. Res. Libr.
PD JAN
PY 2017
VL 78
IS 1
BP 8
EP 22
DI 10.5860/crl.78.1.8
PG 15
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA EO0FB
UT WOS:000396372600002
OA Green Submitted, gold
DA 2024-07-15
ER

PT J
AU Cano, F
   Pichardo, C
   Justicia-Arráez, A
   Romero-López, M
   Berbén, ABG
AF Cano, Francisco
   Pichardo, C.
   Justicia-Arraez, A.
   Romero-Lopez, M.
   Berben, A. B. G.
TI Identifying higher education students' profiles of academic engagement
   and burnout and analysing their predictors and outcomes
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Burnout; Engagement; Higher education; Latent profile analysis (LPA)
ID UNIVERSITY-STUDENTS; LEARNING-ENVIRONMENT; PERCEIVED STRESS; LATENT
   CLASS; DIMENSIONS; PSYCHOLOGY; MOTIVATION; EXPERIENCE; PATTERNS;
   EFFICACY
AB A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, a latent profile analysis (LPA) was used to identify how all the dimensions of academic engagement and burnout combine in different profiles of higher education students (n=430). Additional analyses were used to validate these LPA profiles by relating them to a set of auxiliary variables (i.e., predictors and outcomes), grounded on theoretical models relevant to higher education. LPA revealed three ordered profiles (burned-out, moderately engaged and engaged) and the additional analyses detected statistically significant associations between predictors (e.g., perceptions of academic quality, perceptions of stress) and profile membership; and between these and outcomes. The latter tended to be ordered from the least to the most desirable in learning strategies (e.g., self-regulation, deep processing) and learning outcomes (e.g., generic skills, satisfaction), with the most desirable generally being associated more with the two engaged profiles than with the burned-out profile.Taken together, the findings i) expand our understanding of the nature of academic engagement and burnout in higher education, suggesting that they are related but independent constructs at different levels (high/low and weaker levels), and ii) hold implications for theory, methodology and educational practice (adjusted to the distinctiveness of the detected profiles).
C1 [Cano, Francisco] Univ Granada, Fac Psychol, Dept Educ Psychol, Campus Cartuja S-N, Granada 18071, Spain.
   [Pichardo, C.; Justicia-Arraez, A.; Romero-Lopez, M.; Berben, A. B. G.] Univ Granada, Fac Educ Sci, Granada, Spain.
C3 University of Granada; University of Granada
RP Cano, F (corresponding author), Univ Granada, Fac Psychol, Dept Educ Psychol, Campus Cartuja S-N, Granada 18071, Spain.
EM fcano@ugr.es
FU Universidad de Granada
FX No Statement Available
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NR 94
TC 0
Z9 0
U1 4
U2 4
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0256-2928
EI 1878-5174
J9 EUR J PSYCHOL EDUC
JI Eur. J. Psychol. Educ.
PD 2024 JUN 8
PY 2024
DI 10.1007/s10212-024-00857-y
EA JUN 2024
PG 26
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA TO3O4
UT WOS:001242166500001
OA hybrid
DA 2024-07-15
ER

PT J
AU McCoy, S
   Banks, J
AF McCoy, Selina
   Banks, Joanne
TI Simply academic? Why children with special educational needs don't like
   school
SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
LA English
DT Article
DE special educational needs; inclusive education; school engagement;
   academic engagement; peer relations
ID STUDENTS; DISABILITIES; ACHIEVEMENT; ADJUSTMENT; INCLUSION; STRENGTHS;
   BEHAVIOR; IRELAND
AB International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs.
C1 [McCoy, Selina; Banks, Joanne] Econ & Social Res Inst, Dublin, Ireland.
C3 Economic & Social Research Institute (ESRI)
RP McCoy, S (corresponding author), Econ & Social Res Inst, Dublin, Ireland.
EM selina.mccoy@esri.ie
RI Banks, Joanne/B-1073-2019; McCoy, Selina/ABC-9817-2020
OI Banks, Joanne/0000-0003-2322-662X; McCoy, Selina/0000-0001-8774-4018
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NR 71
TC 74
Z9 82
U1 1
U2 30
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0885-6257
EI 1469-591X
J9 EUR J SPEC NEEDS EDU
JI Eur. J. Spec. Needs Educ.
PY 2012
VL 27
IS 1
BP 81
EP 97
DI 10.1080/08856257.2011.640487
PG 17
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V34RP
UT WOS:000209103800006
DA 2024-07-15
ER

PT J
AU Máñez, I
   Skrobiszewska, N
   Descals, A
   Cantero, MJ
   Cerdán, R
   García, OF
   García-Ros, R
AF Manez, Ignacio
   Skrobiszewska, Noemi
   Descals, Adela
   Cantero, Maria Jose
   Cerdan, Raquel
   Garcia, oscar Fernando
   Garcia-Ros, Rafael
TI Channelling feedback through audiovisual presentations: Do higher
   education students perceive, use and benefit from video feedback
   compared to written feedback?
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article; Early Access
DE assessment; digital environment; higher education; video feedback;
   written feedback
ID COMPUTER-BASED ASSESSMENT; AUDIO FEEDBACK; ENGAGEMENT; IMPACT;
   METAANALYSIS; INSTRUCTION; PERCEPTIONS; TECHNOLOGY
AB BackgroundDelivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).ObjectivesThis quasi-experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high-stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.MethodsA total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.Results and ConclusionsOur results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback.TakeawaysThe results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.
   What is currently known about the subject matter Delivering Elaborated Feedback (EF) to large groups of students represents a challenge for instructors. Undergraduate students often ignore the EF received via digital learning environments. Students usually prefer audiovisual formats to receive feedback compared to the written format. Results in regard to whether video-feedback is best for learning are inconclusive.What this paper adds A quasi-experimental study to compare two feedback formats (video and written) in an ecologically valid setup. Data of students' voluntary decisions to process EF related to high-stakes assignments. The moderating effect of students' academic engagement on the relationship between feedback format and academic performance.The implications of study findings for practitioners Students positively value the EF received in both video and written formats. Students may not engage with EF as expected even when provided in audiovisual formats. Students may access written-EF more frequently than video-EF. Video-EF may positively influence academic performance when students have low levels of academic engagement.
C1 [Manez, Ignacio; Skrobiszewska, Noemi; Cerdan, Raquel] Univ Valencia, ERI Lect, Valencia, Spain.
   [Manez, Ignacio; Skrobiszewska, Noemi; Descals, Adela; Cantero, Maria Jose; Cerdan, Raquel; Garcia, oscar Fernando; Garcia-Ros, Rafael] Univ Valencia, Dept Dev & Educ Psychol, Avda Blasco Ibanez 21, Valencia 46010, Spain.
C3 University of Valencia; University of Valencia
RP Máñez, I (corresponding author), Univ Valencia, Dept Dev & Educ Psychol, Avda Blasco Ibanez 21, Valencia 46010, Spain.
EM ignacio.manez@uv.es
RI Garcia, Oscar F./H-8194-2016; Cerdan, Raquel/L-4542-2014
OI Garcia, Oscar F./0000-0001-8146-7590; Manez,
   Ignacio/0000-0001-8093-1945; Garcia-Ros, Rafael/0000-0001-9486-1001;
   Cerdan, Raquel/0000-0002-8283-8995
FU Generalitat Valenciana: Conselleria de Educacion, Universidades y Empleo
   [CIGE/2022/125]; University of Valencia;  [UV-SFPIE_PID-1640118]
FX Generalitat Valenciana: Conselleria de Educacion, Universidades y
   Empleo, Grant/Award Number: CIGE/2022/125; University of Valencia,
   Grant/Award Number: UV-SFPIE_PID-1640118
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NR 75
TC 0
Z9 0
U1 14
U2 14
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0266-4909
EI 1365-2729
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD 2024 APR 26
PY 2024
DI 10.1111/jcal.12993
EA APR 2024
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OP9F5
UT WOS:001208590000001
DA 2024-07-15
ER

PT J
AU Hernández MM
   Safa, MD
   Kornienko, O
   Rogers, AA
   Ha, T
AF Hernandez, Maciel M.
   Safa, M. Dalal
   Kornienko, Olga
   Rogers, Adam A.
   Ha, Thao
TI A Person-Centered Analysis of Adolescent Multicultural Socialization
   Niches and Academic Functioning
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Academic engagement; Academic expectations; Academic functioning;
   Adolescents; Latent profile analysis; Multicultural socialization
ID ETHNIC-RACIAL SOCIALIZATION; INTERCULTURAL COMPETENCE; IDENTITY
   DEVELOPMENT; INTEGRATIVE MODEL; IMMIGRANT; FAMILY; MINORITY; CONTEXTS;
   CHINESE; YOUTH
AB Despite the growing cultural diversity worldwide, there is scarce research on how socialization processes prepare youth to respond to increasing multicultural demands and the degree to which these socialization opportunities inform youth academic functioning. This study used a person-centered approach to identify profiles or niches based on the degree and consistency of multicultural socialization experiences across school, peer, and family settings and to examine the associations between identified niches and markers of academic functioning (i.e., emotional and behavioral academic engagement, academic aspirations and expectations) in a sample of adolescents (N = 717; M-age = 13.73 years). Participants (49.9% girls) were from the U.S. Southwest and represented multiple ethno-racial backgrounds (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Six distinct multicultural socialization niches were identified. Three niches had similar patterns across school-peer-family but ranged in the degree of socialization. The cross-setting similar higher socialization niche (Niche 6) demonstrated greater socialization than the cross-setting similar moderate (Niche 5) and lower socialization (Niche 4) niches, which had moderate and lower socialization, respectively. Three niches demonstrated cross-setting dissimilarity which ranged in the type of cross-setting contrast and the degree of socialization. The cross-setting dissimilar school contrast socialization niche (Niche 3) had greater dissimilarities between socialization opportunities in the school setting compared to the peer and family settings and demonstrated the lowest levels of socialization of all niches. The other two niches, the cross-setting dissimilar peer contrast (Niche 1) and greater peer contrast socialization (Niche 2) niches had larger dissimilarities between socialization opportunities in the peer setting than the school and family settings. In the former, however, the contrast was lower, and socialization ranged between very low to low. In the latter, the contrast was higher and socialization ranged from very low to moderate. Most adolescents were in the cross-setting similar lower socialization niche or in the cross-setting dissimilar niches. Adolescents in the cross-setting similar higher multicultural socialization demonstrated greater emotional and behavioral academic engagement than adolescents in most of the other niches. Adolescents in the cross-setting dissimilar school contrast niches demonstrated lower emotional and behavioral academic engagement and lower academic expectations than adolescents in some of the other niches. The results emphasize the collective role of school, peer, and family multicultural socialization on emotional and behavioral academic engagement.
C1 [Hernandez, Maciel M.] Univ Calif Davis, Dept Human Ecol, Davis, CA 95616 USA.
   [Safa, M. Dalal] Univ N Carolina, Dept Psychol & Neurosci, Chapel Hill, NC USA.
   [Kornienko, Olga] George Mason Univ, Dept Psychol, Fairfax, VA USA.
   [Rogers, Adam A.] Brigham Young Univ, Sch Family Life, Provo, UT USA.
   [Ha, Thao] Arizona State Univ, Dept Psychol, Tempe, AZ USA.
   [Ha, Thao] Arizona State Univ, REACH Inst, Dept Psychol, Tempe, AZ USA.
C3 University of California System; University of California Davis;
   University of North Carolina; University of North Carolina Chapel Hill;
   George Mason University; Brigham Young University; Arizona State
   University; Arizona State University-Tempe; Arizona State University;
   Arizona State University-Tempe
RP Hernández MM (corresponding author), Univ Calif Davis, Dept Human Ecol, Davis, CA 95616 USA.
EM mmhernandez@ucdavis.edu
OI Safa Pernett, Maria Dalal/0000-0001-6406-0289; Ha,
   Thao/0000-0003-1498-7873; Hernandez, Maciel M./0000-0001-8338-5820;
   Kornienko, Olga/0000-0002-7327-0250
FU Racial Equity Special Research Grant from Spencer Foundation [202100291]
FX AcknowledgementsResearch reported in this publication was partially
   supported by the Racial Equity Special Research Grant from Spencer
   Foundation (#202100291), awarded to T.H., M.M.H., O.K., and A.A.R. The
   content is solely the responsibility of the authors and does not
   necessarily represent the official views of the Spencer Foundation. The
   authors thank the participating youth, schools, staff, and research
   assistants who took part in this study, as well as the following
   individuals who contributed to the research process: Selena Quiroz,
   Gregory Chase, Marissa Davila, and Nicole S. White.
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NR 92
TC 1
Z9 1
U1 9
U2 26
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD NOV
PY 2023
VL 52
IS 11
BP 2261
EP 2284
DI 10.1007/s10964-023-01828-0
EA JUL 2023
PG 24
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA T6BW4
UT WOS:001034200800001
PM 37495902
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Gómez, P
   Pérez, C
   Parra, P
   Ortiz, L
   Matus, O
   Mccoll, P
   Torres, G
   Meyer, A
AF Gomez H, Paula
   Perez, Cristhian, V
   Parra P, Paula
   Ortiz M, Liliana
   Matus B, Olga
   Mccoll C, Peter
   Torres A, Graciela
   Meyer K, Andrea
TI Academic achievement, engagement and burnout among first year medical
   students
SO REVISTA MEDICA DE CHILE
LA Spanish
DT Article
DE Learning; Mental health; Stress, psychological; Students, medical
AB Background: Stress may affect the sense of wellbeing and academic achievement of university students. Aim: To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. Material and Methods: The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Results: Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and Jack of personal fulfillment. Conclusions: Academic achievement is associated with the level of engagement with studies but not with burnout.
C1 [Gomez H, Paula] Univ Desarrollo, Fac Ciencias Salud, Carrera Odontol, Educ Med, Concepcion, Chile.
   [Perez, Cristhian, V] Univ Concepcion, Dept Educ Med, Psicol, Concepcion, Chile.
   [Parra P, Paula] Univ Concepcion, Dept Educ Med, Educ Med, Kinesiol, Concepcion, Chile.
   [Ortiz M, Liliana; Matus B, Olga] Univ Concepcion, Dept Educ Med, Educ Med, Concepcion, Chile.
   [Mccoll C, Peter] Univ Andres Bello, Fac Med, Escuela Med Sede Vina del Mar, Educ Med, Vina Del Mar, Chile.
   [Torres A, Graciela] Univ San Sebastian, Fac Med, Concepcion, Chile.
   [Meyer K, Andrea] Univ Catolica Santisima Concepcion, Fac Med, Carrera Med, Educ Med, Concepcion, Chile.
C3 Universidad del Desarrollo; Universidad de Concepcion; Universidad de
   Concepcion; Universidad de Concepcion; Universidad Andres Bello;
   Universidad San Sebastian; Universidad Catolica de la Santisima
   Concepcion
RP Gómez, P (corresponding author), Univ Desarrollo, Fac Ciencias Salud, Sede Concepcion, Barros Arena 1375, Concepcion, Chile.
EM info.pgh@gmail.com
OI Perez-Villalobos, Cristhian/0000-0002-2049-5974
CR Caballero Domínguez Carmen Cecilia, 2010, rev.latinoam.psicol., V42, P131
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   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
NR 14
TC 19
Z9 20
U1 3
U2 52
PU SOC MEDICA SANTIAGO
PI SANTIAGO 9
PA BERNARDA MORIN 488 PROVIDENCIA, CASILLA 168 CORREO 55, SANTIAGO 9,
   00000, CHILE
SN 0034-9887
EI 0717-6163
J9 REV MED CHILE
JI Rev. Medica Chile
PD JUL
PY 2015
VL 143
IS 7
BP 930
EP 937
DI 10.4067/S0034-98872015000700015
PG 8
WC Medicine, General & Internal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC General & Internal Medicine
GA CQ0XL
UT WOS:000360321800016
PM 26361031
OA Green Submitted, gold
DA 2024-07-15
ER

PT J
AU Glaría, R
   Carmona, L
   Pérez, C
   Parra, P
AF Glaria, Rocio
   Carmona, Lorena
   Perez, Cristhian
   Parra, Paula
TI Relationship among academic engagement, burnout and student perceptions
   of curriculum delivery in Speech and Language Therapy Students from
   University of Concepcion, Chile
SO JOURNAL OF THE PAKISTAN MEDICAL ASSOCIATION
LA English
DT Article
DE Academic burnout; Academic engagement; Speech and language therapy;
   Curriculum; Evaluation; University
ID FACTORIAL STRUCTURE; PERFORMANCE; SCALE
AB Objective: To relate engagement and academic burnout with curriculum evaluation among speech therapy students.
   Methods: This observational, cross-sectional study was conducted at the end of the first academic semester for each level and at the end of a theoretical class in order to ensure the maximum participation rate at the University of Concepcion, Concepcion, Chile, and comprised students of a speech and language therapy programme. Curriculum evaluation scale, academic engagement and academic burnout questionnaires were used. STATA SE 11 was used for statistical analysis.
   Results: Of the 200 participants, 157(78.50%) were women and 43(21.50%) men. The overall mean age was 20.81 +/- 2.15 years (range: 18-30 years). Emotional burnout was inversely correlated with the evaluation of teaching and evaluation methods, distribution of fields, teaching team and achievement of objectives (p<0.05 each). Depersonalisation was inversely associated with the distribution of teaching and learning activities (r=-0.13; p<0.05). Lack of personal accomplishment was also significantly and statistically associated with seven out of the eight factors of the curriculum evaluation scale (p<0.05 each). Involvement in studies was statistically and significantly related to all factors (p<0.05 each), except the achievement of objectives. Finally, satisfaction with studies was directly, statistically and significantly related to six of the eight factors (p<0.05 each).
   Conclusion: A more positive evaluation of the academic curriculum was associated with lower levels of burnout and higher levels of academic engagement.
C1 [Glaria, Rocio; Carmona, Lorena] Univ Concepcion, Fac Med, Concepcion, Chile.
   [Perez, Cristhian; Parra, Paula] Univ Concepcion, Fac Med, Dept Med Educ, Concepcion, Chile.
C3 Universidad de Concepcion; Universidad de Concepcion
RP Glaría, R (corresponding author), Univ Concepcion, Fac Med, Concepcion, Chile.
EM rglaria@udec.cl
RI Perez-Villalobos, Cristhian/ABA-7736-2020
OI Perez-Villalobos, Cristhian/0000-0002-2049-5974; Glaria,
   Rocio/0000-0002-1009-8190
FU VRID [214.083.029-1.OIN]
FX The present work was financed by the Initiation VRID Project No
   214.083.029-1.OIN: "Relation of the engagement and academic levels with
   the evaluation of programmes conducted by speech therapy students of a
   traditional university in Concepcion".
CR Brezmes M., 2002, OPTIMIZACION PROGRAM
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NR 27
TC 1
Z9 1
U1 0
U2 10
PU PAKISTAN MEDICAL ASSOC
PI KARACHI
PA PMA HOUSE, AGA KHAN III RD, KARACHI, 00000, PAKISTAN
SN 0030-9982
J9 J PAK MED ASSOC
JI J. Pak. Med. Assoc.
PD SEP
PY 2017
VL 67
IS 9
BP 1362
EP 1368
PG 7
WC Medicine, General & Internal; Medicine, Research & Experimental
WE Science Citation Index Expanded (SCI-EXPANDED)
SC General & Internal Medicine; Research & Experimental Medicine
GA FF4VS
UT WOS:000408956300011
PM 28924275
DA 2024-07-15
ER

PT J
AU Burgos-Videla, C
   Jorquera-Gutiérrez, R
   López-Meneses, E
   Bernal, C
AF Burgos-Videla, Carmen
   Jorquera-Gutierrez, Ricardo
   Lopez-Meneses, Eloy
   Bernal, Cesar
TI Life Satisfaction and Academic Engagement in Chileans Undergraduate
   Students of the University of Atacama
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE digital competencies; latent class analysis; latent class models;
   technology consumption; data analysis
ID WORK ENGAGEMENT; FIT INDEXES; BURNOUT; HEALTH; ORIENTATION; ANXIETY
AB The growing problem of mental health in the university population, as a consequence of the COVID-19 pandemic, has generated the need to consider positive variables to address this situation. Life satisfaction and academic engagement are two constructs that emerge as conceptual tools oriented in this direction. The present study sought to describe the effect of academic engagement on life satisfaction in a sample of Chilean university students. A cross-sectional co-relational design was used. A total of 370 university students participated, 72.4% female and 27.6% male, aged beitive effect of engagement on life satisfaction was demonstrated, where the dimensions vigor (beta = 0.462; p < 0.01) and dedication (beta = 0.465; p < 0.01) acted as significant predictors (chi(2) = 87.077, gl = 32, p < 0.01; chi(2)/gl = 2.721; CFI = 975; TLI = 0.964; RMSEA = 0.068). The proposed model showed factorial invariance according to sex. The usefulness of employing these constructs as a way to manage the well-being and mental health of students in university institutions is discussed.
C1 [Burgos-Videla, Carmen] Univ Atacama, Inst Res Social Sci & Educ, Dept Primary Educ, Copiapo 1530000, Chile.
   [Jorquera-Gutierrez, Ricardo] Univ Atacama, Dept Psychol, Copiapo 1531772, Chile.
   [Lopez-Meneses, Eloy] Pablo de Olavide Univ, Dept Educ & Social Psychol, Seville 41013, Spain.
   [Lopez-Meneses, Eloy] Ecotec Univ, Km 13-5 Via Samborondon, Samborondon 092302, Guayas, Ecuador.
   [Bernal, Cesar] Rey Juan Carlos Univ, Dept Educ Sci Language Culture & Arts, Madrid 28032, Spain.
C3 Universidad de Atacama; Universidad de Atacama; Universidad Pablo de
   Olavide; Universidad Rey Juan Carlos
RP Burgos-Videla, C (corresponding author), Univ Atacama, Inst Res Social Sci & Educ, Dept Primary Educ, Copiapo 1530000, Chile.
EM carmen.burgos@uda.cl
RI López-Meneses, Eloy/G-1307-2011; Burgos, Carmen/Y-7089-2019;
   BERNAL-BRAVO, CESAR/F-1166-2015
OI López-Meneses, Eloy/0000-0003-0741-5367; Burgos,
   Carmen/0000-0003-2718-8579; Jorquera Gutierrez,
   Ricardo/0000-0002-7059-8488; BERNAL-BRAVO, CESAR/0000-0002-2802-1618
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NR 61
TC 2
Z9 2
U1 2
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD DEC
PY 2022
VL 19
IS 24
AR 16877
DI 10.3390/ijerph192416877
PG 12
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 7E7PX
UT WOS:000901356000001
PM 36554756
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Shim, SS
   Cho, Y
   Wang, C
AF Shim, Sungok Serena
   Cho, YoonJung
   Wang, Cen
TI Classroom goal structures, social achievement goals, and adjustment in
   middle school
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Classroom goal structures; Social achievement goals; Academic
   engagement; Disruptive behavior; Social adjustment
ID EARLY ADOLESCENTS; PEER ACCEPTANCE; ACADEMIC-ACHIEVEMENT; MEDIATING
   ROLE; FIT INDEXES; MOTIVATION; ORIENTATIONS; PERCEPTIONS; MODEL;
   CONSEQUENCES
AB The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students' perceptions of classroom goal structures were measured in Fall; social achievement goals and academic and social outcomes were measured in Spring. Structural equation modeling analysis confirmed that social achievement goals partially mediated the effects of perceived classroom goal structures on academic and social outcomes. Perceived classroom mastery goal structure predicted social development goals positively but social demonstration-approach goals negatively. Perceived classroom performance goal structure positively predicted social demonstration-approach and avoid goals. Subsequently, social development goals were related to adaptive outcomes (e.g., academic engagement and social satisfaction) while social demonstration-approach goals predicted negative outcomes (e.g., disruptive behaviors and social worry). Interestingly, social demonstration-avoid goals predicted high social worry but low disruptive behaviors. Theoretical and practical implications are discussed. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Shim, Sungok Serena; Wang, Cen] Ball State Univ, Teachers Coll, Muncie, IN 47306 USA.
   [Cho, YoonJung] Oklahoma State Univ, Stillwater, OK 74078 USA.
C3 Ball State University; Oklahoma State University System; Oklahoma State
   University - Stillwater
RP Shim, SS (corresponding author), Ball State Univ, Teachers Coll, 2000 W Univ Ave, Muncie, IN 47306 USA.
EM sshim@bsu.edu; yoonjung.cho@okstate.edu; cwang@bsu.edu
RI Shim, Sungok Serena/JMQ-6998-2023
OI Wang, Cen/0000-0002-3151-1466
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NR 58
TC 58
Z9 87
U1 7
U2 72
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
EI 1873-3263
J9 LEARN INSTR
JI Learn Instr.
PD FEB
PY 2013
VL 23
BP 69
EP 77
DI 10.1016/j.learninstruc.2012.05.008
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 046MW
UT WOS:000311770100008
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Bernardo, ABI
AF Datu, Jesus Alfonso D.
   Bernardo, Allan B. I.
TI The Blessings of Social-Oriented Virtues: Interpersonal Character
   Strengths Are Linked to Increased Life Satisfaction and Academic Success
   Among Filipino High School Students
SO SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE
LA English
DT Article
DE academic outcomes; fairness; forgiveness; kindness; leadership;
   teamwork; academic engagement; achievement
ID ACTION INVENTORY; ACHIEVEMENT; VALUES; CONSCIENTIOUSNESS; ADOLESCENTS;
   ADAPTATION; COMPETENCE; VALIDATION; PREDICTOR; GRATITUDE
AB Some studies have shown that character strengths positively predicted optimal performance and well-being in Western, educated, industrialized, rich, and democratic (WEIRD) societies which may hold limited generalizability to individuals in non-WEIRD contexts. This prospective study examined the association of selected interpersonal character strengths (i.e., fairness, teamwork, leadership, forgiveness, and kindness) with life satisfaction, teacher-reported academic engagement, Mathematics achievement, English achievement, and overall academic achievement among Filipino high school students enrolled in a public high school in the Philippines (M (age) = 14.33). There was a 2-month interval between Time 1 and Time 2 data collection. Results indicate that whereas fairness and kindness demonstrated stronger magnitudes of associations with subsequent life satisfaction, academic engagement, and achievement, teamwork and forgiveness had positive and moderate intensity of relationships to such outcomes. Compared to other interpersonal strengths, leadership showed weaker correlations with life satisfaction and achievement outcomes. Results allude to the benefits associated with interpersonal positive virtues in a non-WEIRD context.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Wellbeing I WELL, Hong Kong, Peoples R China.
   [Bernardo, Allan B. I.] De La Salle Univ, Psychol Dept, Manila, Philippines.
C3 Education University of Hong Kong (EdUHK); Education University of Hong
   Kong (EdUHK); De La Salle University
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Tai Po, Rm D2-2F-28,10 Lo Ping Rd, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI Bernardo, Allan B. I./M-4613-2016
OI Bernardo, Allan B. I./0000-0003-3938-266X; Datu, Jesus
   Alfonso/0000-0002-8790-1113
FU Education University of Hong Kong [RG 90/2017-2018R]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was funded by the Internal Research Grant (Grant #RG
   90/2017-2018R) from The Education University of Hong Kong awarded to the
   first author.
CR [Anonymous], 2007, RE MAKING SOC POLITI
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   Wagner L, 2015, FRONT PSYCHOL, V6, DOI 10.3389/fpsyg.2015.00610
NR 48
TC 20
Z9 23
U1 1
U2 24
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1948-5506
EI 1948-5514
J9 SOC PSYCHOL PERS SCI
JI Soc. Psychol. Personal Sci.
PD SEP
PY 2020
VL 11
IS 7
SI SI
BP 983
EP 990
AR 1948550620906294
DI 10.1177/1948550620906294
EA APR 2020
PG 8
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA NA0RP
UT WOS:000527151300001
DA 2024-07-15
ER

PT J
AU Neely, L
   Rispoli, M
   Camargo, S
   Davis, H
   Boles, M
AF Neely, Leslie
   Rispoli, Mandy
   Camargo, Siglia
   Davis, Heather
   Boles, Margot
TI The effect of instructional use of an iPad® on challenging behavior and
   academic engagement for two students with autism
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE iPad (R); Autism spectrum disorder; Challenging behavior; Academic
   demand
ID COMPUTER-BASED INTERVENTIONS; SPECTRUM DISORDERS; MOTIVATING OPERATIONS;
   SMART BOARD; CHILDREN; SKILLS; IPOD; DISABILITIES; INDIVIDUALS
AB iPads (R) are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads (R) on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad (R) to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad (R) and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad (R) condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad (R) as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. (C) 2013 Published by Elsevier Ltd.
C1 [Neely, Leslie; Rispoli, Mandy; Camargo, Siglia; Davis, Heather; Boles, Margot] Texas A&M Univ, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Neely, L (corresponding author), Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA.
EM cockeril@neo.tamu.edu
OI Camargo, Siglia Pimentel Hoher/0000-0001-7058-6519
CR Ayres KM, 2009, EDUC TRAIN DEV DISAB, V44, P493
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   Tanaka JW, 2010, J CHILD PSYCHOL PSYC, V51, P944, DOI 10.1111/j.1469-7610.2010.02258.x
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   Xin JF, 2011, TEACH EXCEPT CHILD, V43, P18, DOI 10.1177/004005991104300402
NR 27
TC 95
Z9 154
U1 2
U2 92
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD APR
PY 2013
VL 7
IS 4
BP 509
EP 516
DI 10.1016/j.rasd.2012.12.004
PG 8
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA 152OA
UT WOS:000319539800002
DA 2024-07-15
ER

PT J
AU Jiang, H
   Johnstone, SJ
   Sun, L
   Zhang, DW
AF Jiang, Han
   Johnstone, Stuart J.
   Sun, Li
   Zhang, Da-Wei
TI Effect of Neurocognitive Training for Children With ADHD at Improving
   Academic Engagement in Two Learning Settings
SO JOURNAL OF ATTENTION DISORDERS
LA English
DT Article
DE ADHD; neurocognitive; training; EEG; neurofeedback; academic engagement;
   learning settings
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; ON-TASK BEHAVIOR;
   WORKING-MEMORY; SINGLE-CHANNEL; EARLY RESPONSE; NEUROFEEDBACK; SYMPTOMS;
   OUTCOMES; SIZE; INTERVENTION
AB Objective: This preliminary study investigated effectiveness of neurocognitive training on academic engagement (AET) for children with ADHD. The training approach targeted working memory, inhibitory control, and attention/relaxation (via brain electrical activity). Method: A reversal design with a 2-week follow-up was used to assess the effectiveness of the treatment on two children with diagnosed ADHD in two learning settings. Direct observation was used to collect academic-related behavior. Results: Improvements in on-task expected behavior (ONT-EX) and general AET, as well as reductions in off-task motor activity (OFF-MA) and off-task passive behavior (OFF-PB) were observed for both students over baselines and across the settings. Moreover, differences in behavioral change were found between participants and settings. Conclusion: These findings support using the treatment for improving academic performance of children with ADHD. Future studies may investigate influences of contextual differences, nontreatment variables, or adult's feedback during the training session on treatment effectiveness.
C1 [Jiang, Han] Zhejiang Normal Univ, Sch Special Educ, Hangzhou 321004, Peoples R China.
   [Johnstone, Stuart J.; Zhang, Da-Wei] Univ Wollongong, Sch Psychol, Brain & Behav Reseach Inst, Wollongong, NSW, Australia.
   [Sun, Li] Peking Univ Sixth Hosp, Inst Mental Hlth, Beijing, Peoples R China.
   [Sun, Li] Peking Univ, Natl Clin Res Ctr Mental Disorders, Beijing, Peoples R China.
   [Sun, Li] Peking Univ, Minist Hlth, Key Lab Mental Hlth, Beijing, Peoples R China.
C3 Zhejiang Normal University; University of Wollongong; Peking University;
   Peking University
RP Jiang, H (corresponding author), Zhejiang Normal Univ, Sch Special Educ, Hangzhou 321004, Peoples R China.
EM hjiang@uow.edu.au
RI Zhang, Da-Wei/HSE-7385-2023
OI Zhang, Da-Wei/0000-0002-6862-5627
FU Beijing Municipal Science and Technology Program [Z171100001017089]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was supported by the grant from the Beijing Municipal Science and
   Technology Program (Z171100001017089).
CR American Psychiatric Association, 2022, DIAGN STAT MAN MENT
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NR 55
TC 5
Z9 8
U1 8
U2 39
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1087-0547
EI 1557-1246
J9 J ATTEN DISORD
JI J. Atten. Disord.
PD FEB
PY 2021
VL 25
IS 3
BP 414
EP 431
DI 10.1177/1087054718799931
PG 18
WC Psychology, Developmental; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA PM1YR
UT WOS:000603604200012
PM 30265176
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Valdez, JPM
   Yang, WP
AF Datu, Jesus Alfonso D.
   Valdez, Jana Patricia M.
   Yang, Weipeng
TI The academically engaged life of mastery-oriented students: Causal
   ordering among positive emotions, mastery-approach goals, and academic
   engagement
SO REVISTA DE PSICODIDACTICA
LA English
DT Article
DE Academic engagement; Filipino students; mastery-approach goals; positive
   emotions
ID ACHIEVEMENT GOALS; SCHOOL; SELF; MOTIVATION; INVARIANCE; EFFICACY;
   SPIRALS; SUPPORT
AB Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement using a two-wave longitudinal design. A survey comprising measures to assess students' positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire - Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student's involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students' intrinsic drive to learn in school contexts. (C) 2021 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.
C1 [Datu, Jesus Alfonso D.] Educ Univ Hong Kong, Integrated Ctr Wellbeing I WELL, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] Hong Kong Baptist Univ, Dept Management, Hong Kong, Peoples R China.
   [Yang, Weipeng] Singapore Univ Social Sci, SR Nathan Sch Human Dev, Singapore, Singapore.
C3 Education University of Hong Kong (EdUHK); Hong Kong Baptist University;
   Singapore University of Social Sciences (SUSS)
RP Datu, JAD (corresponding author), Educ Univ Hong Kong, Integrated Ctr Wellbeing I WELL, Dept Special Educ & Counselling, Hong Kong, Peoples R China.
EM jadatu@eduhk.hk
RI Yang, Weipeng/M-8894-2019; Valdez, Jana Patricia Millonado/HRC-9854-2023
OI Yang, Weipeng/0000-0002-8057-2863; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237
CR Burns AB, 2008, PERS INDIV DIFFER, V44, P360, DOI 10.1016/j.paid.2007.08.015
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NR 47
TC 8
Z9 8
U1 7
U2 48
PU ELSEVIER ESPANA
PI MADRID
PA CALLE DE ZURBANO, 76-4TH FLR LEFT, MADRID, 28010, SPAIN
SN 1136-1034
EI 2254-4372
J9 REV PSICODIDACT
JI Rev. Psicodidact.
PD JAN-JUN
PY 2022
VL 27
IS 1
BP 1
EP 8
DI 10.1016/j.psicod.2021.02.001
EA JAN 2022
PG 8
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA YF9RL
UT WOS:000742136700001
DA 2024-07-15
ER

PT J
AU Zhang, YY
   Qin, XN
   Ren, P
AF Zhang, Yunyun
   Qin, Xingna
   Ren, Ping
TI Adolescents' academic engagement mediates the association between
   Internet addiction and academic achievement: The moderating effect of
   classroom achievement norm
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Adolescence; Internet addiction; Academic engagement; Academic
   disaffection; Academic achievement
ID SCHOOL ENGAGEMENT; PEER GROUP; BEHAVIORAL ENGAGEMENT; MULTILEVEL MODELS;
   SELF-PERCEPTIONS; STUDENT; CONTEXT; PARTICIPATION; RELATEDNESS;
   ELEMENTARY
AB Although the association between Internet addiction and academic achievement has been widely observed in adolescents in recent years, little is known about the mechanisms of Internet addiction and its adverse effects on academic achievement in terms of individual factors and classroom contexts. The present study examined the relationship between Internet addiction and academic outcomes, the mediating role of academic engagement, and the cross-level moderating effect of classroom achievement norm. By using a short-term longitudinal design, two-wave data were obtained from 2407 students from 47 classes in China over six-months. A multilevel structural equation model was used to explain the nested data structure. Results indicated that the negative effect of Internet addiction on adolescents' later academic achievement was mediated by academic engagement and disaffection at the individual level. Furthermore, classroom achievement norm moderated the association between academic disaffection and achievement, with a significant indirect effect in the high classroom achievement norm classes and a non-significant effect in the low classroom achievement norm classes. These results held after controlling for an individual's gender, age and academic achievement in the first term at the individual level and the class size and school at the classroom level. In conclusion, this study reveals the internal mechanism of how students' Internet addiction leads to the decline of academic achievement. It also provids a practical and effective outlook on the prevention and intervention of the negative effects of Internet addiction in the future teaching practice from the perspective of personal motivation and classroom environment.
C1 [Zhang, Yunyun; Qin, Xingna; Ren, Ping] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100875, Peoples R China.
C3 Beijing Normal University
RP Ren, P (corresponding author), Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100875, Peoples R China.
EM renping@bnu.edu.cn
OI Qin, Xingna/0000-0002-3662-8348
FU Young Scholar Project of Beijing Education Sciences Planning Program
   during the 13th Five-Year Plan [BCEA16022]
FX This research was supported by Young Scholar Project of Beijing
   Education Sciences Planning Program during the 13th Five-Year Plan (No.
   BCEA16022).
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NR 63
TC 65
Z9 69
U1 14
U2 136
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
EI 1873-7692
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD DEC
PY 2018
VL 89
BP 299
EP 307
DI 10.1016/j.chb.2018.08.018
PG 9
WC Psychology, Multidisciplinary; Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA GZ1OH
UT WOS:000449136900032
DA 2024-07-15
ER

PT J
AU Sanford, AK
   Horner, RH
AF Sanford, Amanda K.
   Horner, Robert H.
TI Effects of Matching Instruction Difficulty to Reading Level for Students
   With Escape-Maintained Problem Behavior
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE functional assessment; prevention of challenging behaviors; literacy;
   classroom intervention
ID FUNCTION-BASED INTERVENTIONS; DISABILITIES
AB The effects of a literacy intervention matching student skill level with academic performance demands were examined through a multiple baseline across participants design. The dual dependent variables were problem behavior and academic engagement. Four students in Grades 2 or 3 who exhibited low academic performance and problem behavior during reading instruction participated. Functional behavioral assessment and oral reading fluency assessment indicated that each of the students (a) was at risk for reading difficulties and read at the frustration level in text used for reading instruction and (b) had escape-maintained problem behavior during instruction sessions. A nonconcurrent multiple baseline design across students was used to assess the effects of matching reading instructional level (e. g., reducing the aversive level of instruction) on academic engagement and problem behavior. Matching the reading instructional level to the skill level of the students was associated with academic engagement increases and problem behavior decreases for three of the students. The fourth student demonstrated improvement during baseline that made effects of the intervention difficult to assess. Conceptual implications and suggestions for integrating behavioral and academic supports are explored.
C1 [Sanford, Amanda K.] Portland State Univ, Portland, OR 97201 USA.
   [Horner, Robert H.] Univ Oregon, Eugene, OR 97403 USA.
C3 Portland State University; University of Oregon
RP Sanford, AK (corresponding author), Portland State Univ, Dept Special Educ, Grad Sch Educ, Suite 204,615 SW Harrison St, Portland, OR 97201 USA.
EM asanford@pdx.edu
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NR 36
TC 15
Z9 28
U1 1
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD APR
PY 2013
VL 15
IS 2
BP 79
EP 89
DI 10.1177/1098300712449868
PG 11
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 152JG
UT WOS:000319527300003
DA 2024-07-15
ER

PT J
AU Maestrales, S
   Dezendorf, RM
   Tang, X
   Salmela-Aro, K
   Bartz, K
   Juuti, K
   Lavonen, J
   Krajcik, J
   Schneider, B
AF Maestrales, Sarah
   Dezendorf, Rachel Marias
   Tang, Xin
   Salmela-Aro, Katariina
   Bartz, Kayla
   Juuti, Kalle
   Lavonen, Jari
   Krajcik, Joseph
   Schneider, Barbara
TI US and Finnish high school science engagement during the COVID-19
   pandemic
SO INTERNATIONAL JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Engagement; Ambition; Remote learning
AB When the COVID-19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing "Crafting Engaging Science Environments" (CESE) intervention afforded a rare data collection opportunity. In the United States, students were surveyed at the beginning of the school year and again in May, providing information for the same 751 students from before and during the pandemic. In Finland, 203 students were surveyed during remote learning. Findings from both countries during this period of remote learning revealed that students' academic engagement was positively correlated with participation in hands-on, project-based lessons. In Finland, results showed that situational engagement occurred in only 4.7% of sampled cases. In the United States, students show that academic engagement, primarily the aspect of challenge, was enhanced during remote learning. Engagement was in turn correlated with positive socioemotional constructs related to science learning. The study's findings emphasise the importance of finding ways to ensure equitable opportunities for students to participate in project-based activities when learning remotely.
C1 [Maestrales, Sarah; Bartz, Kayla; Krajcik, Joseph; Schneider, Barbara] Michigan State Univ, Coll Educ, 620 Farm Ln Rm 516B, E Lansing, MI 48824 USA.
   [Dezendorf, Rachel Marias] Univ Calif Berkley, Acad Senate, Berkeley, CA USA.
   [Tang, Xin; Salmela-Aro, Katariina; Juuti, Kalle; Lavonen, Jari] Univ Helsinki, Dept Educ Sci, PO 9 Siltavuorenpenger 1A, Helsinki 00014, Finland.
C3 Michigan State University; University of California System; University
   of California Berkeley; University of Helsinki
RP Schneider, B (corresponding author), Michigan State Univ, Coll Educ, 620 Farm Ln Rm 516B, E Lansing, MI 48824 USA.; Salmela-Aro, K (corresponding author), Univ Helsinki, Dept Educ Sci, PO 9 Siltavuorenpenger 1A, Helsinki 00014, Finland.
EM katariina.salmela-aro@helsinki.fi; bschneid@msu.edu
RI Tang, Xin/I-7765-2012; Juuti, Kalle/IVU-8618-2023
OI Tang, Xin/0000-0002-0155-4967; Juuti, Kalle/0000-0001-8696-2611;
   Maestrales, Sarah/0000-0003-1553-2774; Krajcik,
   Joseph/0000-0002-5413-507X; Lavonen, Jari/0000-0003-2781-7953; Marias
   Dezendorf, Rachel/0000-0002-5276-1579; salmela-aro,
   katariina/0000-0003-1901-4712
FU National Science Foundation [OISE-1545684]; Academy of Finland [298323,
   336138]
FX Supported by the National Science Foundation (OISE-1545684) and Academy
   of Finland (298323 and 336138), the work represents the authors not the
   funding agencies.
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   Schneider B., 2020, LEARNING SCI CRAFTIN
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   Tang X, 2021, J ADOLESCENCE, V86, P77, DOI 10.1016/j.adolescence.2020.12.002
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   Yang XT, 2021, J SCI EDUC TECHNOL, V30, P380, DOI 10.1007/s10956-020-09877-x
NR 28
TC 8
Z9 10
U1 3
U2 28
PU JOHN WILEY & SONS LTD
PI CHICHESTER
PA THE ATRIUM, SOUTHERN GATE, CHICHESTER PO19 8SQ, W SUSSEX, ENGLAND
SN 0020-7594
EI 1464-066X
J9 INT J PSYCHOL
JI Int. J. Psychol.
PD FEB
PY 2022
VL 57
IS 1
SI SI
BP 73
EP 86
DI 10.1002/ijop.12784
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YG0IS
UT WOS:000742182500008
PM 34337758
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Malherbe, C
   Nel, CJH
   Schutte, CSL
AF Malherbe, Cornelia
   Nel, C. Johan H.
   Schutte, Cornelius S. L.
TI Research contract relationship between a large industry partner and
   South African universities
SO SOUTH AFRICAN JOURNAL OF SCIENCE
LA English
DT Article
DE industry; university; contract; research; legislation
AB We propose and evaluate a contractual structuring instrument (in the form of a Framework Research Agreement) in support of research collaboration partnerships between universities and large industry, specifically for the case of large industry in the South African context. This study includes one large South African originated industry (as the pioneer of concluding Framework Research Agreements with several universities) and multiple South African universities, and stretches over several decades. This study was done within the broader context of the challenges and benefits experienced by both industry and university in the academic engagement sphere of industry-university collaboration. By providing insight from both industry and university perspectives, factors impacting on academic engagement (with specific emphasis on the legislative framework, contractual aspects, institutional research contract practices and institutional risks), are considered and discussed. Recommendations are made for improved industry- university collaboration by sharing experiences from the industry and universities on challenges faced, managing the expectations and proposing mechanisms to support constructive research collaboration through a mutually beneficial contractual framework instrument.
   Significance:
   A novel Framework Research Agreement as a contractual instrument was developed and pioneered by the industry partner with several South African universities, to create a transparent framework based on fair contracting and determinable remuneration principles.
   This study specifically highlights the need for a contractual instrument, in which the intention is to build a long-term contractual relationship to support industry-university collaboration and academic engagement within the existing South African legislative framework.
   It further draws attention to research contract management practices and contractual aspects, which until now have been largely ignored in industry-university collaboration and academic engagement frameworks of this kind.
C1 [Malherbe, Cornelia] Stellenbosch Univ, Div Res Dev, Stellenbosch, South Africa.
   [Malherbe, Cornelia; Schutte, Cornelius S. L.] Stellenbosch Univ, Dept Ind Engn, Stellenbosch, South Africa.
   [Nel, C. Johan H.] Intellectual Property & Compliance Serv, Legal, Johannesburg, South Africa.
C3 Stellenbosch University; Stellenbosch University
RP Malherbe, C (corresponding author), Stellenbosch Univ, Div Res Dev, Stellenbosch, South Africa.; Malherbe, C (corresponding author), Stellenbosch Univ, Dept Ind Engn, Stellenbosch, South Africa.
EM cvdm2@sun.ac.za
RI Malherbe, Cornelia/IUP-6122-2023; Schutte, Cornelius/G-9914-2013
OI Schutte, Cornelius/0000-0002-0119-720X; Malherbe,
   Cornelia/0000-0002-8478-6092
CR [Anonymous], Intellectual Property Protection in China
   [Anonymous], 2019, White paper on science, technology and innovation (Issue March)
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   BAILEY C., 2019, 201718 DST
   Brand A, 2018, TYDSKR SUID-AFR REG, P475
   Human Resource Development Council of South Africa, 2018, RES NAT EXT POSTSCH
   Malherbe C, 2021, S AFR J HIGH EDUC, V35, P138, DOI 10.20853/35-5-4248
   National Intellectual Property Management Office (NIPMO), US
   National Planning Commission, 2012, NAT DEV PLAN 2030 OU
   Perkmann M, 2021, RES POLICY, V50, DOI 10.1016/j.respol.2020.104114
   Perkmann M, 2013, RES POLICY, V42, P423, DOI 10.1016/j.respol.2012.09.007
   Ramos-Vielba I, 2012, HIGH EDUC, V64, P237, DOI 10.1007/s10734-011-9491-2
   Sasol, 2018, OP CALL SAS RES GRAN
   Sasol, SAS CO PROF OV
   Scandura A, 2016, RES POLICY, V45, P1907, DOI 10.1016/j.respol.2016.06.009
   Slotte V., 2003, J EDUC WORK, V16, P445, DOI [10.1080/1, DOI 10.1080/1, DOI 10.1080/1363908032000093058]
   South African Department of Higher Education and Training (DHET), REP EV 2018 U RES OU
   South African Department of Trade Industry and Competition, INNOVATION TECHNOLOG
   South African Revenue Service (SARS), RES DEV R D INC
   Wilkes T, NEW BEE AMENDMENTS A
   Wright M, 2008, RES POLICY, V37, P1205, DOI 10.1016/j.respol.2008.04.021
NR 21
TC 0
Z9 0
U1 1
U2 9
PU ACAD SCIENCE SOUTH AFRICA A S S AF
PI LYNWOOD RIDGE
PA PO BOX 72135, LYNWOOD RIDGE 0040, SOUTH AFRICA
SN 0038-2353
EI 1996-7489
J9 S AFR J SCI
JI S. Afr. J. Sci.
PD MAR-APR
PY 2022
VL 118
IS 3-4
AR 11701
DI 10.17159/sajs.2022/11701
PG 7
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA 2A3PV
UT WOS:000809418200009
OA gold
DA 2024-07-15
ER

PT J
AU Black, SW
   Kaminsky, G
   Hudson, A
   Owen, J
   Fincham, F
AF Black, Stephanie Winkeljohn
   Kaminsky, Gabrielle
   Hudson, Amy
   Owen, Jesse
   Fincham, Frank
TI A Short-Term Longitudinal Investigation of Hookups and Holistic Outcomes
   Among College Students
SO ARCHIVES OF SEXUAL BEHAVIOR
LA English
DT Article
DE Hookup reactions; Post-event processing; Anxiety; Academic engagement;
   Religious coping; Casual sex
ID MENTAL-HEALTH; ALCOHOL-USE; CASUAL SEX; HOOKING; BEHAVIOR; ASSOCIATIONS;
   ENGAGEMENT; THINKING; ANXIETY; SCHOOL
AB Majority of college students hook up at least once during their time in school. The literature on casual sex encounters among college students is growing, though most studies are cross-sectional and individual studies focus on few outcomes at a time, leaving piecemeal and mixed results. The current longitudinal study clarifies prior work by analyzing how post-event process (PEP), an understudied construct within the hookup literature, and emotional (i.e., positive or negative) hookup reactions interact to predict a breadth of outcomes, representing holistic student well-being. The inclusion of PEP reframes the current literature to consider PEP as a predictor variable of hookup outcomes, as moderated by emotional hookup reactions. This is consistent with literature indicating emotional experiences affect PEP across a variety of incidents. Participants (N = 377, 87.6% female) completed self-report measures at 2-month intervals. We tested relationships between the main and interaction effects of PEP and emotional hookup reactions as a moderation regression analyses on anxiety, academic engagement, religious coping, and psychological flourishing. The main effect of PEP predicted more anxiety and less negative religious coping, negative hookup reactions predicted more anxiety, and positive hookup reactions predicted more flourishing. Regarding interaction effects, high levels of positive hookup reactions and PEP were associated with less anxiety, less academic engagement, more negative religious coping, and less psychological flourishing; high levels of negative hookup reactions and PEP were associated with less anxiety and more negative religious coping and were unrelated to academic engagement or flourishing over two months.
C1 [Black, Stephanie Winkeljohn] Penn State Harrisburg, Dept Psychol & Social Sci, 777 W Harrisburg Pike, Middletown, PA 17057 USA.
   [Kaminsky, Gabrielle; Hudson, Amy; Owen, Jesse] Univ Denver, Dept Counseling Psychol, Denver, CO USA.
   [Fincham, Frank] Florida State Univ, Coll Human Sci, Tallahassee, FL 32306 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; University of Denver; State University
   System of Florida; Florida State University
RP Black, SW (corresponding author), Penn State Harrisburg, Dept Psychol & Social Sci, 777 W Harrisburg Pike, Middletown, PA 17057 USA.
EM smw78@psu.edu
RI Fincham, Frank/A-2357-2008
OI Fincham, Frank/0000-0001-5081-2283; Winkeljohn Black,
   Stephanie/0000-0002-9505-1753; Fraire, Amy/0000-0003-4360-2901
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NR 59
TC 6
Z9 7
U1 0
U2 8
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0004-0002
EI 1573-2800
J9 ARCH SEX BEHAV
JI Arch. Sex. Behav.
PD AUG
PY 2019
VL 48
IS 6
BP 1829
EP 1845
DI 10.1007/s10508-018-1330-4
PG 17
WC Psychology, Clinical; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Social Sciences - Other Topics
GA JC9GD
UT WOS:000489582000027
PM 30874976
DA 2024-07-15
ER

PT J
AU de Bruyn, EH
AF de Bruyn, EH
TI Role strain, engagement and academic achievement in early adolescence
SO EDUCATIONAL STUDIES
LA English
DT Article
DE achievement; adolescence; role strain; transition
ID MIDDLE SCHOOL; TRANSITION; CHILDREN; SELF; PERFORMANCE; VALIDATION;
   BEHAVIOR; CONTEXT; TEACHER; SUPPORT
AB The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis.
C1 Univ Amsterdam, Dept Educ Sci, Amsterdam, Netherlands.
C3 University of Amsterdam
RP Univ Amsterdam, Dept Educ Sci, Wibautstr 4,091 GM, Amsterdam, Netherlands.
EM edebruyn@fmg.uva.nl
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NR 45
TC 18
Z9 32
U1 2
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-5698
EI 1465-3400
J9 EDUC STUD-UK
JI Educ. Stud.
PD MAR
PY 2005
VL 31
IS 1
BP 15
EP 27
DI 10.1080/0305569042000310930
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 881JI
UT WOS:000225862600002
DA 2024-07-15
ER

PT J
AU Acosta-Gonzaga, E
   Ruiz-Ledesma, EF
AF Acosta-Gonzaga, Elizabeth
   Fabiola Ruiz-Ledesma, Elena
TI Students' Emotions and Engagement in the Emerging Hybrid Learning
   Environment during the COVID-19 Pandemic
SO SUSTAINABILITY
LA English
DT Article
DE self-efficacy; emotions; academic engagement; hybrid learning; higher
   education; COVID-19 pandemic
ID STRATEGIC MANAGEMENT RESEARCH; SCHOOL ENGAGEMENT; SELF-EFFICACY;
   ACADEMIC ENGAGEMENT; MOTIVATION; ACHIEVEMENT; CLASSROOM; BOREDOM;
   DISAFFECTION; TRAJECTORIES
AB Due to the COVID-19 pandemic, classes in schools acquired a hybrid learning model. Students took their classes both in person and, at other times, remotely. However, students are currently facing situations that they are not familiar with after a period of two years of confinement due to the COVID-19 pandemic. This emerging model of learning, to which the students had to adapt, not only impacted on their emotions during learning but also influenced their perceptions of their abilities and skills in being able to perform adequately in a situation of uncertainty, which also influenced the degree of academic engagement that they had. This study applied the structural equation modeling technique, using PLS-SEM software, to a sample of 194 students. The results show that their self-efficacy to act in a situation of vulnerability was affected, which is why their negative emotions increased and their positive emotions decreased. This in turn influenced the degree of engagement and effort they invested in developing a school activity.
C1 [Acosta-Gonzaga, Elizabeth] Inst Politecn Nacl, Unidad Profes Interdisciplinaria Ingn & Ciencias, Secc Estudios Posgrad & Invest SEPI, Mexico City 07738, DF, Mexico.
   [Fabiola Ruiz-Ledesma, Elena] Inst Politecn Nacl, Escuela Super Computo ESCOM, Secc Estudios Posgrad & Invest SEPI, Mexico City 07738, DF, Mexico.
C3 Instituto Politecnico Nacional - Mexico; Instituto Politecnico Nacional
   - Mexico
RP Acosta-Gonzaga, E (corresponding author), Inst Politecn Nacl, Unidad Profes Interdisciplinaria Ingn & Ciencias, Secc Estudios Posgrad & Invest SEPI, Mexico City 07738, DF, Mexico.
EM eacostag@ipn.mx
RI Ruiz-Ledesma, Elena F/A-9014-2019; Acosta-Gonzaga,
   Elizabeth/HZK-9086-2023
OI Ruiz-Ledesma, Elena F/0000-0002-1513-8243; 
FU Instituto Politecnico Nacional
FX This research was funded by the Instituto Politecnico Nacional, grant
   number SIP20220747. The APC was funded by the Instituto Politecnico
   Nacional.
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NR 82
TC 6
Z9 6
U1 3
U2 31
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2022
VL 14
IS 16
AR 10236
DI 10.3390/su141610236
PG 14
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA 4A7KS
UT WOS:000845275900001
OA gold
DA 2024-07-15
ER

PT J
AU Nakutin, SN
   Gutierrez, G
AF Nakutin, Sarah N.
   Gutierrez, Gabriel
TI Effect of Physical Activity on Academic Engagement and Executive
   Functioning in Children With ASD
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
DE autism and related disorder; executive function; inclusion;
   intervention; behavior; single-subject design
ID AUTISM SPECTRUM DISORDER; EXERCISE; BEHAVIORS; INTERVENTIONS
AB Numerous interventions have been identified as evidence-based practices for educating students with autism spectrum disorder (ASD). Physical activity (PA) has recently been recognized as an evidence-based practice to decrease maladaptive behaviors and increase desired behaviors. Exercise has been found to increase academic engagement in students with ASD; however, little research has been completed on the effectiveness of physical exercise as a school-based intervention. PA has also been found to be an effective intervention to increase executive functioning (EF) in students with attention deficit hyperactivity disorder. However, little research has been completed on the effects of PA on EF in students with ASD. A multiple-baseline design was used to examine the effects of PA on academic engaged time and EF. Three students participated in a jogging intervention, were observed in the classroom, and completed EF measures. Results suggested large effect sizes for academic engagement for all three students. Although no significant effects were found on EF, results indicated PA may be an effective and feasible intervention to support academic achievement for students with ASD in schools.
C1 [Nakutin, Sarah N.] San Diego State Univ, Santa Monica Malibu Unified Sch Dist, San Diego, CA 92182 USA.
   [Nakutin, Sarah N.] San Diego State Univ, San Diego, CA 92182 USA.
   [Gutierrez, Gabriel] San Diego State Univ, San Diego Unified Sch Dist, San Diego, CA 92182 USA.
   [Gutierrez, Gabriel] San Diego State Univ, NASP Approved Sch Psychol Program, San Diego, CA 92182 USA.
C3 California State University System; San Diego State University;
   California State University System; San Diego State University;
   California State University System; San Diego State University;
   California State University System; San Diego State University
RP Nakutin, SN (corresponding author), San Diego State Univ, Counseling & Sch Psychol, San Diego, CA 92182 USA.
EM snakutin@gmail.com
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NR 23
TC 9
Z9 18
U1 8
U2 42
PU NATL ASSOC SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PD JUN
PY 2019
VL 48
IS 2
SI SI
BP 177
EP 184
DI 10.17105/SPR-2017-0124.V48-2
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA KD0DE
UT WOS:000507540900007
DA 2024-07-15
ER

PT J
AU Pérez-González, JC
   Filella, G
   Soldevila, A
   Faiad, Y
   Sanchez-Ruiz, MJ
AF Perez-Gonzalez, Juan-Carlos
   Filella, Gemma
   Soldevila, Anna
   Faiad, Yasmine
   Sanchez-Ruiz, Maria-Jose
TI Integrating self-regulated learning and individual differences in the
   prediction of university academic achievement across a three-year-long
   degree
SO METACOGNITION AND LEARNING
LA English
DT Article
DE Academic performance; Conscientiousness; Individual differences;
   Self-regulated learning; Noncognitive skills
ID TRAIT EMOTIONAL INTELLIGENCE; 5 PERSONALITY-TRAITS; EFFICACY BELIEFS;
   COGNITIVE-ABILITY; TEST ANXIETY; BIG-5 MODEL; PERFORMANCE; MOTIVATION;
   METAANALYSIS; STUDENTS
AB The study investigated the joint contribution of the self-regulated learning (SRL) and individual differences approaches to the prediction of university students' grade point average (GPA) obtained at three separate time points throughout their degree (3 years). We assessed cognitive (i.e., previous academic performance, cognitive ability, and cognitive SRL strategies) and non-cognitive variables (i.e., personality, trait emotional intelligence, motivation, and non-cognitive SRL strategies) in a sample of Spanish undergraduates. Results showed that GPA correlated with previous academic performance (i.e., combination of high school's GPA and college admission test score), academic self-efficacy, academic engagement, SRL strategies, and conscientiousness. Hierarchical regression analyses indicated that non-cognitive factors (i.e., academic engagement, academic self-efficacy, regulation of behavior and context, and conscientiousness) alone explained 17-25% of the variance in GPA across three years, and previous academic performance accounted up to an additional 25% of the variance, jointly reaching an explained variance of up to 50% in GPA. Specifically, academic engagement and regulation of behavior and context demonstrated incremental validity over and above cognitive predictors such as previous academic performance, inductive reasoning and regulation of cognition and metacognition. The role of intelligence, whether cognitive or emotional, was not as obvious as a predictor. Two nested structural equation models explained about 27-29% of the variance in a latent GPA factor exclusively from a proxy of a global variable of non-cognitive factors as a latent predictor, which is a novel and promising proof of its robust criterion validity. Implications and recommendations for future studies are discussed.
C1 [Perez-Gonzalez, Juan-Carlos] Univ Nacl Educ Distancia UNED, Fac Educ, Madrid, Spain.
   [Filella, Gemma; Soldevila, Anna] Univ Lleida, Fac Educ, Lerida, Spain.
   [Faiad, Yasmine] South London & Maudsley NHS Fdn Trust, Lewisham Dialect Behav Therapy Serv, London, England.
   [Sanchez-Ruiz, Maria-Jose] Univ Alcala de Henares, Madrid, Spain.
   [Sanchez-Ruiz, Maria-Jose] Lebanese Amer Univ, Sch Arts & Sci, Byblos, Lebanon.
C3 Universidad Nacional de Educacion a Distancia (UNED); Universitat de
   Lleida; South London & Maudsley NHS Trust; Universidad de Alcala;
   Lebanese American University
RP Sanchez-Ruiz, MJ (corresponding author), Univ Alcala de Henares, Madrid, Spain.; Sanchez-Ruiz, MJ (corresponding author), Lebanese Amer Univ, Sch Arts & Sci, Byblos, Lebanon.
EM maria-jose.sanchez-ruiz@lau.edu.lb
RI FILELLA, GEMMA/A-3622-2009; Pérez-González, Juan-Carlos/C-7347-2011;
   Sanchez-Ruiz, Maria-Jose/AAF-4551-2019
OI FILELLA, GEMMA/0000-0002-0696-296X; Pérez-González,
   Juan-Carlos/0000-0003-4025-7516; Sanchez-Ruiz,
   Maria-Jose/0000-0003-4014-8010
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NR 109
TC 12
Z9 12
U1 9
U2 37
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1556-1623
EI 1556-1631
J9 METACOGN LEARN
JI Metacogn. Learn.
PD DEC
PY 2022
VL 17
IS 3
SI SI
BP 1141
EP 1165
DI 10.1007/s11409-022-09315-w
EA SEP 2022
PG 25
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 6O5RD
UT WOS:000852129100001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Jia, H
AF Jia, Hui
TI English as a Foreign Language Learners' Well-Being and Their Academic
   Engagement: The Mediating Role of English as a Foreign Language
   Learners' Self-Efficacy
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; EFL learners' self-efficacy; well-being; positive
   psychology; EFL
ID STUDENT ENGAGEMENT; POSITIVE PSYCHOLOGY; SCHOOL; ACHIEVEMENT; CLASSROOM;
   BELIEFS; FACILITATORS; PERFORMANCE; MOTIVATION; EMOTIONS
AB Well-being is a crucial necessity within the educational setting that is also taken into account as a central aspect of people's inclination in the subject of positive psychology (PP) study which is vital for the learners' affective equilibrium and proper development and improvement. Likewise, learners' engagement has been demonstrated to have a fundamental function in education. A great amount of attention has been given to this concept and its possible indicators because of its role at the core of learners' educational achievement. Alternatively, it is commonly maintained that self-efficacy has turned into a significant mental concept enhancing the educational cycle and educational presentation that influences learners' decisions regarding their educational assignment and manners and their way of thinking and feeling when it comes to education. This review attempts to survey the role of learners' self-efficacy as a mediator on their well-being and academic engagement. In conclusion, some suggestions and commendations have been proposed for language-teaching participants in scholastic situations.
C1 [Jia, Hui] Henan Inst Sci & Technol, Xinxiang, Peoples R China.
C3 Henan Institute of Science & Technology
RP Jia, H (corresponding author), Henan Inst Sci & Technol, Xinxiang, Peoples R China.
EM jiahuilearn@126.com
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NR 66
TC 4
Z9 5
U1 13
U2 56
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAY 23
PY 2022
VL 13
AR 882886
DI 10.3389/fpsyg.2022.882886
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1Y0LS
UT WOS:000807838500001
PM 35686071
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Kwon, K
   Kupzyk, K
   Benton, A
AF Kwon, Kyongboon
   Kupzyk, Kevin
   Benton, Anna
TI Negative emotionality, emotion regulation, and achievement: Cross-lagged
   relations and mediation of academic engagement
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Achievement; Cross-lagged analysis; Emotion regulation; Engagement;
   Negative emotionality
ID STUDENT-TEACHER RELATIONSHIP; EFFORTFUL CONTROL; TEMPERAMENT;
   CONCEPTUALIZATION; PARTICIPATION; EXPRESSIVITY; PERSPECTIVE; ADJUSTMENT;
   CHALLENGES; PREDICTION
AB Relative to the research interest on the role of emotional functioning in children's achievement, less focus has been on the interplay between the two. Based on a short-term longitudinal sample, we tested the bidirectional relations between negative emotionality, emotion regulation, and achievement. We also tested if academic engagement mediated the link from negative emotionality and emotion regulation to achievement. The study sample consisted of 199 third through sixth grade students (wave 1) who participated in two waves of the study (14 months apart, on average). Teachers rated children's emotional functioning and engagement, and reading achievement was assessed by state-wide standardized tests. Results of cross-lagged path analyses indicated significant directional effects from negative emotionality and emotion regulation to achievement, but not vice versa. Also, results supported that the link from negative emotionality and emotion regulation to achievement was mediated through academic engagement. Findings indicate that promoting children's academic skills might have a broader positive impact on children's emotional development.
C1 [Kwon, Kyongboon; Benton, Anna] Univ Wisconsin, Dept Educ Psychol, Milwaukee, WI 53201 USA.
   [Kupzyk, Kevin] Univ Nebraska Med Ctr, Coll Nursing, 985330 Nebraska Med Ctr, Omaha, NE 68198 USA.
C3 University of Wisconsin System; University of Wisconsin Milwaukee;
   University of Nebraska System; University of Nebraska Medical Center
RP Kwon, K (corresponding author), Univ Wisconsin, Dept Educ Psychol, Milwaukee, WI 53201 USA.
EM kwonk@uwm.edu
OI Kwon, Kyongboon/0000-0002-9981-0198
FU University of Wisconsin Milwaukee
FX This study was supported by Faculty Research and Creative Activities
   Support awarded to Dr. Kyongboon Kwon from University of Wisconsin
   Milwaukee.
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NR 39
TC 28
Z9 35
U1 12
U2 83
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD OCT
PY 2018
VL 67
BP 33
EP 40
DI 10.1016/j.lindif.2018.07.004
PG 8
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GY3YW
UT WOS:000448494400004
DA 2024-07-15
ER

PT J
AU Merino-Tejedor, E
   Hontangas, PM
   Boada-Grau, J
AF Merino-Tejedor, Enrique
   Hontangas, Pedro M.
   Boada-Grau, Joan
TI Career adaptability and its relation to self-regulation, career
   construction, and academic engagement among Spanish university students
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE Career adapt-abilities; Career construction; Vocational identity;
   Academic engagement; Academic burnout
ID ADAPT-ABILITIES SCALE; PSYCHOMETRIC PROPERTIES; EMOTIONAL INTELLIGENCE;
   SCHOOL BURNOUT; PERSONALITY; RELIABILITY; PREDICTOR; INVENTORY; DEMANDS
AB This study analyzed the psychometric properties of the Career Adapt-Abilities Scale (CAAS) in a Spanish speaking sample and then its relationships with adaptive readiness (i.e., self regulation), career construction and adapting responses (i.e., vocational coping behaviors), and adaptation results (academic engagement, burnout, and vocational identity). The measures were completed by 577 Spanish university students. The psychometric properties of the newly translated CAAS Spanish Form included internal consistency values ranging from good to excellent for the total score and for the subscales. The results obtained through the confirmatory factor analysis verified the presence of the four CAAS dimensions: concern, control, curiosity, and confidence, which were the same factors observed in other international studies with other languages. The significant correlations obtained between the CAAS and the adaptive readiness, adapting, and adaptation measures confirmed the validity of the CAAS scores. In addition, this study tested a theoretical model of mediation between variables, adding further support to the distinction between the three dimensions leading to adaptation. (C) 2016 Elsevier Inc. All rights reserved.
C1 [Merino-Tejedor, Enrique] Univ Valladolid, Dept Psychol, Fac Educ Segovia, Campus Maria Zambrano,Plaza Univ 1, Segovia 40005, Spain.
   [Hontangas, Pedro M.] Univ Valencia, Dept Methodol Behav Sci, Ave Blasco Ibanez 21, Valencia 46011, Spain.
   [Boada-Grau, Joan] Univ Rovira & Virgili, Dept Psychol, Carretera Valls S-N, Tarragona 43005, Spain.
C3 Universidad de Valladolid; University of Valencia; Universitat Rovira i
   Virgili
RP Merino-Tejedor, E (corresponding author), Univ Valladolid, Dept Psychol, Fac Educ Segovia, Campus Maria Zambrano,Plaza Univ 1, Segovia 40005, Spain.
EM enrique.merino@uva.es; hontanga@uv.es; joan.boada@urv.cat
RI ; MERINO-TEJEDOR, ENRIQUE/D-5935-2016
OI Boada-Grau, Joan/0000-0002-1907-6887; MERINO-TEJEDOR,
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NR 48
TC 58
Z9 67
U1 9
U2 99
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD APR
PY 2016
VL 93
BP 92
EP 102
DI 10.1016/j.jvb.2016.01.005
PG 11
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA DH4RC
UT WOS:000372772100008
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Noltemeyer, A
AF Datu, Jesus Alfonso D.
   Noltemeyer, Amity
TI Sense of relatedness and science engagement among Filipino high school
   students
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic engagement; Filipino students; relatedness; science; teachers
ID INTRINSIC MOTIVATION; ACADEMIC ENGAGEMENT; TEACHERS; DISAFFECTION;
   DIMENSIONS; PARENTS; SUPPORT; FRIENDS
AB Past studies indicate that feeling related to specific social agents such as parents, teachers, and peers can facilitate domain-general academic engagement. However, there is scarce research on how relatedness may be associated with engagement in specific academic subjects. This cross-sectional study explores the associations of sense of relatedness to mother, father, science teachers, friends, classmates, and neighbors with behavioral, cognitive, emotional, and social engagement in science. Four hundred and thirty-eight high school students completed an online survey that included scales to assess demographic information, relatedness, and science engagement. Only relatedness to science teacher positively predicted behavioral, cognitive, and emotional engagement in science when controlling for other relatedness dimensions, age, gender, year in school, parental educational attainment, and daily allowance. Although further research that can uncover causal conclusions is needed, these findings suggest the importance of science teacher relatedness for students' science engagement.
   Relatedness to science teacher was linked to greater perceived behavioral, cognitive, and emotional engagement in science. Students from high year levels are less likely to demonstrate science engagement. Forging stronger connections between science teachers and students can facilitate science engagement.
C1 [Datu, Jesus Alfonso D.] Ctr Advancement Inclus & Special Educ, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Fac Educ, Human Commun Learning & Dev Acad Unit, Hong Kong, Peoples R China.
   [Datu, Jesus Alfonso D.] Univ Hong Kong, Rm 210 Runme Shaw Bldg,Pokfulam Rd, Hong Kong, Peoples R China.
   [Noltemeyer, Amity] Miami Univ, Dept Educ Psychol, Oxford, OH USA.
C3 University of Hong Kong; University System of Ohio; Miami University
RP Datu, JAD (corresponding author), Univ Hong Kong, Rm 210 Runme Shaw Bldg,Pokfulam Rd, Hong Kong, Peoples R China.
EM jaddatu@hku.hk
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NR 41
TC 0
Z9 0
U1 3
U2 3
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD AUG
PY 2024
VL 61
IS 8
BP 3410
EP 3420
DI 10.1002/pits.23224
EA MAY 2024
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA XS2Q7
UT WOS:001217131000001
OA hybrid
DA 2024-07-15
ER

PT J
AU Ebn-Abbasi, F
   Fattahi, N
   Sayyahi, MJ
   Nushi, M
AF Ebn-Abbasi, Faramarz
   Fattahi, Nazila
   Sayyahi, Mohammad Javad
   Nushi, Musa
TI Language learners' mindset and their academic engagement in online
   classrooms: the mediating role of achievement emotions
SO ASIA PACIFIC EDUCATION REVIEW
LA English
DT Article
DE Academic engagement; Achievement emotions; Anxiety; Enjoyment; Language
   mindset; Online classrooms
ID STUDENT ENGAGEMENT; POSITIVE EMOTIONS; GOAL ORIENTATIONS; SCHOOL
   ENGAGEMENT; ANXIETY; DISAFFECTION; ENJOYMENT; RESPONSES; BELIEFS;
   FAILURE
AB The majority of previous research on the language mindset (LM) and academic engagement (AEG) of learners was dominated by the focus on traditional in-person classrooms, whereas less is known about the influence of the beliefs of learners toward language learning on their AEG, which comprises behavioral, emotional, cognitive, and agentic engagement in the online setting. Toward this end, this study sought to investigate the influence of the LM of learners on their AEG in online classrooms and if and how this link is mediated by achievement emotions (e.g., anxiety and enjoyment). The results of partial least squares path modeling revealed that the growth LM positively predicted all components of AEG. While enjoyment functioned only as a mediator, which linked growth LM to emotional engagement, anxiety linked growth LM to all subcomponents of AEG. Moreover, out of the two emotions examined by this study, anxiety negatively predicted the four components of AEG, whereas enjoyment only influenced emotional engagement. On the basis of these findings, the study presented practical implications and future research directions.
C1 [Ebn-Abbasi, Faramarz; Fattahi, Nazila; Nushi, Musa] Shahid Beheshti Univ, Dept English Language & Literature, Tehran, Iran.
   [Sayyahi, Mohammad Javad] Tabriz Univ, Dept English Language & Literature, Tabriz, Iran.
C3 Shahid Beheshti University; University of Tabriz
RP Ebn-Abbasi, F (corresponding author), Shahid Beheshti Univ, Dept English Language & Literature, Tehran, Iran.
EM faramarz.abbasi14@gmail.com; nazilafattahi17@gmail.com;
   mj.sayyahi@gmail.com; M_nushi@sbu.ac.ir
RI Nushi, Musa/AAK-1340-2021; Ebn-Abbasi, Faramarz/GNH-4790-2022
OI Nushi, Musa/0000-0003-1917-5372; Ebn-Abbasi,
   Faramarz/0000-0002-2323-2539; Sayyahi, Mohammad
   Javad/0000-0002-8219-5627; Fattahi, Nazila/0000-0002-4558-7883
FU The researchers wish to sincerely thank everyone who helped us during
   the writing process of this paper, including the translators who
   assisted us in translating the questionnaire into Persian and the
   participants.
FX The researchers wish to sincerely thank everyone who helped us during
   the writing process of this paper, including the translators who
   assisted us in translating the questionnaire into Persian and the
   participants.
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NR 96
TC 2
Z9 2
U1 27
U2 46
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1598-1037
EI 1876-407X
J9 ASIA PAC EDUC REV
JI Asia Pac. Educ. Rev.
PD MAR
PY 2024
VL 25
IS 1
BP 73
EP 85
DI 10.1007/s12564-023-09901-w
EA OCT 2023
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JF3T7
UT WOS:001087453400001
DA 2024-07-15
ER

PT J
AU Smalls, C
   White, R
   Chavous, T
   Sellers, R
AF Smalls, Ciara
   White, Rhonda
   Chavous, Tabbye
   Sellers, Robert
TI Racial ideological beliefs and racial discrimination experiences as
   predictors of academic engagement among African American adolescents
SO JOURNAL OF BLACK PSYCHOLOGY
LA English
DT Article
DE academic engagement; racial identity; racial attitudes; discrimination;
   adolescents
ID GENDER-DIFFERENCES; SCHOOL ADJUSTMENT; ASIAN-AMERICAN; BLACK-STUDENTS;
   SELF-ESTEEM; IDENTITY; ACHIEVEMENT; IDENTIFICATION; PERCEPTIONS;
   MOTIVATION
AB Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10. Results indicate that youths' endorsement of ideological beliefs emphasizing being more like Whites (assimilation ideology) related to more fears of being viewed as high achievers by peers (public oppositional academic identification), lower academic persistence and curiosity, and more school behavioral problems. Emphasizing commonalties with Blacks and other oppressed groups (minority ideology) related to positive engagement outcomes. Youths reporting more racial discrimination showed lower school engagement. Finally,, racial ideologies moderated the relationship between discrimination and academic outcomes, such that youths holding stronger assimilation views showed lower academic identification when reporting racial discrimination, relative to Youth who endorsed those views less. Findings are discussed relative to their potential impact on ethnic minority achievement research and educational practice.
C1 Univ Michigan, Ann Arbor, MI 48109 USA.
C3 University of Michigan System; University of Michigan
RP Smalls, C (corresponding author), Univ Michigan, Ann Arbor, MI 48109 USA.
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NR 91
TC 161
Z9 326
U1 1
U2 32
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0095-7984
EI 1552-4558
J9 J BLACK PSYCHOL
JI J. Black Psychol.
PD AUG
PY 2007
VL 33
IS 3
BP 299
EP 330
DI 10.1177/0095798407302541
PG 32
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 191ZR
UT WOS:000248171000004
DA 2024-07-15
ER

PT J
AU Shin, H
AF Shin, Huiyoung
TI The co-evolution of friend and help relationships and their different
   relationship formation and social influence
SO SCIENTIFIC REPORTS
LA English
DT Article
ID ACTOR-ORIENTED MODELS; PEER INFLUENCE; SCHOOL ENGAGEMENT;
   ACADEMIC-ACHIEVEMENT; MOTIVATIONAL FACTORS; BEHAVIOR; SELECTION;
   NETWORKS; ADOLESCENTS; CLASSROOM
AB This study examined adolescents' friend and help relationships to better understand their interrelated nature and the different characteristics of relationship formation and social influence in the behavioral and emotional dimensions of academic engagement. Multiplex networks of friends and helpers were collected (N=542; M-age=11.46; 20 classrooms) and analyzed using a multilevel Bayesian social network analysis (multilevel random-coefficients SAOM). The results showed that exchanging help played a role in the formation of friendships, and that friendships provided a relational context wherein help can be exchanged. Observable behavioral academic engagement played a more salient role in the formation of friend and help relationships, and highly engaged (in behavioral) adolescents were more often nominated as helpers. Both the behavioral and emotional dimensions of friends' and helper' academic engagement contributed to adolescents' own behavioral and emotional engagement over time, but the social influence was more salient among friends compared to helpers. These results underscore that examining the dependencies among multiple networks and distinguishing between different dimensions of behavior and emotion are critical to elucidate the complex processes of relationship formation and social influence.
C1 [Shin, Huiyoung] Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
C3 Jeonbuk National University
RP Shin, H (corresponding author), Jeonbuk Natl Univ, Dept Psychol, 14-3 Social Sci Bldg,Baekje Daero 567, Jeonju 54896, Chonbuk, South Korea.
EM shinhy@jbnu.ac.kr
RI Shin, Huiyoung/E-4783-2018
OI Shin, Huiyoung/0000-0001-6091-7812
FU Brain Korea 21 fourth project of the Korea Research Foundation (Jeonbuk
   National University, Psychology Department) [4199990714213]
FX The research received funding from the Brain Korea 21 fourth project of
   the Korea Research Foundation (Jeonbuk National University, Psychology
   Department no. 4199990714213).
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NR 60
TC 0
Z9 0
U1 5
U2 5
PU NATURE PORTFOLIO
PI BERLIN
PA HEIDELBERGER PLATZ 3, BERLIN, 14197, GERMANY
SN 2045-2322
J9 SCI REP-UK
JI Sci Rep
PD SEP 25
PY 2023
VL 13
IS 1
AR 15974
DI 10.1038/s41598-023-43346-w
PG 12
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA AD6I3
UT WOS:001116558400098
PM 37749221
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Anabalón-Anabalón, Y
   Vega-Román, E
AF Anabalon-Anabalon, Yasna
   Vega-Roman, Emmanuel
TI DESIGN AND VALIDATION OF A BEHAVIORAL ACADEMIC ENGAGEMENT QUESTIONNAIRE
   FOR PROFESSIONAL PRACTICE STUDENTS IN SOCIAL WORK
SO INTERCIENCIA
LA Spanish
DT Article
ID PERFORMANCE
AB The objective of this study was to design and validate a behavioral academic engagement questionnaire for higher education students. The non-probabilistic sample consisted of 206 Chilean students who were studying professional practice at different levels (initial, intermediate, final). The final version of the scale was composed of 11 items evaluating three theoretical dimensions: Effort- Persistence, Dedication, and Absorption. Confirmatory factor analysis showed adequate fit indices CFI= 0.975; T LI= 0.966, SRMR= 0.0606. Meanwhile, the internal reliability coefficient was also positive (a= 0.86). The results confirm that it is an adequate instrument to evaluate the academic involvement of Chilean university students
C1 [Anabalon-Anabalon, Yasna] Univ Amer UDLA, Ave Chacabuco 539, Concepcion, Chile.
   [Vega-Roman, Emmanuel] Univ Concepcion, Concepcion, Chile.
   [Vega-Roman, Emmanuel] Univ Andres Bello, Concepcion, Chile.
C3 Universidad de Las Americas - Chile; Universidad de Concepcion;
   Universidad Andres Bello
RP Anabalón-Anabalón, Y (corresponding author), Univ Amer UDLA, Ave Chacabuco 539, Concepcion, Chile.
EM yanabalon@udla.cl; evega@udec.cl
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NR 29
TC 1
Z9 1
U1 0
U2 1
PU INTERCIENCIA
PI CARACAS
PA APARTADO 51842, CARACAS 1050A, VENEZUELA
SN 0378-1844
J9 INTERCIENCIA
JI Interciencia
PD MAR
PY 2023
VL 48
IS 3
BP 154
EP 159
PG 6
WC Ecology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Environmental Sciences & Ecology
GA D1XM5
UT WOS:000966719300006
DA 2024-07-15
ER

PT J
AU Matheson, AS
   Shriver, MD
AF Matheson, AS
   Shriver, MD
TI Training teachers to give effective commands: Effects on student
   compliance and academic behaviors
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID DISRUPTIVE BEHAVIORS; GENERAL-EDUCATION; NONCOMPLIANCE; CONSULTATION;
   CHILD; INTERVENTION; SCHOOL
AB This study examined the effects of effective command training with teachers on students' compliance rates and academic engagement. Three target students were selected who were exhibiting compliance rates substantially below peers. The students' teachers were taught how to provide effective commands. Results indicated that students' rates of compliance increased with increased use of effective commands. When verbal praise was added contingent on compliance, students' rates of compliance increased even more. In addition, academic engagement was shown to increase as student compliance increased and disruptive competing behaviors decreased. Implications for consultation and intervention in the classroom to increase student compliance and academic behaviors are discussed.
C1 Univ Nebraska, Med Ctr, Lincoln, NE 68583 USA.
   Iowa Heartland Area Educ Agcy 11, Johnston, IA USA.
C3 University of Nebraska System; University of Nebraska Lincoln;
   University of Nebraska Medical Center
RP Munroe Meyer Inst, Dept Psychol, Nebraska Med Ctr 985450, Omaha, NE 68198 USA.
EM Mshriver@unmc.edu
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NR 38
TC 62
Z9 108
U1 0
U2 7
PU NATL ASSOC SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PY 2005
VL 34
IS 2
BP 202
EP 219
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 938AZ
UT WOS:000229973600004
DA 2024-07-15
ER

PT J
AU Opdenakker, MC
AF Opdenakker, Marie-Christine
TI Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to
   Boys' and Girls' Academic Engagement and Procrastination Behavior
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE teacher behavior; basic psychological needs; self-determination theory;
   academic engagement; procrastination; secondary education; differential
   effectiveness; gender
ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; STUDENT ENGAGEMENT;
   SCHOOL ENGAGEMENT; SOCIAL SUPPORT; CLASSROOM; TRAIT
AB Motivation plays an important role in students' school behavior, and research has established that students' learning environment experiences such as teachers' behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of reference in the study of the relationship between students' learning experiences at school and their school behavior. Considering three basic psychological needs (the need for autonomy, competence, and relatedness), the SDT points to the importance of nutriments and support in the social environment in order to allow growth in motivation, engagement, and (psychological) well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students' basic psychological needs by delivering support (autonomy support, structure, and involvement); however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students' basic psychological needs. In the current innovative longitudinal study, teachers' need-supportive behavior as well as teachers' thwarting of these needs are considered and their relationship with students' academic engagement (adaptive functioning) and procrastination behavior (maladaptive functioning) is studied. In addition, attention is paid to differential effects of teachers' behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers' need-supportive and need-thwarting behaviors in relation to students' academic engagement and procrastination behavior. In addition, the findings revealed that teachers' need-supportive behavior is more important for students' academic engagement (adaptive functioning), while teachers' need-thwarting behavior has larger effects on students' procrastination behavior (maladaptive functioning). Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers' behavior than girls. The findings highlight the importance of both teachers' need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school.
C1 [Opdenakker, Marie-Christine] Univ Humanist Studies, Chair Grp Educ, Utrecht, Netherlands.
RP Opdenakker, MC (corresponding author), Univ Humanist Studies, Chair Grp Educ, Utrecht, Netherlands.
EM m.opdenakker@uvh.nl
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NR 133
TC 17
Z9 17
U1 8
U2 60
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAR 10
PY 2021
VL 12
AR 628064
DI 10.3389/fpsyg.2021.628064
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA RB0QA
UT WOS:000631821100001
PM 33776849
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Sottilare, AL
   Blair, KSC
AF Sottilare, Ashley L.
   Blair, Kwang-Sun Cho
TI Implementation of Check-In/Check-Out to Improve Classroom Behavior of
   At-Risk Elementary School Students
SO BEHAVIORAL SCIENCES
LA English
DT Article
DE check-in; check-out; tier 2; daily report card; MTSS; PBIS
ID TARGETED INTERVENTION; GROUP CONTINGENCY; REPORT CARD; WIDE; DISORDERS;
   PROGRAM
AB The multi-tiered school-wide positive behavioral interventions and supports offers a comprehensive model for the prevention of behavioral and academic problems in schools. This study evaluated Check-in/Check-out (CICO), a Tier 2 intervention, with three elementary school students from a high-need population, whose problem behavior was hypothesized to be maintained by teacher attention. The study employed a concurrent multiple baseline design across participants, a single case experimental design to examine the effects of CICO on student academic engagement and problem behavior during instruction. Results indicated that implementation of CICO with fidelity by the CICO coordinator, classroom teachers, and parents lead to increased academic engagement and reduced problem behavior in all three students. Tau-U Effect sizes were medium to large for academic engagement and small to medium for problem behavior across students. Data on two students indicate that systematically fading the number of times teachers utilize the daily report card has the potential for promoting maintenance effects. For one student, fading of the coordinator was successful. Social validity assessment indicated high levels of satisfaction with the CICO intervention by the participating students, teachers, and one parent.
C1 [Sottilare, Ashley L.] Santiago & Friends Family Ctr Autism, Orlando, FL 32807 USA.
   [Blair, Kwang-Sun Cho] Univ S Florida, Dept Child & Family Studies, Appl Behav Anal Program, Tampa, FL 33612 USA.
C3 State University System of Florida; University of South Florida
RP Sottilare, AL (corresponding author), Santiago & Friends Family Ctr Autism, Orlando, FL 32807 USA.; Blair, KSC (corresponding author), Univ S Florida, Dept Child & Family Studies, Appl Behav Anal Program, Tampa, FL 33612 USA.
EM ashleysottilare@gmail.com; kwangsun@usf.edu
FU U.S. Department of Education, Office of Special Education Programs
   [H325K110310]
FX This research was funded in part by Project TSBA, a grant funded by the
   U.S. Department of Education, Office of Special Education Programs,
   grant number H325K110310.
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   What Works Clearinghouse, 2022, WHAT WORKS CLEARINGH
NR 46
TC 0
Z9 0
U1 5
U2 8
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-328X
J9 BEHAV SCI-BASEL
JI Behav. Sci.
PD MAR
PY 2023
VL 13
IS 3
AR 257
DI 10.3390/bs13030257
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA A4SS4
UT WOS:000955046700001
PM 36975282
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Escolano-Pérez, E
AF Escolano-Perez, Elena
TI Cognitive-motivational variables of beginner university students in the
   first year of adaptation to the European Higher Education Area/Variables
   cognitivo-motivacionales del alumnado de nuevo ingreso en el primer ano
   de adaptacion al Espacio Europeo de Educacion Superior
SO CULTURA Y EDUCACION
LA English
DT Article
DE academic goals; learning strategies; new students; European Higher
   Education Area; academic engagement; autonomous learning
ID ACHIEVEMENT GOALS; MULTIPLE GOALS; PERCEPTIONS; ORIENTATION
AB Within the European Higher Education Area (EHEA) the student is the main protagonist of the learning process. This means that teachers must be aware of the cognitive-motivational aspects that influence their learning. This study analyses the academic goals, learning strategies and levels of academic engagement shown by university students in their first year of adaptation to the European Higher Education Area, as well as the relationship between these variables. The results indicate that most students are averagely oriented towards learning goals and highly oriented towards achievement goals, regularly use a wide variety of learning strategies, and show average levels of academic engagement. The correlations between some of these variables are positive and significant. Further research needs to be carried out to understand the role played by different variables in constructing quality autonomous learning processes, not only in relation to students, as in the case of this study, but also in relation to teachers, tasks, contexts, and academic institutions, as well as the different interactions between them.
C1 Univ Zaragoza, E-50009 Zaragoza, Spain.
C3 University of Zaragoza
RP Escolano-Pérez, E (corresponding author), Univ Zaragoza, C Pedro Cerbuna 12, E-50009 Zaragoza, Spain.
EM eescola@unizar.es
RI Escolano-Perez, Elena/H-5906-2015
OI Escolano-Perez, Elena/0000-0001-8471-9415
CR [Anonymous], SOCIAL SCI
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NR 29
TC 4
Z9 5
U1 2
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1135-6405
EI 1578-4118
J9 CULT EDUC
JI Cult. Educ.
PD JUL 3
PY 2014
VL 26
IS 3
BP 417
EP 447
DI 10.1080/11356405.2014.965446
PG 31
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AW5XR
UT WOS:000346344800001
DA 2024-07-15
ER

PT J
AU Salmela-Aro, K
   Upadyaya, K
   Cumsille, P
   Lavonen, J
   Avalos, B
   Eccles, J
AF Salmela-Aro, Katariina
   Upadyaya, Katja
   Cumsille, Patricio
   Lavonen, Jari
   Avalos, Beatrice
   Eccles, Jacquelynne
TI Momentarytask-valuesand expectations predict engagement in science among
   Finnish and Chilean secondary school students
SO INTERNATIONAL JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Momentary task values; Expectations; Costs; Engagement; Science;
   Secondary school students; ESM
ID TASK VALUES; ACHIEVEMENT; GRIT; GOALS
AB While expectancy-value-cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task-values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was operationalised as energy (give up), dedication (grit) and absorption (flow) components of engagement. Finnish (N = 5891 beeps, 307 students) and Chilean (N = 1931 beeps, 157 students) secondary school students participated in the study using Experience Sampling Method via smartphones. When signalled, students responded to questions via smartphones concerning their momentary task values, expectations, costs and components of engagement in the current activity. The research questions were analysed with multilevel path modelling. The results showed that, for both samples task-values, expectations and costs were related to energy, dedication and absorption components of engagement in science classes. High momentary task-values were positively associated with momentary flow and grit; high momentary expectations were positively associated with high grit and low giving up in both samples; and high momentary challenge showed as increases in feelings of giving up.
C1 [Salmela-Aro, Katariina; Upadyaya, Katja; Lavonen, Jari] Univ Helsinki, Fac Educ Sci, POB 9, Helsinki 00014, Finland.
   [Salmela-Aro, Katariina] Swiss Fed Inst Technol, Collegium Helveticum, Zurich, Switzerland.
   [Cumsille, Patricio] Pontificia Univ Catolica Chile, Santiago, Chile.
   [Avalos, Beatrice] Univ Chile, CIAE, Santiago, Chile.
   [Eccles, Jacquelynne] Univ Calif Irvine, Irvine, CA USA.
C3 University of Helsinki; Swiss Federal Institutes of Technology Domain;
   ETH Zurich; Pontificia Universidad Catolica de Chile; Universidad de
   Chile; University of California System; University of California Irvine
RP Salmela-Aro, K (corresponding author), Univ Helsinki, Fac Educ Sci, POB 9, Helsinki 00014, Finland.
EM katariina.salmela-aro@helsinki.fi
RI Upadyaya, Katja/ABI-1731-2020
OI Upadyaya, Katja/0000-0002-4793-1799; salmela-aro,
   katariina/0000-0003-1901-4712; Lavonen, Jari/0000-0003-2781-7953
FU Academy of Finland [298323] Funding Source: Medline; CONICYT Chile
   Funding Source: Medline; Academy of Finland (AKA) [298323] Funding
   Source: Academy of Finland (AKA)
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NR 35
TC 10
Z9 11
U1 5
U2 21
PU JOHN WILEY & SONS LTD
PI CHICHESTER
PA THE ATRIUM, SOUTHERN GATE, CHICHESTER PO19 8SQ, W SUSSEX, ENGLAND
SN 0020-7594
EI 1464-066X
J9 INT J PSYCHOL
JI Int. J. Psychol.
PD JUN
PY 2021
VL 56
IS 3
BP 415
EP 424
DI 10.1002/ijop.12719
EA OCT 2020
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA RW9DO
UT WOS:000581963200001
PM 33038025
DA 2024-07-15
ER

PT J
AU Meece, JL
AF Meece, JL
TI Applying learner-centered principles to middle school education
SO THEORY INTO PRACTICE
LA English
DT Article
ID ACHIEVEMENT GOALS; STUDENTS; ORIENTATIONS; MOTIVATION; CLASSROOM;
   PERCEPTIONS; ELEMENTARY; COMPETENCE; GRADES; LEVEL
AB This article draws on a goal perspective of motivation to examine the use of the Learned-Centered Psychological Principles (LCPs) for improving the academic engagement and learning of middle school students. Using survey data from 2,200 middle school students from diverse communities across the United States, the findings indicate many important motivational benefits of learner-centered practices for young adolescents. Specifically, students reported more positive forms of motivation and greater academic engagement when they perceived their teachers were using learner-centered practices that involve caring, establishing higher order thinking, honoring student voices, and adapting instruction to individual needs. Suggestions for creating a learner-centered middle school classroom are highlighted.
C1 Univ N Carolina, Chapel Hill, NC 27514 USA.
C3 University of North Carolina; University of North Carolina Chapel Hill
RP Univ N Carolina, Chapel Hill, NC 27514 USA.
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NR 38
TC 31
Z9 109
U1 2
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0040-5841
EI 1543-0421
J9 THEOR PRACT
JI Theory Pract.
PD SPR
PY 2003
VL 42
IS 2
BP 109
EP 116
DI 10.1207/s15430421tip4202_4
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 679YK
UT WOS:000182949400004
DA 2024-07-15
ER

PT J
AU Arias, JD
   Justo, CF
   Mañas, IM
AF de la Fuente Arias, Jesus
   Franco Justo, Clemente
   Manas Manas, Israel
TI Results of a Program on Mindfulness on the Emotional Situation of
   University Students
SO ESTUDIOS SOBRE EDUCACION
LA Spanish
DT Article
DE mindfulness; emotional tiredness; burnout; engagement
ID BURNOUT; MEDITATION; PERFORMANCE; ENGAGEMENT; MEDICINE
AB The purpose of this experimental study, using pretest-postest-follow-up measurements, with one experimental group and one control group, was to verify whether a mindfulness programme produces a reduction in levels of emotional tiredness and burnout, and improves the levels of academic engagement in a group of university psychology students. In the experimental group we can observe a significant decrease in emotional tiredness and burnout and a significant increase in academic engagement. Follow-up measures showed that these results were maintained for six months after the termination of the intervention in the experimental group. The importance and usefulness of mindfulness techniques in the educative system is discussed.
C1 [de la Fuente Arias, Jesus; Franco Justo, Clemente; Manas Manas, Israel] Univ Almeria, Almeria, Spain.
C3 Universidad de Almeria
RP Arias, JD (corresponding author), Univ Almeria, Almeria, Spain.
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NR 50
TC 5
Z9 5
U1 0
U2 27
PU UNIV NAVARRA
PI PAMPLONA
PA UNIV NAVARRA, PAMPLONA, NAVARRA E-31080, SPAIN
SN 1578-7001
EI 2386-6292
J9 ESTUD SOBRE EDUC
JI Estud. Sobre Educ.
PD DEC
PY 2010
IS 19
BP 31
EP 52
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 720DY
UT WOS:000287261600003
DA 2024-07-15
ER

PT J
AU Zhang, X
   Yin, DH
   Tang, L
   Zhao, HK
AF Zhang, Xi
   Yin, Dehu
   Tang, Li
   Zhao, Hongke
TI Does academic engagement with industry come at a cost for early career
   scientists? Evidence from high-tech enterprises' Ph.D. funding programs
SO INFORMATION PROCESSING & MANAGEMENT
LA English
DT Article
DE Academic engagement with industry; Early career scientists; Industrial
   Ph.D. funding programs; Research productivity; Research direction
ID IMPACT; COMMERCIALIZATION; SCIENCE; COLLABORATION; RESEARCHERS;
   INCENTIVES; EFFICIENCY; ECONOMICS; NETWORKS; GRANTS
AB Academic engagement with industry is now practiced by more scientists than ever before. Despite broad consensus regarding the positive effect on senior and successful scientists' research productivity, its effects on early career scientists have remained insufficiently investigated. Utilizing a novel dataset drawn from both awardees and nominees in the case of high-tech enterprises' Ph. D. funding programs from 2010 to 2017, we combine difference-in-differences estimation and data mining to explore the future research impact (research productivity and direction) of industrial Ph.D. funding. We find that awardees granted industrial Ph.D. funding outperform nominees in terms of both the quantity and quality of subsequent scientific production, with a more salient improvement of research performance in developing countries. Such discernible improvement in scientific production does not come at the cost of altering the research direction of beneficiaries. The results are robust to different specifications and measurements. Practical and policy implications are discussed for entrepreneurs and science policymakers to favor scientific knowledge production and transfer by strengthening science-industry relations between high-tech enterprises and early career scientists.
C1 [Zhang, Xi; Yin, Dehu; Zhao, Hongke] Tianjin Univ, Coll Management & Econ, Tianjin, Peoples R China.
   [Tang, Li] Fudan Univ, Sch Int Relat & Publ Affairs, Shanghai, Peoples R China.
   [Zhang, Xi; Yin, Dehu; Zhao, Hongke] Tianjin Univ, Lab Computat & Analyt Complex Management Syst, CACMS, Tianjin, Peoples R China.
C3 Tianjin University; Fudan University; Tianjin University
RP Tang, L (corresponding author), Fudan Univ, Sch Int Relat & Publ Affairs, Shanghai, Peoples R China.
EM litang@fudan.edu.cn
FU National Key R & D Program of China [2020YFA0908600]; National Natural
   Science Foundation of China [72241432, L2324113]
FX This work is supported by funds from National Key R & D Program of China
   (No. 2020YFA0908600) and from National Natural Science Foundation of
   China (No. 72241432, No. L2324113) . We would also like to thank three
   anonymous reviewers for their valuable and constructive feedback on the
   paper.
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NR 100
TC 0
Z9 0
U1 11
U2 11
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 0306-4573
EI 1873-5371
J9 INFORM PROCESS MANAG
JI Inf. Process. Manage.
PD MAY
PY 2024
VL 61
IS 3
AR 103669
DI 10.1016/j.ipm.2024.103669
EA FEB 2024
PG 23
WC Computer Science, Information Systems; Information Science & Library
   Science
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Information Science & Library Science
GA LB1Y5
UT WOS:001184238100001
DA 2024-07-15
ER

PT J
AU Maulana, R
   Helms-Lorenz, M
   Van de Grift, W
AF Maulana, Ridwan
   Helms-Lorenz, Michelle
   Van de Grift, Wim
TI Validating a model of effective teaching behaviour of pre-service
   teachers
SO TEACHERS AND TEACHING
LA English
DT Article
DE Teaching behaviour; academic engagement; pre-service teachers
ID CLASS SIZE; ENGAGEMENT; CLASSROOM; INSTRUCTION; STUDENTS; OUTCOMES;
   PARTICIPATION; ACHIEVEMENT; MOTIVATION; FEEDBACK
AB Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Pre-service teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils' engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils' academic engagement.
C1 [Maulana, Ridwan; Helms-Lorenz, Michelle; Van de Grift, Wim] Univ Groningen, Dept Teacher Educ, Groningen, Netherlands.
C3 University of Groningen
RP Maulana, R (corresponding author), Univ Groningen, Dept Teacher Educ, Groningen, Netherlands.
EM r.maulana@rug.nl
RI Helms-Lorenz, Michelle/AAI-6377-2021
OI Helms-Lorenz, Michelle/0000-0001-9314-6962; van de Grift,
   Willem/0000-0001-9459-5292
FU Nederlandse organisatie voor Wetenschappelijk Onderzoek [NWO]
   [411-09-802]; NWO
FX This work was supported by the Nederlandse organisatie voor
   Wetenschappelijk Onderzoek [NWO, project number 411-09-802]. NWO funds
   scientific research at Dutch universities and institutes.
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NR 83
TC 34
Z9 39
U1 6
U2 60
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-0602
EI 1470-1278
J9 TEACH TEACH
JI Teach. Teach.
PD MAY
PY 2017
VL 23
IS 4
BP 471
EP 493
DI 10.1080/13540602.2016.1211102
PG 23
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EM5BX
UT WOS:000395328000007
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Hughes, JN
   Cao, Q
AF Hughes, Jan N.
   Cao, Qian
TI Trajectories of teacher-student warmth and conflict at the transition to
   middle school: Effects on academic engagement and achievement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Teacher-student relationship; Middle school; Piece-wise trajectory
   analysis; Academic engagement; Reading achievement; Math achievement;
   Teacher warmth; Teacher conflict; Transition to middle school
ID CHILD RELATIONSHIP QUALITY; DIFFICULTIES QUESTIONNAIRE; ADOLESCENTS
   PERCEPTIONS; ELEMENTARY-SCHOOL; YOUNG ADOLESCENTS; EMOTIONAL SUPPORT;
   SOCIAL SUPPORT; CLASSROOM; ENVIRONMENT; RISK
AB Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4 years prior to and 3 years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3 years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed.
C1 [Hughes, Jan N.; Cao, Qian] Texas A&M Univ, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station
RP Hughes, JN (corresponding author), Texas A&M Univ, College Stn, TX 77843 USA.
EM jhughes@tamu.edu; caoqian@email.tamu.edu
FU National Institute of Child Health and Human Development (NICHD)
   [HD039367]
FX This project was funded by National Institute of Child Health and Human
   Development (NICHD; grant number HD039367) to Jan Hughes and received
   human subjects approval from Texas A & M University.
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NR 98
TC 79
Z9 113
U1 3
U2 75
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2018
VL 67
BP 148
EP 162
DI 10.1016/j.jsp.2017.10.003
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GD8OW
UT WOS:000430772900010
PM 29571530
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Oriol, X
   Amutio, A
   Mendoza, M
   Da Costa, S
   Miranda, R
AF Oriol, Xavier
   Amutio, Alberto
   Mendoza, Michelle
   Da Costa, Silvia
   Miranda, Rafael
TI Emotional Creativity as Predictor of Intrinsic Motivation and Academic
   Engagement in University Students: The Mediating Role of Positive
   Emotions
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE dispositional emotional creativity; class-related emotions; academic
   engagement; intrinsic motivation; university students
ID SELF-DETERMINATION THEORY; HIGH-SCHOOL-STUDENTS; CLASSROOM CLIMATE;
   AUTONOMY SUPPORT; PERFORMANCE; ACHIEVEMENT; INTELLIGENCE; BURNOUT;
   DISAFFECTION; FACILITATORS
AB Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE).
   Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored.
   Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions.
   Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.
C1 [Oriol, Xavier] Univ Santiago Chile, Dept Management & Publ Policies, Santiago, Chile.
   [Amutio, Alberto] Univ Basque Country, Euskal Herriko Unibertsitatea, Fac Psychol, Dept Social Psychol & Methodol,Behav Sci, Donostia San Sebastian, Spain.
   [Mendoza, Michelle] Univ Autonoma Chile, Fac Educ, Temuco, Chile.
   [Da Costa, Silvia] Univ Basque Country, Euskal Herriko Unibertsitatea, Dept Social Psychol & Methodol, Behav Sci, Donostia San Sebastian, Spain.
   [Miranda, Rafael] Pontificia Univ Catolica Peru, Escuela Gobierno & Polit Publ, Dept Psicol, Lima, Peru.
C3 Universidad de Santiago de Chile; University of Basque Country;
   Universidad Autonoma de Chile; University of Basque Country; Pontificia
   Universidad Catolica del Peru
RP Amutio, A (corresponding author), Univ Basque Country, Euskal Herriko Unibertsitatea, Fac Psychol, Dept Social Psychol & Methodol,Behav Sci, Donostia San Sebastian, Spain.
EM alberto.amutio@ehu.eus
RI Amutio, Alberto/AAP-7380-2020; da Costa T-6220-2018 correct,
   Silvia/N-6741-2018; Miranda, Rafael/AAS-5224-2021; da Costa,
   Silvia/T-6220-2018; dCD, SILVIA/KOD-8354-2024; Oriol,
   Xavier/AAO-3112-2021
OI Amutio, Alberto/0000-0003-3989-9992; da Costa T-6220-2018 correct,
   Silvia/0000-0001-6011-821X; Miranda, Rafael/0000-0001-8640-6439; Oriol,
   Xavier/0000-0001-7130-7729; Mendoza Lira, Michelle/0000-0003-4275-1841
FU Basal Financing Program
FX This research was funded by the Basal Financing Program and the
   Vice-Presidency of Research, Development, and Innovation. Universidad de
   Santiago de Chile, Usach.
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NR 80
TC 58
Z9 73
U1 4
U2 92
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 25
PY 2016
VL 7
AR 1243
DI 10.3389/fpsyg.2016.01243
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DT9YA
UT WOS:000381857000001
PM 27610091
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Martín, ABB
   Pérez-Fuentes, MD
   Jurado, MDM
   Martínez, AM
   Márquez, MDS
   Sisto, M
   Linares, JJG
AF Barragan Martin, Ana Belen
   del Carmen Perez-Fuentes, Maria
   Molero Jurado, Maria del Mar
   Martos Martinez, Africa
   Simon Marquez, Maria del Mar
   Sisto, Maria
   Gazquez Linares, Jose Jesus
TI Emotional Intelligence and Academic Engagement in Adolescents: The
   Mediating Role of Self-Esteem
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE emotional control; evaluation of oneself; adolescence; mediation models
ID STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; UNITED-STATES; BURNOUT; MIDDLE;
   DIFFICULTIES; ASSOCIATIONS; ACHIEVEMENT; ELEMENTARY; UNIVERSAL
AB Background: Academic engagement is a variable of vital importance in adolescence due to its relationship with academic adjustment and its protective role against risk behaviors. Therefore, the objective of this study was to find out the variables involved in its development.
   Objective: The specific objectives were to analyze the relationship between emotional intelligence, self-esteem and academic engagement, and determine the mediating role of self-esteem in the relationship between emotional intelligence and engagement in adolescence.
   Methods: The sample of 1287 high school students used for this filled in the Utrecht Work Engagement Scale Student, Brief Emotional Intelligence Inventory and the Rosenberg Self Esteem Scale.
   Results: The results showed the existence of positive relationships between vigor, dedication and absorption with the emotional intelligence factors and self-esteem. Furthermore, the mediation models showed the direct effect of emotional intelligence on engagement of youths. Self-esteem acted as a mediator in the relationship between intrapersonal factors, stress management and adaptability of emotional intelligence and engagement.
   Conclusion: Design of emotional intelligence intervention programs are recommended as a measure for promoting self-esteem and engagement in adolescence.
C1 [Barragan Martin, Ana Belen; del Carmen Perez-Fuentes, Maria; Molero Jurado, Maria del Mar; Martos Martinez, Africa; Simon Marquez, Maria del Mar; Sisto, Maria] Univ Almeria, Fac Psychol, Dept Psychol, Ctra Sacramento S-N, Almeria 04120, Spain.
   [Gazquez Linares, Jose Jesus] Univ Autonoma Chile, Dept Psychol, Providencia 7500000, Chile.
C3 Universidad de Almeria; Universidad Autonoma de Chile
RP Jurado, MDM (corresponding author), Univ Almeria, Fac Psychol, Dept Psychol, Ctra Sacramento S-N, Almeria 04120, Spain.
EM mmj130@ual.es
RI PEREZ FUENTES, M CARMEN/C-3018-2011; Barragán Martín, Ana
   Belén/ABJ-7252-2022; GAZQUEZ, JOSE JESUS/AAZ-7371-2021; Molero Jurado,
   María del Mar/X-7805-2018; Linares, José Jesús Gázquez/M-9230-2019
OI PEREZ FUENTES, M CARMEN/0000-0001-5950-5175; Barragán Martín, Ana
   Belén/0000-0001-8936-0245; Molero Jurado, María del
   Mar/0000-0001-9187-1474; Linares, José Jesús
   Gázquez/0000-0002-6969-1781; Martos Martinez,
   Africa/0000-0002-6794-3906; Simon Marquez, Maria del
   Mar/0000-0002-4297-6824
FU State Research Program, Development and Innovation Oriented to the
   Challenges of Society [EDU2017-88139R]; European Union
FX The present study was undertaken in collaboration with the Peer violence
   and alcohol and tobacco use in Secondary Education program: an augmented
   reality program for detection and intervention (Reference:
   EDU2017-88139R), funded by the State Research Program, Development and
   Innovation Oriented to the Challenges of Society, within the framework
   of the State Plan for Scientific and Technical Research and Innovation,
   and co-financing with Structural Funds of the European Union.
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NR 61
TC 10
Z9 14
U1 22
U2 135
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2021
VL 14
BP 307
EP 316
DI 10.2147/PRBM.S302697
PG 10
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA QX4RL
UT WOS:000629334800001
PM 33758558
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Supervía, PU
   Bordás, CS
   Lorente, VM
AF Usan Supervia, Pablo
   Salavera Bordas, Carlos
   Lorente, Victor Murillo
TI The Mediating Role of Goal Orientation (Task) in the Relationship
   between Engagement and Academic Self-Concept in Students
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE academic engagement; goal orientation (task); academic self-concept;
   students; adolescents
ID ACHIEVEMENT GOALS; SPORT COMMITMENT; VALIDATION; MOTIVATION; SCHOOL;
   PSYCHOLOGY; PERFORMANCE; ADHERENCE; EFFICACY; VERSION
AB Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale-Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.
C1 [Usan Supervia, Pablo] Univ Zaragoza, Fac Human Sci & Educ, Dept Psychol, Valentin Carderera 4, Huesca 22003, Spain.
   [Salavera Bordas, Carlos] Univ Zaragoza, Dept Psychol, Fac Educ, Pedro Cerbuna 12, Zaragoza 50009, Spain.
   [Lorente, Victor Murillo] Univ Zaragoza, Dept Physiatry & Nursing, Fac Hlth & Sports Sci, Plaza Univ 3, Huesca 22002, Spain.
C3 University of Zaragoza; University of Zaragoza; University of Zaragoza
RP Supervía, PU (corresponding author), Univ Zaragoza, Fac Human Sci & Educ, Dept Psychol, Valentin Carderera 4, Huesca 22003, Spain.
EM pusan@unizar.es; salavera@unizar.es; vmurillo@unizar.es
RI Bordas, Carlos Salavera/C-6157-2011
OI Bordas, Carlos Salavera/0000-0002-8072-2390; Murillo Lorente,
   Victor/0000-0001-5941-0731; Usan Supervia, Pablo/0000-0003-3789-3781
FU Universidad de Zaragoza, Fundacion Bancaria Ibercaja y Fundacion CAI [CH
   21/20]
FX Universidad de Zaragoza, Fundacion Bancaria Ibercaja y Fundacion CAI (CH
   21/20).
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NR 57
TC 3
Z9 3
U1 2
U2 49
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD NOV
PY 2020
VL 17
IS 22
AR 8323
DI 10.3390/ijerph17228323
PG 10
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA OY2WP
UT WOS:000594111900001
PM 33187063
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Knauth, DG
   Skowron, EA
   Escobar, M
AF Knauth, Donna G.
   Skowron, Elizabeth A.
   Escobar, Melicia
TI Effect of differentiation of self on adolescent risk behavior - Test of
   the theoretical model
SO NURSING RESEARCH
LA English
DT Article
DE adolescent high-risk behaviors; Bowen family systems theory;
   differentiation of self
ID AFRICAN-AMERICAN ADOLESCENTS; INVENTORY; INCOME
AB Background. Innovative theoretical models are needed to explain the occurrence of high-risk sexual behaviors, alcohol and other-drug (AOD) use, and academic engagement among ethnically diverse, inner-city adolescents.
   Objective: The aim of this study was to test the credibility of a theoretical model based on the Bowen family systems theory to explain adolescent risk behavior. Specifically tested was the relationship between the predictor variables of differentiation of self, chronic anxiety, and social problem solving and the dependent variables of high-risk sexual behaviors, AOD use, and academic engagement.
   Methods: An ex post facto cross-sectional design was used to test the usefulness of the theoretical model. Data were collected from 161 racially/ethnically diverse, inner-city high school students, 14 to 19 years of age. Participants completed self-report written questionnaires, including the Differentiation of Self Inventory, State-Trait Anxiety Inventory, Social Problem Solving for Adolescents, Drug Involvement Scale for Adolescents, and the Sexual Behavior Questionnaire.
   Results: Consistent with the model, higher levels of differentiation of self related to lower levels of chronic anxiety (p < .001) and higher levels of social problem solving (p < .01). Higher chronic anxiety was related to lower social problem solving (p < .001). A test of mediation showed that chronic anxiety mediates the relationship between differentiation of self and social problem solving (p < .001), indicating that differentiation influences social problem solving through chronic anxiety. Higher levels of social problem solving were related to less drug use (p < .05), less high-risk sexual behaviors (p < .01), and an increase in academic engagement (p < .01).
   Conclusions: Findings support the theoretical model's credibility and provide evidence that differentiation of self is an important cognitive factor that enables adolescents to manage chronic anxiety and motivates them to use effective problem solving, resulting in less involvement in health-comprising behaviors and increased academic engagement.
C1 Georgetown Univ, Sch Nursing & Hlth Studies, Washington, DC USA.
   Penn State Univ, University Pk, PA 16802 USA.
   Univ Penn, Sch Nursing, Philadelphia, PA 19104 USA.
C3 Georgetown University; Pennsylvania Commonwealth System of Higher
   Education (PCSHE); Pennsylvania State University; Pennsylvania State
   University - University Park; University of Pennsylvania
RP Knauth, DG (corresponding author), Catholic Univ Amer, Sch Nursing, 620 Michigan Ave NE, Washington, DC 20064 USA.
EM knauth@cua.edu
RI Escobar, Melicia/M-2433-2019
OI Escobar, Melicia/0000-0001-7714-6399
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NR 35
TC 37
Z9 63
U1 2
U2 15
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 0029-6562
EI 1538-9847
J9 NURS RES
JI Nurs. Res.
PD SEP-OCT
PY 2006
VL 55
IS 5
BP 336
EP 345
DI 10.1097/00006199-200609000-00006
PG 10
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA 087OP
UT WOS:000240752000006
PM 16980834
DA 2024-07-15
ER

PT J
AU Morningstar, ME
   Lombardi, A
   Fowler, CH
   Test, DW
AF Morningstar, Mary E.
   Lombardi, Allison
   Fowler, Catherine H.
   Test, David W.
TI A College and Career Readiness Framework for Secondary Students With
   Disabilities
SO CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS
LA English
DT Article
DE academic; non-academic; students with disabilities; college career
   readiness; transition
ID TRANSITION; EDUCATION; SCHOOL; ENGAGEMENT; IMPACT
AB In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.
C1 [Morningstar, Mary E.] Univ Kansas, Lawrence, KS 66045 USA.
   [Lombardi, Allison] Univ Connecticut, Storrs, CT USA.
   [Fowler, Catherine H.; Test, David W.] Univ N Carolina, Charlotte, NC USA.
C3 University of Kansas; University of Connecticut; University of North
   Carolina; University of North Carolina Charlotte
RP Morningstar, ME (corresponding author), Univ Kansas, Dept Special Educ, Rm 521 JR Pearson Hall,1122 W Campus Rd, Lawrence, KS 66045 USA.
EM mmorningstar@ku.edu
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NR 39
TC 74
Z9 95
U1 1
U2 26
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2165-1434
EI 2165-1442
J9 CAREER DEV TRANSIT E
JI Career Dev. Transit. Except. Individ.
PD MAY
PY 2017
VL 40
IS 2
BP 79
EP 91
DI 10.1177/2165143415589926
PG 13
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA ET2OU
UT WOS:000400114400003
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Brint, S
   Cantwell, AM
   Hanneman, RA
AF Brint, Steven
   Cantwell, Allison M.
   Hanneman, Robert A.
TI The two cultures of undergraduate academic engagement
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE academic engagement; student cultures; research universities; graduate
   degree aspirations
ID EXPERIENCES; FACULTY
AB Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation, and interest in ideas. The culture of engagement in the natural sciences and engineering focuses on improvement of quantitative skills through collaborative study with an eye to rewards in the labor market. The two cultures of engagement are strongly associated with post-graduate degree plans. The findings raise questions about normative conceptions of good educational practices in so far as they are considered to be equally relevant to students in all higher education institutions and all major fields of study.
C1 [Brint, Steven; Cantwell, Allison M.; Hanneman, Robert A.] Univ Calif Riverside, Dept Sociol, Riverside, CA 92521 USA.
C3 University of California System; University of California Riverside
RP Brint, S (corresponding author), Univ Calif Riverside, Dept Sociol, Riverside, CA 92521 USA.
EM steven.brint@ucr.edu
RI Cantwell, Allison/AAJ-4841-2021
OI Cantwell, Allison/0000-0002-9240-439X
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NR 52
TC 74
Z9 110
U1 0
U2 39
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD AUG
PY 2008
VL 49
IS 5
BP 383
EP 402
DI 10.1007/s11162-008-9090-y
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 309PR
UT WOS:000256473200001
OA Green Published
DA 2024-07-15
ER

PT J
AU Doughty, TT
   Bouck, EC
   Bassette, L
   Szwed, K
   Flanagan, S
AF Doughty, Teresa Taber
   Bouck, Emily C.
   Bassette, Laura
   Szwed, Kathryn
   Flanagan, Sara
TI Spelling on the Fly: Investigating a Pentop Computer to Improve the
   Spelling Skills of Three Elementary Students with Disabilities
SO ASSISTIVE TECHNOLOGY
LA English
DT Article
DE access technology; children; disabilities; education
ID LEARNING-DISABILITIES; ASSISTIVE TECHNOLOGY; MENTAL-RETARDATION;
   INSTRUCTION; INDIVIDUALS; PERFORMANCE; LITERACY
AB The purpose of this study was to examine the effects of a pentop computer and accompanying spelling software on the spelling accuracy and academic engagement behavior in three elementary students with disabilities who were served in a resource room setting. Using a multiple baseline across students single subject research design, researchers determined student use of the pentop computer-the FLYPen (TM)-and its spelling software may serve as an equivalent intervention to traditional spelling instruction. While academic engagement performance increased considerably for students when using the FLYPen (TM), results indicated little to no improvement over traditional instruction in spelling accuracy. Implications and suggestions for future research are presented.
C1 [Doughty, Teresa Taber; Bouck, Emily C.; Bassette, Laura; Szwed, Kathryn; Flanagan, Sara] Purdue Univ, W Lafayette, IN 47907 USA.
C3 Purdue University System; Purdue University
RP Bouck, EC (corresponding author), Purdue Univ, 5146 BRNG Hall,100 N Univ St, W Lafayette, IN 47907 USA.
EM bouck@purdue.edu
RI de Jager, Aimee/AAL-1264-2021
OI Doughty, Teresa/0000-0002-9488-3072; Doughty, Teresa/0009-0003-5322-2571
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NR 53
TC 10
Z9 13
U1 0
U2 10
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 1040-0435
EI 1949-3614
J9 ASSIST TECHNOL
JI Assist. Technol.
PY 2013
VL 25
IS 3
BP 166
EP 175
DI 10.1080/10400435.2012.743491
PG 10
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 188AE
UT WOS:000322162700005
PM 24020155
DA 2024-07-15
ER

PT J
AU Staff, J
   Schulenberg, JE
   Bachman, JG
AF Staff, Jeremy
   Schulenberg, John E.
   Bachman, Jerald G.
TI Adolescent Work Intensity, School Performance, and Academic Engagement
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
DE teenage employment; school performance; academic engagement; wishing to
   work
ID PART-TIME WORK; CHILD LABOR LAWS; SUBSTANCE USE; EMPLOYMENT;
   CONSEQUENCES; IMPACT; EXPERIENCE; ADJUSTMENT; SUBVERSION; IDENTIFY
AB Teenagers working more than 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities, and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. The authors address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike in prior research, the authors compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.
C1 [Staff, Jeremy] Penn State Univ, Dept Sociol, University Pk, PA 16802 USA.
   [Schulenberg, John E.; Bachman, Jerald G.] Univ Michigan, Inst Social Res, Ann Arbor, MI 48109 USA.
   [Schulenberg, John E.] Univ Michigan, Ctr Human Growth & Dev, Ann Arbor, MI 48109 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park; University of Michigan System; University of Michigan;
   University of Michigan System; University of Michigan
RP Staff, J (corresponding author), Penn State Univ, Dept Sociol, 211 Oswald Tower, University Pk, PA 16802 USA.
EM jus25@psu.edu
RI Bachman, Jerald G/J-6324-2014; Schulenberg, John/A-2212-2008
OI Schulenberg, John/0000-0003-2129-8486
FU NICHD NIH HHS [K01 HD054467-03, K01 HD054467] Funding Source: Medline;
   NIDA NIH HHS [R01 DA001411] Funding Source: Medline
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NR 54
TC 54
Z9 77
U1 0
U2 67
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD JUL
PY 2010
VL 83
IS 3
BP 183
EP 200
DI 10.1177/0038040710374585
PG 18
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA 638HJ
UT WOS:000280883900001
PM 20802795
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Palos, R
   Samfira, EM
   Virga, D
   Puriç, D
AF Palos, Ramona
   Samfira, Elena Mirela
   Virga, Delia
   Puric, Daliborka
TI The core self-evaluations, psychological capital, and academic
   engagement: a cross-national mediation model
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE core self-evaluations; psychological capital; academic engagement;
   personal resources; higher education
ID UNIVERSITY-STUDENTS; WORK ENGAGEMENT; ACHIEVEMENT GOALS; BURNOUT;
   SATISFACTION; PERFORMANCE; RESOURCES; INDEXES
AB IntroductionAn academic environment with continuously more demanding tasks requires students to capitalize on their strengths to meet the challenges and engage in learning experiences. Engaged students are deeply involved in their work, are strongly connected with their studies, and are more successful in academic tasks. The present study aimed to test a model in that core self-evaluations (CSE) predicts academic engagement (AE) directly and indirectly by increasing personal resources (i.e., psychological capital; PsyCap) in the case of two different samples, Romanian and Serbian. MethodsData were collected through three online questionnaires from 672 undergraduate students (Romania - 458; Serbia - 214). ResultsThe findings confirmed that CSE was positively related to PsyCap, which was positively associated with AE, and PsyCap mediates the relationship between the two variables in both samples. A positive evaluation of one's characteristics (high CSE) mainly affects the cognitive and emotional mechanism of appraising the academic-related tasks one encounters (high PsyCap), ultimately shaping their motivation and engagement. DiscussionThese results pointed out the importance of the CSE and PsyCap that support each other and increase students' AE, explaining the mediating mechanism of PsyCap. Also, they provide insight into the students' engagement from two different cultural and educational contexts, being helpful to universities in their effort to increase students' engagement.
C1 [Palos, Ramona; Virga, Delia] West Univ Timisoara, Dept Psychol, Timisoara, Romania.
   [Samfira, Elena Mirela] Univ Life Sci King Mihai I Timisoara, Teacher Training Dept, Timisoara, Romania.
   [Puric, Daliborka] Univ Kragujevac, Fac Educ Uzice, Kragujevac, Serbia.
C3 West University of Timisoara; University of Kragujevac
RP Virga, D (corresponding author), West Univ Timisoara, Dept Psychol, Timisoara, Romania.; Samfira, EM (corresponding author), Univ Life Sci King Mihai I Timisoara, Teacher Training Dept, Timisoara, Romania.
EM mirelasamfira@usab-tm.ro; delia.virga@e-uvt.ro
RI Virga, Delia/AAB-4022-2022; Samfira, Elena Mirela/IUN-8617-2023
OI Virga, Delia/0000-0002-9321-4520; Samfira, Elena
   Mirela/0000-0001-7638-0933; Palos, Ramona/0000-0002-4426-8178
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NR 64
TC 4
Z9 4
U1 6
U2 13
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 19
PY 2023
VL 14
AR 1189665
DI 10.3389/fpsyg.2023.1189665
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA N7UU0
UT WOS:001039026300001
PM 37538998
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Barnett, MD
   Hernandez, J
   Melugin, PR
AF Barnett, Michael D.
   Hernandez, Joseph
   Melugin, Patrick R.
TI Influence of Future Possible Selves on Outcome Expectancies, Intended
   Behavior, and Academic Performance
SO PSYCHOLOGICAL REPORTS
LA English
DT Article
DE Intended academic engagement; grade point average; academic performance;
   possible self; learned helplessness
ID ACHIEVEMENT
AB The purpose of this study was to investigate whether contact with future possible selves impacts individuals' outcome expectancies, intended behaviors, and long-term outcomes with regard to academic performance. Specifically, we investigated whether having college students attempt to connect with an academically successful or unsuccessful future possible self through a message composition activity would impact their perceived likelihood of getting a good grade point average, intended academic engagement (i.e., intentions to attend class, study, etc.), and academic performance as measured by grade point average over two subsequent semesters. The study was novel in that we considered the role of temporal position-that is, the current self contacting a future possible self or a future possible self contacting the current self. Results found that students who composed a message from an academically unsuccessful future possible self to their current self had lower outcome expectancies-that is, they believed that they had less chance of obtaining a good grade point average-and lower intended academic engagement than a control group that composed a message to a friend; however, the groups did not vary in academic performance. It is possible that contact with a future possible self that was academically unsuccessful introduced a form of learned helplessness in those participants.
C1 [Barnett, Michael D.] Univ Texas Tyler, Dept Psychol & Counseling, 3900 Univ Blvd HPR 209, Tyler, TX 75799 USA.
   [Hernandez, Joseph] New Mexico State Univ, Dept Counseling & Educ Psychol, Las Cruces, NM 88003 USA.
   [Melugin, Patrick R.] Vanderbilt Univ, Vanderbilt Brain Inst, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 University of Texas System; University of Texas at Tyler; New Mexico
   State University; Vanderbilt University
RP Barnett, MD (corresponding author), Univ Texas Tyler, Dept Psychol & Counseling, 3900 Univ Blvd HPR 209, Tyler, TX 75799 USA.
EM mbarnett@uttyler.edu
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NR 11
TC 4
Z9 4
U1 1
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0033-2941
EI 1558-691X
J9 PSYCHOL REP
JI Psychol. Rep.
PD DEC
PY 2019
VL 122
IS 6
BP 2320
EP 2330
DI 10.1177/0033294118806483
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA IX9EY
UT WOS:000485991600017
PM 30426837
OA Bronze
DA 2024-07-15
ER

PT J
AU Althubaiti, A
   Tirksstani, JM
   Alsehaibany, AA
   Aljedani, RS
   Mutairii, AM
   Alghamdi, NA
AF Althubaiti, Alaa
   Tirksstani, Jumanah M.
   Alsehaibany, Aljawharah A.
   Aljedani, Raghd S.
   Mutairii, Arwa M.
   Alghamdi, Nada A.
TI Digital transformation in medical education: Factors that influence
   readiness
SO HEALTH INFORMATICS JOURNAL
LA English
DT Article
DE Academic engagement; academic performance; computer anxiety; digital
   readiness; e-learning; medical students
ID COMPUTER ANXIETY; ATTITUDES; INTERNET; GENDER; SCALE; EXPERIENCE
AB Digital transformation has become inseparable from education, and its implementation has broadly increased due to the increased adoption of e-learning during the COVID-19 pandemic. The present study evaluated the levels and influence of computer anxiety and digital readiness for academic engagement among undergraduate students. A cross-sectional study was conducted on 272 medical students enrolled in a medicine program. Two previously validated instruments were adopted. We examined the association between students' sociodemographic variables, internet use, and perceived academic performance during e-learning and their computer anxiety and digital readiness. The results show a significant effect of gender, age, and internet use on students' computer anxiety and digital readiness. Males' information-sharing behavior and skills outperformed those of females, and students' computer anxiety decreased with increasing age. In addition, the results indicate that the greater the students' internet use, the better their digital readiness for academic engagement. Furthermore, computer anxiety and digital readiness affect students' perceptions of their academic performance in e-learning. The rapid rate of technological advancements and the integration of e-learning into education means that careful attention must be paid to student characteristics as well as their skills. This will allow educators to create a successful, personalized learning framework.
C1 King Saud Bin Abdulaziz Univ Hlth Sci, Coll Med, Jeddah, Saudi Arabia.
   King Abdullah Int Med Res Ctr, Jeddah, Saudi Arabia.
C3 King Saud Bin Abdulaziz University for Health Sciences
RP Althubaiti, A (corresponding author), King Saud bin Abdulaziz Univ Hlth Sci, Coll Med, King Abdullah Int Med Res Ctr, Mail Code 6688,POB 9515, Jeddah 21423, Saudi Arabia.
EM a.m.althubaiti@gmail.com
RI Althubaiti, Alaa/AEJ-8437-2022
OI Althubaiti, Alaa/0000-0002-4175-1703
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NR 37
TC 4
Z9 4
U1 7
U2 43
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1460-4582
EI 1741-2811
J9 HEALTH INFORM J
JI Health Inform. J.
PD JAN
PY 2022
VL 28
IS 1
AR 14604582221075554
DI 10.1177/14604582221075554
PG 12
WC Health Care Sciences & Services; Medical Informatics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Medical Informatics
GA ZN8KM
UT WOS:000765277800001
PM 35196920
OA gold
DA 2024-07-15
ER

PT J
AU Al-éRuiz, R
   Martníez-Abad, F
   del Moral-Marcos, MT
AF Ale-Ruiz, Rafael
   Martinez-Abad, Fernando
   del Moral-Marcos, Maria Teresa
TI Academic engagement and management of personalised active learning in
   higher education digital ecosystems
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article; Early Access
DE Active learning; University education; Digital society; Educational
   innovation; Academic engagement; Educational data mining
ID STUDENT ENGAGEMENT; ACHIEVEMENT; SCIENCE; TRENDS; SCHOOL
AB The flexible, changing, and uncertain nature of present-day society requires its citizens have new personal, professional, and social competences which exceed the traditional knowledge-based, academic skills imparted in higher education. This study aims to identify those factors associated with active methodologies that predict university students' learning achievements in a digital ecosystem and thus, optimize the learning-teaching process. The teaching management tool Learning Analytics in Higher Education (LAHE) has been applied to a 200-student non-probabilistic incidental sample spread over 5 different university courses, enabling a personalized learning-teaching process tailored to the needs of each group and /or student. Based on a pre-experimental design without a control group, an analysis through decision trees based on educational data mining has been undertaken on the predictive potential of the active methodologies employed, and their effects on students' learning achievements. The criterion variable of the study was the final exam grade, and the explanatory variables included student characteristics, indicators of the teaching-learning process and non-cognitive factors. Results show that factors associated with active methodologies correctly predict a significant portion of the learning achieved by students. More specifically, the factors that have the greatest impact on learning are those related to academic engagement and to a student continuous learning process.
C1 [Ale-Ruiz, Rafael] Francisco De Vitoria Univ, Dept Business Management, Madrid, Spain.
   [Martinez-Abad, Fernando] Francisco De Vitoria Univ, Fac Law Business & Governance, Ctra Pozuelo Majadahonda, Km 1,800, Pozuelo De Alarcon 28223, Madrid, Spain.
   [del Moral-Marcos, Maria Teresa] Univ Salamanca, Dept Didact Org & Res Methods, Salamanca, Spain.
   [del Moral-Marcos, Maria Teresa] Pontif Univ Salamanca, Dept Res Methods & Diag Educ, Salamanca, Spain.
C3 Universidad Francisco de Vitoria; Universidad Francisco de Vitoria;
   University of Salamanca; Pontifical University of Salamanca
RP Al-éRuiz, R (corresponding author), Francisco De Vitoria Univ, Dept Business Management, Madrid, Spain.
EM r.ale.prof@ufv.es
RI Alé-Ruiz, Rafael/O-1339-2013; Del Moral-Marcos, María
   Teresa/C-3237-2016; Martínez-Abad, Fernando/H-3129-2015
OI Alé-Ruiz, Rafael/0000-0002-8580-9735; Del Moral-Marcos, María
   Teresa/0000-0001-8705-9918; Martínez-Abad, Fernando/0000-0002-1783-8198
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NR 56
TC 1
Z9 1
U1 17
U2 17
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD 2023 DEC 7
PY 2023
DI 10.1007/s10639-023-12358-4
EA DEC 2023
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Z9ZF4
UT WOS:001115580400011
OA hybrid
DA 2024-07-15
ER

PT J
AU Chan, RCH
   Leung, JSY
AF Chan, Randolph C. H.
   Leung, Janice Sin Yu
TI Differential resilience effects of everyday political engagement against
   heterosexist victimization among sexual minority youth: The importance
   of identity-based action
SO AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article
DE academic engagement; civic participation; collective action; depression
   symptoms; school belonging; sexual minority youth
ID CIVIC ENGAGEMENT; COLLECTIVE ACTION; PSYCHOLOGICAL SENSE; SCHOOL
   MEMBERSHIP; PARTICIPATION; DISCRIMINATION; ADOLESCENTS; STUDENTS;
   HEALTH; IDENTIFICATION
AB Everyday forms of political engagement, such as civic participation and collective action, have been recognized as a crucial factor for positive youth development, but less is known about their resilience effects on youth from marginalized populations, especially in less democratic societies. The present study investigated experiences of everyday political engagement among sexual minority youth in China and examined their compensatory and protective effects against heterosexist victimization. A sample of 793 Chinese sexual minority youth was included in the study. The results showed that collective action operated as a protective factor in buffering the effect of heterosexist victimization, such that its association with academic engagement was not significant among those with higher levels of collective action. In contrast, civic participation served the compensatory function and was associated with greater academic engagement, a stronger sense of school belonging, and fewer depression symptoms, but it did not protect against the negative effects of heterosexist victimization. The findings highlight the importance of identity-based action among sexual minority youth and provide insight into the differential resilience effects of everyday political engagement. The study has implications for fostering resilience among sexual minority youth with victimization experiences in school and counseling settings.
C1 [Chan, Randolph C. H.] Educ Univ Hong Kong, Dept Special Educ & Counselling, Tai Po, Hong Kong, Peoples R China.
   [Leung, Janice Sin Yu] Chinese Univ Hong Kong, Gender Studies Programme, Shatin, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Chinese University of Hong
   Kong
RP Chan, RCH (corresponding author), Educ Univ Hong Kong, Dept Special Educ & Counselling, Tai Po, Hong Kong, Peoples R China.
EM rchchan@eduhk.hk
OI Chan, Randolph C. H./0000-0002-4604-5154
FU General Research Fund of the Research Grants Council of Hong Kong
   [18605420]
FX ACKNOWLEDGMENTS The research was supported by the General Research Fund
   of the Research Grants Council of Hong Kong (Project Number: 18605420).
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NR 72
TC 0
Z9 0
U1 2
U2 7
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0091-0562
EI 1573-2770
J9 AM J COMMUN PSYCHOL
JI Am. J. Community Psychol.
PD SEP
PY 2023
VL 72
IS 1-2
BP 101
EP 115
DI 10.1002/ajcp.12689
EA JUN 2023
PG 15
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA R0JZ1
UT WOS:001008797300001
PM 37337993
DA 2024-07-15
ER

PT J
AU DEBARYSHE, BD
   PATTERSON, GR
   CAPALDI, DM
AF DEBARYSHE, BD
   PATTERSON, GR
   CAPALDI, DM
TI A PERFORMANCE-MODEL FOR ACADEMIC-ACHIEVEMENT IN EARLY ADOLESCENT BOYS
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
ID SCHOOL PERFORMANCE; BEHAVIOR; INVOLVEMENT; SAMPLE
AB This study tests a model for conduct-related school failure in young adolescent boys. In this model, family characteristics and child antisocial behavior serve as predictors of school adjustment and academic performance. Ss were 206 youths and their families, followed from the 4th through 8th grades. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the 6th grade. Ineffective discipline had a direct and negative effect on boys' 7th-grade academic engagement. Boys' academic engagement, in turn, had a direct and positive effect on 8th-grade academic achievement. A smaller direct effect of parental achievement on child achievement was also found. Results are discussed in terms of research on parental influence on academic success and life span models of the development of antisocial behavior.
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C3 Oregon Social Learning Center
RP UNIV N CAROLINA, DEPT HUMAN DEV & FAMILY STUDIES, GREENSBORO, NC 27412 USA.
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NR 52
TC 78
Z9 108
U1 1
U2 15
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD SEP
PY 1993
VL 29
IS 5
BP 795
EP 804
PG 10
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA LX295
UT WOS:A1993LX29500001
DA 2024-07-15
ER

PT J
AU Posada, XL
   Alvarez, EM
   Fernández, FXA
   Fernández, ABM
   Fernández, AG
AF Posada, Xoan Lombardero
   Alvarez, Evelia Murcia
   Fernandez, Francisco X. Aguiar
   Fernandez, Ana B. Mendez
   Fernandez, Antonio Gonzalez
TI Academic Engagement and Disaffection in Social Work Undergraduates From
   Spain: The Role of Teaching Styles and Student Motivation
SO JOURNAL OF SOCIAL WORK EDUCATION
LA English
DT Article; Early Access
ID PERCEIVED AUTONOMY-SUPPORT; MISSING DATA; HIGH-SCHOOL; EDUCATION;
   PERSPECTIVES; ANTECEDENTS; PERCEPTIONS; PREDICTORS; EXPERIENCE; MODEL
AB This cross-sectional study aims to respond three research questions: (1) Do perceived teaching styles predict students' motivation, academic engagement, and disaffection? (2) Does students' motivation predict engagement and disaffection? (3) Does motivation mediate the influence of teaching styles in students' engagement and disaffection? A convenience sample of 409 social work undergraduates from Spain (80.9% females) completed a questionnaire with these constructs. Structural equation modeling analyses showed that perceived teaching styles directly only predicted students' autonomous and controlled motivation. These two modalities of motivation predicted engagement and disaffection and mediated the influence of teaching styles on engagement and disaffection. These findings highlight the need for interventions enhancing teachers' autonomy-support and structure and reducing control.
C1 [Posada, Xoan Lombardero; Alvarez, Evelia Murcia; Fernandez, Francisco X. Aguiar; Fernandez, Ana B. Mendez; Fernandez, Antonio Gonzalez] Univ Vigo, Fac Educ & Social Work, As Lagoas 32004, Ourense, Spain.
C3 Universidade de Vigo
RP Fernández, AG (corresponding author), Univ Vigo, Fac Educ & Social Work, As Lagoas 32004, Ourense, Spain.
RI Méndez-Fernández, Ana B./JVZ-0122-2024; Lombardero-Posada,
   Xoán/AAT-2733-2021
OI Méndez-Fernández, Ana B./0000-0003-1898-3300; Lombardero-Posada,
   Xoán/0000-0003-4027-9889; Aguiar, Francisco-Xabier/0000-0001-5672-257X;
   Gonzalez Fernandez, Antonio/0000-0003-0038-4801; Murcia Alvarez,
   Evelia/0000-0002-6474-2797
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NR 85
TC 0
Z9 0
U1 4
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1043-7797
EI 2163-5811
J9 J SOC WORK EDUC
JI J. Soc. Work Educ.
PD 2023 OCT 5
PY 2023
DI 10.1080/10437797.2023.2248225
EA OCT 2023
PG 18
WC Education & Educational Research; Social Work
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Work
GA T3JM6
UT WOS:001076981000001
DA 2024-07-15
ER

PT J
AU Taipalus, AC
   Hixson, MD
   Decker, DM
   Fredrick, S
AF Taipalus, Abbie C.
   Hixson, Michael D.
   Decker, Dawn M.
   Fredrick, Stephanie
TI The Effects of an Online DBR Training Module on Rater Accuracy
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE direct behavior rating; elementary students; single case design; online
   training; systematic direct observation
ID SYSTEMATIC DIRECT OBSERVATION; SINGLE-ITEM SCALES; DIRECT BEHAVIOR;
   REPORT CARDS; FORMATIVE ASSESSMENT; ACADEMIC ENGAGEMENT; RATINGS;
   DEPENDABILITY; GENERALIZABILITY; ELEMENTARY
AB A multiple baseline design across four teachers was used to investigate the effects of an online Direct Behavior Rating (DBR) training module on rater accuracy of academic engagement, respect, and disruptive behavior. Rater accuracy was examined by comparing Direct Behavior Rating-Single Item Scales (DBR-SIS) completed by classroom teachers to systematic direct observation. Teacher acceptability of DBR-SIS was also investigated. Teachers rated the use of DBR-SIS as a formative evaluation tool favorably. Rater accuracy of DBR-SIS was generally higher after teachers completed the online training module. However, a visual analysis of the data revealed no clear impact of the online training.
C1 [Taipalus, Abbie C.] Jackson Cty Intermediate Sch Dist, Jackson, MI USA.
   [Hixson, Michael D.] Cent Michigan Univ, Dept Psychol, 1101 S Franklin St, Mt Pleasant, MI 48859 USA.
   [Decker, Dawn M.] Cent Michigan Univ, Dept Counseling & Special Educ, Mt Pleasant, MI 48859 USA.
   [Fredrick, Stephanie] Univ Buffalo State Univ New York, Dept Counseling Sch & Educ Psychol, Buffalo, NY USA.
C3 Central Michigan University; Central Michigan University; State
   University of New York (SUNY) System; State University of New York
   (SUNY) Buffalo
RP Hixson, MD (corresponding author), Cent Michigan Univ, Dept Psychol, 1101 S Franklin St, Mt Pleasant, MI 48859 USA.
EM hixso1md@cmich.edu
OI Fredrick, Stephanie/0000-0002-8314-1639
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NR 32
TC 0
Z9 1
U1 2
U2 28
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD JUL
PY 2021
VL 36
IS 4
BP 224
EP 234
DI 10.1037/spq0000439
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA TP3IC
UT WOS:000677486100003
PM 34292043
DA 2024-07-15
ER

PT J
AU Qu, Y
   Pomerantz, EM
   Wu, GH
AF Qu, Yang
   Pomerantz, Eva M.
   Wu, Guohong
TI Countering Youth's Negative Stereotypes of Teens Fosters Constructive
   Behavior
SO CHILD DEVELOPMENT
LA English
DT Article
ID EARLY ADOLESCENCE; UNITED-STATES; MEDIATION ANALYSIS; IMPLICIT THEORIES;
   RISK BEHAVIOR; HEALTH-RISK; STRESS; STORM; SCIENCE; AGGRESSION
AB Adolescence can be a time of unconstructive behavior for many youth. This research examined if an intervention countering youth's stereotypes of teens as irresponsible fosters their constructive behavior. In two experimental intervention studies (Ns = 124 and 319) with seventh graders, stereotypes of teens as irresponsible were described as inaccurate portrayals; youth then provided their own observations of teens acting responsibly. Youth in this counterstereotyping intervention (vs. the control) held higher intentions for academic engagement and performed better on an academic task (i.e., a word-search puzzle). Over the 3 days following the intervention, their academic engagement was higher. Youth's risk taking was also reduced. Redirecting youth to see teens as responsible has the potential to provide a foundation for flourishing.
C1 [Qu, Yang] Northwestern Univ, Evanston, IL 60208 USA.
   [Pomerantz, Eva M.] Univ Illinois, Champaign, IL USA.
   [Wu, Guohong] Fudan Univ, Shanghai, Peoples R China.
C3 Northwestern University; University of Illinois System; University of
   Illinois Urbana-Champaign; Fudan University
RP Qu, Y (corresponding author), Northwestern Univ, Sch Educ & Social Policy, Evanston, IL 60208 USA.; Qu, Y (corresponding author), Northwestern Univ, Inst Policy Res, Evanston, IL 60208 USA.
EM yangqu@northwestern.edu
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NR 79
TC 11
Z9 14
U1 1
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD JAN
PY 2020
VL 91
IS 1
BP 197
EP 213
DI 10.1111/cdev.13156
PG 17
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA JZ8QJ
UT WOS:000505370000025
PM 30307613
DA 2024-07-15
ER

PT J
AU Bruhn, A
   Wehby, J
   Hoffman, L
   Estrapala, S
   Rila, A
   Hancock, E
   Van Camp, A
   Sheaffer, A
   Copeland, B
AF Bruhn, Allison
   Wehby, Joseph
   Hoffman, Lesa
   Estrapala, Sara
   Rila, Ashley
   Hancock, Eleanor
   Van Camp, Alyssa
   Sheaffer, Amanda
   Copeland, Bailey
TI A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring
   App for Challenging Behavior
SO BEHAVIORAL DISORDERS
LA English
DT Article
DE challenging; behavior(s); behavioral; interventions; randomized trial;
   experimental design
ID PHYSICAL-ACTIVITY; STUDENT BEHAVIOR; INTERVENTION; TECHNOLOGY;
   IMPLEMENTATION; METAANALYSIS
AB The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student-teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students' behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.
C1 [Bruhn, Allison; Hoffman, Lesa; Rila, Ashley] Univ Iowa, N252 Lindquist Ctr, Iowa City, IA 52242 USA.
   [Wehby, Joseph; Hancock, Eleanor; Van Camp, Alyssa; Sheaffer, Amanda; Copeland, Bailey] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
   [Estrapala, Sara] Univ Missouri, Columbia, MO USA.
C3 University of Iowa; Vanderbilt University; University of Missouri
   System; University of Missouri Columbia
RP Bruhn, A (corresponding author), Univ Iowa, N252 Lindquist Ctr, Iowa City, IA 52242 USA.
EM allison-bruhn@uiowa.edu
RI Rila, Ashley/KRP-6632-2024
OI Estrapala, Sara/0000-0003-4464-5428; Hancock,
   Eleanor/0000-0002-0379-9757
FU Institute of Education Sciences
   [510-14-2540-00000-13607400-6200-000-00000-20-0000]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   for this paper was provided by the Institute of Education Sciences
   (510-14-2540-00000-13607400-6200-000-00000-20-0000).
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NR 31
TC 1
Z9 1
U1 1
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0198-7429
EI 2163-5307
J9 BEHAV DISORDERS
JI Behav. Disord.
PD NOV
PY 2022
VL 48
IS 1
BP 29
EP 43
AR 01987429221093987
DI 10.1177/01987429221093987
EA MAY 2022
PG 15
WC Psychology, Clinical; Education, Special; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 5E7IN
UT WOS:000797839600001
DA 2024-07-15
ER

PT J
AU Carmona-Halty, MA
   Schaufeli, WB
   Salanova, M
AF Carmona-Halty, Marcos A.
   Schaufeli, Wilmar B.
   Salanova, Marisa
TI The Utrecht Work Engagement Scale for Students (UWES-9S): Factorial
   Validity, Reliability, and Measurement Invariance in a Chilean Sample of
   Undergraduate University Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE UWES; psychometric analyses; academic engagement; university students;
   invariance across gender
ID PSYCHOMETRIC PROPERTIES; BURNOUT; VERSION; PERFORMANCE; VALIDATION;
   GUIDELINES
AB This brief report examines the within-network construct validity of the UWES-9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES-9S showed satisfactory internal consistency. The results of multiple-group confirmatory factor analysis supported gender invariance. Overall, the UWES-9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students.
C1 [Carmona-Halty, Marcos A.] Univ Tarapaca, Escuela Psicol & Filosofia, Arica, Chile.
   [Schaufeli, Wilmar B.] Katholieke Univ Leuven, Res Unit Occupat & Org Psychol & Profess Learning, Leuven, Belgium.
   [Schaufeli, Wilmar B.] Univ Utrecht, Dept Social Hlth & Org Psychol, Utrecht, Netherlands.
   [Salanova, Marisa] Univ Jaume 1, WANT Res Team, Castellon De La Plana, Spain.
C3 Universidad de Tarapaca; KU Leuven; Utrecht University; Universitat
   Jaume I
RP Carmona-Halty, MA (corresponding author), Univ Tarapaca, Escuela Psicol & Filosofia, Arica, Chile.
EM marcos.carmona.halty@gmail.com
RI Salanova, Marisa/B-4354-2011; Schaufeli, Wilmar/B-9645-2013
OI Salanova, Marisa/0000-0001-7873-7078; Schaufeli,
   Wilmar/0000-0002-6070-7150; Carmona-Halty, Marcos/0000-0003-4475-1175
FU Ministerio de Economia y Competitividad [PSI2015-64933-R]; Universitat
   Jaume I [UJI-B2017-81]; Universidad de Tarapaca [UTA Mayor 3749/18]
FX This work was supported by Ministerio de Economia y Competitividad
   (Grant No. # PSI2015-64933-R), Universitat Jaume I (Grant No. #
   UJI-B2017-81), and Universidad de Tarapaca (Grant No. # UTA Mayor
   3749/18).
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NR 33
TC 77
Z9 87
U1 3
U2 36
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD APR 30
PY 2019
VL 10
AR 1017
DI 10.3389/fpsyg.2019.01017
PG 5
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA HW2BZ
UT WOS:000466489300001
PM 31114533
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Banerjee, M
   Houston-Dial, R
   Simmons, T
   Thompson, D
AF Banerjee, Meeta
   Houston-Dial, Ryan
   Simmons, Timothy
   Thompson, Daria
TI STRIVING TO SUCCEED: ETHNIC-RACIAL SOCIALIZATION AS AN ADAPTIVE
   MECHANISM FOR AFRICAN AMERICAN COLLEGE STUDENTS
SO RESEARCH IN HUMAN DEVELOPMENT
LA English
DT Article
DE Ethnic-racial socialization; racial discrimination; African Americans;
   academic engagement; academic self-concept; college students
ID ACADEMIC SELF-CONCEPT; PREDOMINANTLY WHITE; HISTORICALLY BLACK;
   DISCRIMINATION; ACHIEVEMENT; EXPERIENCES; PERCEPTIONS; INVOLVEMENT;
   PERFORMANCE; IMPACT
AB Attending predominantly White institutions have been associated with certain challenges of academic success for African American college students. Although there are challenges, studies indicate that ethnic-racial socialization (ERS) may be an adaptive mechanism for African Americans. The current study investigates how ERS mitigates the effects of racial discrimination on the academic outcomes of 282 African Americans. Memories of school-related discrimination were negatively associated with academic outcomes, however, ERS dimensions were related to better academic outcomes. Certain ERS dimensions mitigate the effects of peer-related discrimination on academic engagement. Implications for utilizing ERS in university settings to enhance academic achievement are discussed.
C1 [Banerjee, Meeta; Houston-Dial, Ryan; Simmons, Timothy; Thompson, Daria] Univ South Carolina, Columbia, SC 29208 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia
RP Banerjee, M (corresponding author), Univ South Carolina, Columbia, SC 29208 USA.
EM MEETA@mailbox.sc.edu
RI Banerjee, Meeta/ACV-3064-2022
OI Banerjee, Meeta/0000-0003-3526-8712
FU Michigan State University Graduate Research Enhancement Award
FX This work was supported by the Michigan State University Graduate
   Research Enhancement Award
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NR 51
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1542-7609
EI 1542-7617
J9 RES HUM DEV
JI Res. Hum. Dev.
PD OCT 2
PY 2023
VL 20
IS 3-4
BP 208
EP 225
DI 10.1080/15427609.2023.2261357
EA SEP 2023
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HJ9F4
UT WOS:001072193000001
DA 2024-07-15
ER

PT J
AU Strambler, MJ
   McKown, C
AF Strambler, Michael J.
   McKown, Clark
TI Promoting Student Engagement Through Evidence-Based Action Research With
   Teachers
SO JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION
LA English
DT Article
ID MENTAL-HEALTH; SCHOOL ENGAGEMENT; INSTRUCTION; ACHIEVEMENT; MODEL;
   COMMUNITIES; CLASSROOMS; ATTITUDES; CHILD; WORK
AB We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed.
C1 [Strambler, Michael J.] Yale Univ, Sch Med, Dept Psychiat, New Haven, CT 06511 USA.
   [McKown, Clark] Rush Univ, Med Ctr, Chicago, IL USA.
C3 Yale University; Rush University
RP Strambler, MJ (corresponding author), Yale Univ, Sch Med, Dept Psychiat, 333 Cedar St, New Haven, CT 06511 USA.
EM michael.strambler@yale.edu
OI Strambler, Michael J./0000-0002-5576-0408
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NR 48
TC 13
Z9 36
U1 4
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1047-4412
J9 J EDUC PSYCHOL CONS
JI J. Educ. Psychol. Consult.
PD APR 1
PY 2013
VL 23
IS 2
BP 87
EP 114
DI 10.1080/10474412.2013.757153
PG 28
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 142DR
UT WOS:000318777100001
DA 2024-07-15
ER

PT J
AU Kuntz, EM
   Carter, EW
AF Kuntz, Emily M.
   Carter, Erik W.
TI Effects of a Collaborative Planning and Consultation Framework to
   Increase Participation of Students with Severe Disabilities in General
   Education Classes
SO RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES
LA English
DT Article
DE collaborative planning; severe disabilities; inclusion; middle school
AB Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student's academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions.
C1 [Kuntz, Emily M.] Univ Oklahoma, Special Educ, Norman, OK 73019 USA.
   [Carter, Erik W.] Vanderbilt Univ, Special Educ, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 University of Oklahoma System; University of Oklahoma - Norman;
   Vanderbilt University
RP Kuntz, EM (corresponding author), Univ Oklahoma, Dept Educ Psychol, Norman, OK 73019 USA.
EM emily.kuntz@ou.edu
OI Kuntz, Emily/0000-0003-1379-7664
CR Agran M, 2020, RES PRACT PERS SEV D, V45, P4, DOI 10.1177/1540796919878134
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   Kuntz E.M., INCLUSION
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NR 26
TC 6
Z9 11
U1 1
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1540-7969
EI 2169-2408
J9 RES PRACT PERS SEV D
JI Res. Pract. Pers. Sev. Disabil.
PD MAR
PY 2021
VL 46
IS 1
BP 35
EP 52
DI 10.1177/1540796921992518
PG 18
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA QJ3DN
UT WOS:000619572500003
OA Bronze
DA 2024-07-15
ER

PT J
AU Mesurado, B
   Richaud, MC
   Mateo, NJ
AF Mesurado, Belen
   Cristina Richaud, Maria
   Jose Mateo, Nino
TI Engagement, Flow, Self-Efficacy, and Eustress of University Students: A
   Cross-National Comparison Between the Philippines and Argentina
SO JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE engagement; eustress; cross-cultural comparison; self-efficacy; flow
ID CULTURAL-DIFFERENCES; FIT INDEXES; BURNOUT; SATISFACTION; PERFORMANCE;
   MOTIVATION; BELIEFS; STRESS; MODEL; WORK
AB This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martinez, etal., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O'Sullivan, 2011), and Eustress Scale (O'Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress.
C1 [Mesurado, Belen; Cristina Richaud, Maria] Consejo Nacl Invest Cient & Tecn, Interdisciplinary Ctr Math & Expt Psychol Res CII, RA-1033 Buenos Aires, DF, Argentina.
   [Jose Mateo, Nino] De La Salle Univ, Manila 1004, Philippines.
C3 Consejo Nacional de Investigaciones Cientificas y Tecnicas (CONICET); De
   La Salle University
RP Mesurado, B (corresponding author), Tte Gral Peron 2158, RA-1040 Buenos Aires, DF, Argentina.
EM bmesurado@conicet.gov.ar
RI Mesurado, Belén/GSN-8496-2022; Mesurado, Belen/AAR-9128-2020; Richaud,
   María C/E-1193-2011
OI Mesurado, Belén/0000-0002-5907-5854; Mesurado,
   Belen/0000-0002-5907-5854; 
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NR 67
TC 69
Z9 87
U1 2
U2 95
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-3980
EI 1940-1019
J9 J PSYCHOL
JI J. Psychol.
PD APR 2
PY 2016
VL 150
IS 3
BP 281
EP 299
DI 10.1080/00223980.2015.1024595
PG 19
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DG6JG
UT WOS:000372189800001
PM 25915707
DA 2024-07-15
ER

PT J
AU Ludden, AB
AF Ludden, Alison Bryant
TI Engagement in School and Community Civic Activities Among Rural
   Adolescents
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Civic engagement; Rural adolescents; 4-H; Future Farmers of America;
   Extracurricular activities
ID SUBSTANCE USE; YOUTH; PARTICIPATION; PATTERNS; SERVICE; INVOLVEMENT;
   BEHAVIORS; FAMILY; COMMITMENTS; ATTITUDES
AB Involvement in civic and community activities is a core part of positive youth development. Adolescents involved in voluntary civic activities have greater academic engagement, enhanced well-being, less involvement in problem behaviors, and they are more likely to value connections to their community than those who are not involved. The current research examined involvement in school and community civic activities as well as religious youth groups among 8th and 9th graders (N = 679, 61.7% female, 85.9% White) from small, rural schools in the Midwest U.S. and linked involvement to religiosity, well-being, problem behavior, academic engagement, and perceptions of parents and peers. Half of the adolescents in the sample reported involvement in civic activities or, more commonly, in religious youth groups. Adolescents who participated in religious youth groups reported more extracurriculars, less problem behavior, higher grades and motivation, and more support from parents and friends than adolescents who did not. The most frequently reported school civic activities were student council and Future Farmers of America, and 4-H was the most popular community civic activity. Those who were involved in school- and community-based civic activities reported more religiosity, academic engagement, and positive perceptions of parents and peers than uninvolved youth. The results support and extend research on rural youth by documenting civic activities across contexts and examining how involvement is associated with positive youth development.
C1 Coll Holy Cross, Dept Psychol, Worcester, MA 01602 USA.
C3 College of the Holy Cross
RP Ludden, AB (corresponding author), Coll Holy Cross, Dept Psychol, 1 Coll St, Worcester, MA 01602 USA.
EM aludden@holycross.edu
OI Ludden, Alison/0000-0001-6592-398X
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NR 51
TC 38
Z9 78
U1 0
U2 19
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD SEP
PY 2011
VL 40
IS 9
BP 1254
EP 1270
DI 10.1007/s10964-010-9536-3
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 796BX
UT WOS:000293026300014
PM 20405186
DA 2024-07-15
ER

PT J
AU Martin, AJ
   Bottrell, D
   Armstrong, D
   Mansour, M
   Ungar, M
   Liebenberg, L
   Collie, RJ
AF Martin, Andrew J.
   Bottrell, Dorothy
   Armstrong, Derrick
   Mansour, Marianne
   Ungar, Michael
   Liebenberg, Linda
   Collie, Rebecca J.
TI The role of resilience in assisting the educational connectedness of
   at-risk youth: A study of service users and non-users
SO INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
ID ACADEMIC BUOYANCY; STUDENTS; ADOLESCENTS; VALIDATION; MOTIVATION;
   ENGAGEMENT; ADVERSITY; EVERYDAY; PATTERNS; SCHOOL
AB Many at-risk youth utilize support services, including educational, health, correctional, and community/family/youth services. This study investigated young service users and non-users, resilience, and 'educational connectedness' (academic engagement, academic achievement, academic difficulty). Structural equation modeling with 249 young people (M= 16.5 years) showed that service users were lower in educational connectedness, while resilience was positively associated with educational connectedness. There was also evidence that resilience played a moderating or buffering role for service users. Specifically, service users' negative educational outcomes were attenuated once resilience was entered into modeling and there were significant interactions between service use and resilience such that resilience explained more variance in the educational connectedness of service users than non-service users. (c) 2015 Elsevier Ltd. All rights reserved.
C1 [Martin, Andrew J.; Mansour, Marianne; Collie, Rebecca J.] Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia.
   [Bottrell, Dorothy] Victoria Univ, Coll Educ, Melbourne, Vic 8001, Australia.
   [Armstrong, Derrick] Univ S Pacific, Suva, Fiji.
   [Ungar, Michael; Liebenberg, Linda] Dalhousie Univ, Halifax, NS B3H 3J5, Canada.
C3 University of New South Wales Sydney; Victoria University; University of
   the South Pacific; Dalhousie University
RP Martin, AJ (corresponding author), Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
RI Armstrong, Derrick/AAR-7227-2020; Liebenberg, Linda/L-8346-2019; Ungar,
   Michael/O-8565-2018
OI Liebenberg, Linda/0000-0001-5309-6745; Martin,
   Andrew/0000-0001-5504-392X; Armstrong, Derrick/0000-0003-1671-9290;
   Ungar, Michael/0000-0003-0431-347X
FU Spencer Foundation
FX Thanks are extended to the Spencer Foundation (funding the research),
   participating schools and community centers, and Julian Wood for data
   collection.
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NR 59
TC 15
Z9 17
U1 2
U2 16
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0883-0355
EI 1873-538X
J9 INT J EDUC RES
JI Int. J. Educ. Res.
PY 2015
VL 74
BP 1
EP 12
DI 10.1016/j.ijer.2015.09.004
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DA5SQ
UT WOS:000367863200001
DA 2024-07-15
ER

PT J
AU Cao, F
   Zhang, LF
   Li, MT
   Xie, ZL
AF Cao, Fei
   Zhang, Li-fang
   Li, Mengting
   Xie, Zhengli
TI Subjective well-being among PhD students in mainland China: the roles of
   psychological capital and academic engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE subjective well-being; PhD students; psychological capital; academic
   engagement; mainland China
ID WORK ENGAGEMENT; UNIVERSITY-STUDENTS; POSITIVE EMOTIONS; HEALTH;
   OPTIMISM; UNDERGRADUATE; INTELLIGENCE; SATISFACTION; RESILIENCE;
   VALIDATION
AB The mental well-being of PhD students is a major concern in higher education. However, very few studies have investigated the influencing factors of PhD students' subjective well-being (SWB) - an important indicator of mental well-being. Even no study on the influencing factors of PhD students' SWB has been undertaken in mainland China. Based on job demands-resources theory, the present study pioneers the investigation of the relationship between PhD students' psychological capital (PsyCap; comprising self-efficacy, hope, resilience, and optimism) and SWB (comprising positive affect, negative affect, and life satisfaction) in mainland China. It further examined the mediating role of academic engagement (comprising vigor, dedication, and absorption) in this relationship. PhD students (n = 376) from two comprehensive universities in Jiangsu province responded to an online survey. The results showed that (1) self-efficacy was positively associated with life satisfaction, hope was positively associated with positive affect, optimism was significantly associated with all three dimensions of SWB, but resilience was not significantly associated with any of the three SWB dimensions; and (2) dedication mediated the relationship between hope and life satisfaction and that between optimism and negative affect and life satisfaction, but vigor and absorption did not mediate any of the PsyCap-SWB relationships. Limitations and practical implications of this study are discussed.
C1 [Cao, Fei; Zhang, Li-fang] Univ Hong Kong Special Adm Reg, Fac Educ, Hong Kong, Peoples R China.
   [Li, Mengting] Nanjing Normal Univ, Sch Educ Sci, Nanjing, Peoples R China.
   [Xie, Zhengli] Hong Kong Polytech Univ Special Adm Reg, Fac Humanities, Hong Kong, Peoples R China.
C3 Nanjing Normal University
RP Xie, ZL (corresponding author), Hong Kong Polytech Univ Special Adm Reg, Fac Humanities, Hong Kong, Peoples R China.
EM zhengli.xie@polyu.edu.hk
RI Xie, Zhengli/JMP-4536-2023
OI Cao, Fei/0000-0001-6486-528X
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NR 86
TC 0
Z9 0
U1 34
U2 34
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JAN 18
PY 2024
VL 15
AR 1354451
DI 10.3389/fpsyg.2024.1354451
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA GO5G0
UT WOS:001153617800001
PM 38304918
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Heyder, A
   Kessels, U
AF Heyder, Anke
   Kessels, Ursula
TI Do teachers equate male and masculine with lower academic engagement?
   How students' gender enactment triggers gender stereotypes at school
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Gender stereotypes; Masculinity; Gender differences in academic
   achievement; Teachers' expectations; Academic engagement
ID ROLE SELF-CONCEPT; QUANTITATIVE PERFORMANCE; SEX-DIFFERENCES; IDENTITY;
   ACHIEVEMENT; BOYS; EDUCATION; THREAT; EXPECTATIONS; INFORMATION
AB Girls presently outperform boys in overall academic success. Corresponding gender stereotypes portray male students as lazy and troublesome and female students as diligent and compliant. The present study investigated whether these stereotypes impact teachers' perceptions of students and whether students' visible enactment of their gender at school (behaving in a very masculine or feminine way) increases the impact of these stereotypes on teachers' perceptions of students. We hypothesized that teachers would ascribe more behavior that impedes learning and less behavior that fosters learning to male students who enact masculinity as compared with male students who show gender-neutral behavior and female students. Three pilot studies (N = 104; N = 82; N = 86) yielded pretested material for a randomized vignette study of N = 104 teachers. The teachers read one randomly assigned vignette describing a male (or female) student enacting his (or her) gender (or not) and rated how likely this student would be to display behaviors that impede or foster learning in a 2 (between: target students' gender) x 2 (between: gender enactment [yes/no]) x 2 (between: teachers' gender) x 2 (within: ascribed behavior) factorial design. As expected, male students enacting masculinity were rated as showing the lowest amount of academic engagement. Results are discussed with regard to the current debate on the causes of boys' lower academic success.
C1 [Heyder, Anke; Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, D-14195 Berlin, Germany.
C3 Free University of Berlin
RP Heyder, A (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM anke.heyder@fu-berlin.de
RI Heyder, Anke/U-2248-2019
OI Heyder, Anke/0000-0002-1578-4894
FU Deutsche Forschungsgemeinschaft (DFG) [KE 1412/2-1]
FX The current research was supported by a grant from the Deutsche
   Forschungsgemeinschaft (DFG) allocated to the second author (KE
   1412/2-1).
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NR 64
TC 41
Z9 47
U1 2
U2 62
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD SEP
PY 2015
VL 18
IS 3
BP 467
EP 485
DI 10.1007/s11218-015-9303-0
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CQ9EJ
UT WOS:000360914400003
DA 2024-07-15
ER

PT J
AU Sengupta, A
   Ray, AS
AF Sengupta, Abhijit
   Ray, Amit S.
TI University research and knowledge transfer: A dynamic view of
   ambidexterity in british universities
SO RESEARCH POLICY
LA English
DT Article
DE Knowledge transfer; Academic engagement; Commercialisation; HE-BCI data;
   University-industry links; Ambidexterity
ID TECHNOLOGY-TRANSFER OFFICES; ORGANIZATIONAL AMBIDEXTERITY; IVORY TOWER;
   US UNIVERSITIES; UK UNIVERSITIES; MEDIATING ROLE; INDUSTRY; PERFORMANCE;
   IMPACT; INNOVATION
AB This paper examines the dynamic interlinkages between the two pillars of ambidexterity in universities, research and knowledge transfer. We propose a theoretical model linking these two pillars at the organisational level. The model is tested using the longitudinal HE-BCI survey data juxtaposed against two consecutive rounds of research evaluation in the UK higher education sector. Results indicate that a university's past performance along the research pillar strengthens the knowledge transfer pillar over time, through both commercialisation and academic engagement channels. This positive impact is negatively moderated by the university's size and reputation, in the sense that in larger or more reputed universities, the marginal impact of research on knowledge transfer declines significantly. Additionally, we find that knowledge transfer reinforces the research pillar through positive mediation between past and future research, but only through academic engagement channels. The results also indicate that contract research routes provide the maximum benefit for most universities in enhancing their ambidexterity framework, both in the short and the long run. For the relatively more reputed universities, it is the collaboration route which provides the maximum benefit. Interestingly, no such reinforcement could be detected in the case of the research commercialisation channels. (C) 2017 Elsevier B.V. All rights reserved.
C1 [Sengupta, Abhijit] Univ Essex, Essex Business Sch, Southend On Sea SS1 1LW, England.
   [Ray, Amit S.] Jawaharlal Nehru Univ, Sch Int Studies, Ctr Int Trade & Dev, New Delhi 110067, India.
C3 University of Essex; Jawaharlal Nehru University, New Delhi
RP Sengupta, A (corresponding author), Univ Essex, Essex Business Sch, Southend On Sea SS1 1LW, England.
EM asengua@essex.ac.uk; asr0504@mail.jnu.ac.in
RI Sengupta, Abhijit/IVH-5074-2023
OI Sengupta, Abhijit/0000-0002-2450-0208
FU JNU-Essex Development Fund (JEDF); Jawaharlal Nehru University (JNU),
   India; ESRC
FX This project was funded by the JNU-Essex Development Fund (JEDF)
   administered by University of Essex, UK and Jawaharlal Nehru University
   (JNU), India. The authors would like to thank Dr. Janice Pittis and
   Ville Karhusaari from the Research and Enterprise Office at Essex for
   their constant support and access to the data. A special note of thanks
   to Dr Luis Figueroa, who as the Research Associate on this project at
   its initial stages, assisted in the data clean up. We are grateful to
   all participants of the ESRC sponsored Impact workshop held at
   University of Essex for very helpful comments and feedback. Finally, a
   note of sincere thanks to all anonymous referees whose detailed comments
   and suggestions helped us to improve the paper to a great extent.
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NR 94
TC 66
Z9 69
U1 13
U2 155
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0048-7333
EI 1873-7625
J9 RES POLICY
JI Res. Policy
PD JUN
PY 2017
VL 46
IS 5
BP 881
EP 897
DI 10.1016/j.respol.2017.03.008
PG 17
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FB1CU
UT WOS:000405882100001
OA Green Submitted, Green Accepted
DA 2024-07-15
ER

PT J
AU Marzocchi, C
   Kitagawa, F
   Rossi, F
   Uyarra, E
AF Marzocchi, Chiara
   Kitagawa, Fumi
   Rossi, Federica
   Uyarra, Elvira
TI Reconceptualising knowledge exchange and higher education institutions:
   broadening our understanding of motivations, channels, and stakeholders
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE University; academic engagement; university impact; third mission;
   knowledge exchange
ID 3RD STREAM ACTIVITIES; ACADEMIC ENTREPRENEURSHIP; UNIVERSITY;
   RESEARCHERS; STRATEGIES; MISSION; UK; COMMERCIALIZATION; INCENTIVES;
   ENGAGEMENT
AB This Special Issue represents an effort to go beyond a narrow notion of knowledge exchange (KE) and explicitly address broader questions related to the measurement of and incentives towards KE in Higher education institutions (HEI). Specifically, we bring attention to a number of under-researched topics in the literature. These relate to: (i) The participation of a diverse set of academic actors in KE activities - in particular, academics in emerging economies and women academics - whose role in KE is insufficiently investigated in the extant literature; (ii) academics' engagement with under-explored KE stakeholders, specifically policymakers and the public sector; and (iii) the tensions and tradeoffs that are implicit, but often unacknowledged, in the relationship between HEIs' traditional teaching and research activities, and KE as a third institutional mission.
C1 [Marzocchi, Chiara] Newcastle Univ, Newcastle Univ Business Sch, Newcastle Upon Tyne, Northd, England.
   [Kitagawa, Fumi] Univ Edinburgh, Business Sch, Edinburgh, Scotland.
   [Rossi, Federica] Birkbeck Univ London, Clore Management Ctr, London, England.
   [Uyarra, Elvira] Univ Manchester, Manchester Inst Innovat Res, Alliance Manchester Business Sch, Manchester, Lancs, England.
   [Marzocchi, Chiara] Newcastle Univ, Business Sch, 5 Barrack Rd, Newcastle Upon Tyne NE1 4SE, Northd, England.
C3 Newcastle University - UK; University of Edinburgh; University of
   London; Birkbeck University London; University of Manchester; Alliance
   Manchester Business School; Newcastle University - UK
RP Marzocchi, C (corresponding author), Newcastle Univ, Business Sch, 5 Barrack Rd, Newcastle Upon Tyne NE1 4SE, Northd, England.
EM Chiara.Marzocchi@newcastle.ac.uk
RI Marzocchi, Chiara/IAQ-3835-2023
OI Rossi, Federica/0000-0002-5869-4469; Kitagawa, Fumi/0000-0003-0013-372X;
   Marzocchi, Chiara/0000-0002-0283-5306
FU Grants-in-Aid for Scientific Research [20H01491] Funding Source: KAKEN
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NR 40
TC 4
Z9 4
U1 3
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD MAY 4
PY 2023
VL 48
IS 5
SI SI
BP 673
EP 682
DI 10.1080/03075079.2023.2184791
EA MAR 2023
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AS0G6
UT WOS:000962694300001
OA hybrid, Green Published, Green Accepted
DA 2024-07-15
ER

PT J
AU O'Sullivan, ES
   McCarthy, KM
   O'Neill, C
   Walton, J
   Bolger, L
   Bickerdike, A
AF O'Sullivan, Elaine Sheedy
   McCarthy, Karrie-Marie
   O'Neill, Cian
   Walton, Janette
   Bolger, Lisa
   Bickerdike, Andrea
TI The Impact of COVID-19 on the Health-Related Behaviours, Mental
   Well-Being, and Academic Engagement of a Cohort of Undergraduate
   Students in an Irish University Setting
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE COVID-19; university students; health-related behaviours; mental
   well-being; academic engagement
ID SLEEP QUALITY; ALCOHOL-USE; COLLEGE-STUDENTS; PHYSICAL-ACTIVITY;
   WEIGHT-LOSS; NUTRITION
AB Given the well-established impact of COVID-19 on university students' health and lifestyle parameters, the current study sought to investigate these impacts within an Irish university setting. A cross-sectional design was employed, with a 68-item questionnaire instrument disseminated to all Year 2 undergraduate students in the host institution (N = 2752), yielding a 9.7% response rate (n = 266). This questionnaire elicited students' self-reported changes to health-related behaviours, mental well-being and academic engagement across 4 defined time-points: (T0: prior to COVID-19, T1: initial onset of COVID-19, T2: during COVID-19, and T3: time of data collection). Many items were adapted from previous Irish research and additional validated scales included the Alcohol Use Disorders Identification Test (AUDIT-C) and the World Health Organisation's Well-being scale (WHO-5). Key findings revealed that at T1, substantially more males reported 'good/very good' general health than females (76.3% vs. 70.8%), while physical activity patterns followed a similar trend at both T0 (80% vs. 66.1%) and T1 (66.7% vs. 61%). A total of 78.4% of participants reported a body mass gain from T0 to T3, thus reflecting the reduced physical activity levels and compromised nutritional patterns across this period. Worryingly, AUDIT-C scale data revealed hazardous drinking habits were evident in both males and females, while fruit and vegetable intake, physical activity levels, and mental well-being among this cohort remained notably sub-optimal. Ratings of positive academic engagement also decreased substantially between T0 (90.3%) and T3 (30.4%). These findings substantiate the rationale for tailored health promotion interventions in university settings to support students' transition back to traditional programme delivery and, of equal importance, to improve general health and well-being post-COVID-19 within this cohort.
C1 [O'Sullivan, Elaine Sheedy; McCarthy, Karrie-Marie; O'Neill, Cian; Bolger, Lisa; Bickerdike, Andrea] Muster Technol Univ, Dept Sport Leisure & Childhood Studies, Bishopstown T12 P928, Cork, Ireland.
   [Walton, Janette] Muster Technol Univ, Dept Biol Sci, Bishopstown T12 P928, Cork, Ireland.
RP O'Sullivan, ES; McCarthy, KM (corresponding author), Muster Technol Univ, Dept Sport Leisure & Childhood Studies, Bishopstown T12 P928, Cork, Ireland.
EM e.sheedy-osullivan@mycit.ie; k.mccarthy1@mycit.ie
OI O Neill, Cian/0000-0002-8064-3756; Walton, Janette/0000-0003-4758-5328
FU ADVANCE CRT in conjunction with Science Foundation Ireland, [P20143
   (ADVANCE CRT 2020')]
FX This research was funded by ADVANCE CRT in conjunction with Science
   Foundation Ireland, funding number P20143 (ADVANCE CRT 2020').
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NR 51
TC 3
Z9 3
U1 1
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD DEC
PY 2022
VL 19
IS 23
AR 16096
DI 10.3390/ijerph192316096
PG 23
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 6X6NS
UT WOS:000896528900001
PM 36498169
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Singh, NN
   Lancioni, GE
   Nabors, L
   Myers, RE
   Felver, JC
   Manikam, R
AF Singh, Nirbhay N.
   Lancioni, Giulio E.
   Nabors, Laura
   Myers, Rachel E.
   Felver, Joshua C.
   Manikam, Ramasamy
TI Samatha Meditation Training for Students with Attention
   Deficit/Hyperactivity Disorder: Effects on Active Academic Engagement
   and Math Performance
SO MINDFULNESS
LA English
DT Article
DE Samatha meditation; Attention; Mindfulness; Active academic engagement;
   Math; Contemplative practices
ID DEFICIT HYPERACTIVITY DISORDER; MINDFULNESS-BASED INTERVENTIONS;
   SELF-REGULATION; ADHD; CHILDREN; IMPACT; ACHIEVEMENT; ADOLESCENTS;
   YOUTH; METAANALYSIS
AB Students with attention deficit/hyperactivity disorder (ADHD) have difficulty with academic work in school because they are inattentive and disruptive as a result of the core systems of their disorder. In addition to behavioral challenges frequently associated with ADHD, these students may also have deficits in working memory, planning and organization compound their problem and often lead to poor academic outcomes. Meditation has been shown to increase attention and executive functioning in a number of populations, including students with ADHD. Using an interrupted time series experimental design, 20 5th grade students with ADHD were taught Samatha meditation, and data were collected on active academic engagement in math instruction and percentage of math problems solved correctly pre- and post-training. When compared to the pre-intervention control condition, the Samatha meditation training resulted in statistically and academically significant increases in active student engagement in math instruction and percentage of math problems solved correctly. This study provides further proof of concept of the utility of Samatha meditation in enhancing academic performance in math in this population. These results suggest that Samatha meditation may enable students with ADHD to better focus their attention on academic instruction, to increase their awareness of their mind wandering during academic instruction, and to remember what they should be doing in the present moment.
C1 [Singh, Nirbhay N.] Augusta Univ, Med Coll Georgia, Dept Psychiat & Hlth Behav, Augusta, GA 30912 USA.
   [Lancioni, Giulio E.] Univ Bari, Dept Neurosci & Sense Organs, Bari, Italy.
   [Nabors, Laura] Univ Cincinnati, Coll Educ Criminal Justice & Human Serv, Cincinnati, OH USA.
   [Myers, Rachel E.] Kennesaw State Univ, WellStar Sch Nursing, Kennesaw, GA USA.
   [Felver, Joshua C.] Syracuse Univ, Dept Psychol, Syracuse, NY USA.
C3 University System of Georgia; Augusta University; Universita degli Studi
   di Bari Aldo Moro; University System of Ohio; University of Cincinnati;
   University System of Georgia; Kennesaw State University; Syracuse
   University
RP Singh, NN (corresponding author), Augusta Univ, Med Coll Georgia, Dept Psychiat & Hlth Behav, Augusta, GA 30912 USA.
EM nirbz52@gmail.com
OI Felver, Joshua/0000-0002-4847-1667; Singh, Nirbhay
   N./0000-0002-4418-4847
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NR 55
TC 2
Z9 4
U1 2
U2 50
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1868-8527
EI 1868-8535
J9 MINDFULNESS
JI Mindfulness
PD DEC
PY 2018
VL 9
IS 6
BP 1867
EP 1876
DI 10.1007/s12671-018-1014-0
PG 10
WC Psychology, Clinical; Psychiatry
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA HB6KE
UT WOS:000451176700018
DA 2024-07-15
ER

PT J
AU Haag, TM
   Velazquez, GC
   Wiggins, T
   Spin, P
   Johnson, SB
   Connor, KA
AF Haag, Tania M.
   Velazquez, Gabriela Calderon
   Wiggins, Tresa
   Spin, Paul
   Johnson, Sara B.
   Connor, Katherine A.
TI An Intervention to Promote Adherence to Glasses Wearing Among Urban
   Public Elementary School Students: Associations With Classroom Behavior
SO JOURNAL OF SCHOOL NURSING
LA English
DT Article
DE school-based clinics; coordinated school health program; elementary;
   program development; evaluation; health and wellness; evidence-based
   practice; school nurse
ID SPECTACLE COMPLIANCE; VISION; CHILDREN; GENERALIZABILITY; DEPENDABILITY;
   EYEGLASSES; PROGRAM
AB Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1-4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (-4.28%, 95% CI [-6.51, -2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results.
C1 [Haag, Tania M.; Johnson, Sara B.; Connor, Katherine A.] Johns Hopkins Univ, Div Gen Pediat, Sch Med, Baltimore, MD 21287 USA.
   [Velazquez, Gabriela Calderon; Wiggins, Tresa; Spin, Paul; Johnson, Sara B.; Connor, Katherine A.] Johns Hopkins Univ, Rales Ctr Integrat Hlth & Educ, Sch Med, Baltimore, MD 21287 USA.
C3 Johns Hopkins University; Johns Hopkins University
RP Connor, KA (corresponding author), Johns Hopkins Univ, Rales Hlth Ctr, Div Gen Pediat & Adolescent Med, Sch Med, 200 N Wolfe St,Room 2074, Baltimore, MD 21287 USA.
EM taniahaag@gmail.com; acalder8@jhu.edu; tschuma1@jhu.edu;
   pauljspin@gmail.com; sjohnson@jhu.edu; kconno14@jhmi.edu
OI Calderon Velazquez, Gabriela/0000-0001-8651-8254; JOHNSON,
   SARA/0000-0003-4532-1847
FU Norman and Ruth Rales Family Foundation; Johns Hopkins University School
   of Medicine Office
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was funded by the Norman and Ruth Rales Family Foundation and the Johns
   Hopkins University School of Medicine Office of the Dean.
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NR 29
TC 1
Z9 1
U1 0
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1059-8405
EI 1546-8364
J9 J SCH NURS
JI J. Sch. Nurs.
PD AUG
PY 2022
VL 38
IS 4
BP 387
EP 396
AR 1059840520963647
DI 10.1177/1059840520963647
EA OCT 2020
PG 10
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA 3A7JM
UT WOS:000578556600001
PM 33047653
DA 2024-07-15
ER

PT J
AU Rickert, NP
   Skinner, EA
AF Rickert, Nicolette P.
   Skinner, Ellen A.
TI Parent and teacher involvement and the development of students' academic
   engagement: A growth curve analysis over four time points
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE academic engagement; developmental trajectories; parent; teacher; warm
   involvement
ID SCHOOL ENGAGEMENT; MIDDLE SCHOOL; INTERPERSONAL RELATIONSHIPS;
   BEHAVIORAL ENGAGEMENT; SOCIAL SUPPORT; MOTIVATION; ACHIEVEMENT; PEER;
   ADOLESCENCE; PERSPECTIVE
AB Introduction This study sought to examine how warm involvement from parents and teachers contributes to the development of students' academic engagement, and whether the relative contributions of adults differ as students begin the transition to middle school. Methods Trivariate latent growth curve modeling was used to examine 1011 third-sixth graders' (95% White, 52.7% female) reports of parent and teacher involvement and engagement across fall and spring of 2 consecutive school years in the United States. Results Even though engagement showed different patterns of normative change across grades, parents' and teachers' initial levels and changes in involvement uniquely and positively predicted initial levels and changes in student engagement, respectively. However, initial levels of adult involvement made unique negative contributions to engagement trajectories for students in some grade segments, especially those whose engagement was changing most rapidly. Students with higher initial levels of adult involvement were more likely to experience losses in involvement the following school year, making them susceptible to declines in engagement, even though they remained higher in engagement than students with lower levels of adult involvement. Conclusions These findings suggest that to maintain or promote engagement over late elementary and early middle school, students need "continuity of caregiving," in which involvement from both adults is sustained or augmented over the time that engagement trajectories are unfolding.
C1 [Rickert, Nicolette P.] Georgia Southern Univ, Dept Psychol, Statesboro, GA 30460 USA.
   [Skinner, Ellen A.] Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 University System of Georgia; Georgia Southern University; Portland
   State University
RP Rickert, NP (corresponding author), Georgia Southern Univ, Dept Psychol, Statesboro, GA 30460 USA.
EM nrickert@georgiasouthern.edu
OI Rickert, Nicolette/0000-0001-6584-4413
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NR 72
TC 1
Z9 1
U1 3
U2 35
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD FEB
PY 2022
VL 94
IS 2
BP 224
EP 239
DI 10.1002/jad.12019
EA FEB 2022
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA ZK4SU
UT WOS:000754755200001
PM 35353420
DA 2024-07-15
ER

PT J
AU Larson, KE
   Bottiani, JH
   Pas, ET
   Kush, JM
   Bradshaw, CP
AF Larson, Kristine E.
   Bottiani, Jessika H.
   Pas, Elise T.
   Kush, Joseph M.
   Bradshaw, Catherine P.
TI A multilevel analysis of racial discipline disproportionality: A focus
   on student perceptions of academic engagement and disciplinary
   environment
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Racial discipline disproportionality; Academic engagement; Disciplinary
   environment; School climate; Positive behavior support; Multilevel
   modeling
ID POSITIVE BEHAVIORAL INTERVENTIONS; SCHOOL CLIMATE; EXCLUSIONARY
   DISCIPLINE; CLASSROOM-BEHAVIOR; AFRICAN-AMERICAN; SUSPENSION;
   DISPARITIES; SUPPORTS; OUTCOMES; IMPLEMENTATION
AB Excessive use of exclusionary school discipline with Black students is a persistent, systemic problem in U.S. schools with potential to affect students' perceptions of their school. For example, students may notice racial differences in out-of-school suspensions, which may relate to how academically engaged they feel and the extent to which they view the school's disciplinary environment as positive. The current study investigated school-level racial discipline disproportionality and observed classroom-level, positive behavior supports in relation to student perceptions of academic engagement and school disciplinary environment by fitting a series of three-level models, which included data on students (N = 17,115), classrooms (J = 310), and schools (K = 53). Two metrics of discipline disproportionality were used (i.e., the risk ratio and the risk difference) and moderation was examined through cross-level interactions. Results indicated that, regardless of race, students perceived the disciplinary environment as significantly less favorable in schools with greater racial discipline disproportionality when measured by the risk ratio, but not when measured by the risk difference. Using different disproportionality metrics in education research has important implications for policies and practices to identify and address the issue. How discipline disparities relate to the way that students perceive the disciplinary environment will likely inform intervention efforts for school psychologists.
C1 [Larson, Kristine E.] Notre Dame Maryland Univ, Baltimore, MD 21210 USA.
   [Bottiani, Jessika H.; Kush, Joseph M.; Bradshaw, Catherine P.] Univ Virginia, Curry Sch Educ & Human Dev, Charlottesville, VA 22903 USA.
   [Pas, Elise T.; Bradshaw, Catherine P.] Johns Hopkins Univ, Bloomberg Sch Publ Hlth, Baltimore, MD 21218 USA.
C3 University of Virginia; Johns Hopkins University; Johns Hopkins
   Bloomberg School of Public Health
RP Larson, KE (corresponding author), Notre Dame Maryland Univ, Baltimore, MD 21210 USA.
EM klarson2@ndm.edu
RI Kush, Joseph/GQB-0005-2022; Bottiani, Jessika/AEI-2801-2022
OI Kush, Joseph/0000-0003-0183-494X; Bottiani, Jessika/0000-0001-7810-1707;
   Larson, Kristine/0000-0003-4930-9810
FU Institute of Education Sciences, U.S. Department of Education
   [R305H150027]; National Institute of Justice [2014-CK-BX-0005]; William
   T. Grant Foundation; Maryland State Department of Education through the
   Maryland Safe and Supportive Schools Project; Sheppard Pratt Health
   System through the Maryland Safe and Supportive Schools Project
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R305H150027 (PI:
   C. Bradshaw) and the National Institute of Justice (2014-CK-BX-0005), to
   the University of Virginia. The opinions expressed are those of the
   authors and do not represent views of the Institute of Education
   Sciences, the U.S. Department of Education, or the National Institute of
   Justice. This work was also funded in part by a grant from the William
   T. Grant Foundation (PI: Jessika Bottiani). We would like to thank the
   Maryland State Department of Education and Sheppard Pratt Health System
   for their support of this research through the Maryland Safe and
   Supportive Schools Project.
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NR 102
TC 6
Z9 24
U1 1
U2 13
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD DEC
PY 2019
VL 77
BP 152
EP 167
DI 10.1016/j.jsp.2019.09.003
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA KA2QV
UT WOS:000505643300012
PM 31837724
DA 2024-07-15
ER

PT J
AU Albornoz, JM
   Contreras, MV
   Mujica, AD
   Bernardo, AB
AF Maluenda Albornoz, Jorge
   Varas Contreras, Marcela
   Diaz Mujica, Alejandro
   Bernardo, Ana B.
TI Psychometric Properties of the University Student Engagement Inventory
   in Chilean Engineering Students
SO REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO
   PSICOLOGICA
LA Spanish
DT Article
DE study engengement; university students; engineering education;
   realiability; validity
ID SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT; BURNOUT; SUPPORT; STATE
AB Academic Engagement is a variable of interest in higher education due to its contribution to learning and academic achievement, and its inverse relationship with regard to alienation and abandonment of studies. The objectives of the present work were a) to adapt the University Student Engagement Inventory for its use in Chilean engineering students and b) to evaluate the psychometric properties of the instrument in this population. The study included 774 engineering students belonging to 14 disciplinary areas. A linguistic and cultural adaptation of the instrument to the Chilean context was made. First and second order models were evaluated, as well as a bi-factor model, in addition to Criterion Validity. Evidence supporting a one-dimensional structure was observed in this instrument. From these results it is possible to conclude the utility of the instrument in the study population.
C1 [Maluenda Albornoz, Jorge] Univ Concepcion, Psicol, Victor Lamas 129, Concepcion, Chile.
   [Varas Contreras, Marcela] Univ Concepcion, Dept Ingn Civil Informat & Ciencias Comp, Victor Lamas 129, Concepcion, Chile.
   [Diaz Mujica, Alejandro] Univ Concepcion, Victor Lamas 129, Concepcion, Chile.
   [Bernardo, Ana B.] Univ Oviedo, Dept Psicol, Plaza Feijoo S-N, Oviedo, Spain.
C3 Universidad de Concepcion; Universidad de Concepcion; Universidad de
   Concepcion; University of Oviedo
RP Albornoz, JM (corresponding author), Univ Concepcion, Psicol, Victor Lamas 129, Concepcion, Chile.
EM jorgemaluenda@udec.cl; mvaras@udec.cl; adiazm@udec.cl;
   bernardoana@uniovi.es
RI Maluenda-Albornoz, Jorge/AAP-7997-2021; GUTIERREZ, ANA B.
   BERNARDO/R-2489-2018; Varas, Marcela/JAO-0035-2023; Varas,
   Marcela/AAO-9593-2021
OI Maluenda-Albornoz, Jorge/0000-0001-8148-4948; GUTIERREZ, ANA B.
   BERNARDO/0000-0001-5984-0985; 
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NR 43
TC 0
Z9 0
U1 2
U2 9
PU AIDEP
PI BUENOS AIRES
PA MARIO BRAVO 427 1 C, CAPITAL FEDERAL, BUENOS AIRES, C175ASM CPA,
   ARGENTINA
SN 2183-6051
J9 REV IBEROAM DIAGN EV
JI Rev. Iberoam. Diagn. Eval.-Aval. P.
PD OCT-DEC
PY 2020
VL 4
IS 57
BP 77
EP 90
DI 10.21865/RIDEP57.4.06
PG 14
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA OS7AQ
UT WOS:000590312800007
OA Green Submitted, Bronze
DA 2024-07-15
ER

PT J
AU Fan, WH
AF Fan, Weihua
TI Social influences, school motivation and gender differences: an
   application of the expectancy-value theory
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE school motivation; social influences; gender differences;
   expectancy-value theory
ID SELF-EFFICACY BELIEFS; ACHIEVEMENT-MOTIVATION; ACADEMIC MOTIVATION;
   SEX-DIFFERENCES; MIDDLE-SCHOOL; PEER PRESSURE; TASK-VALUE; STUDENTS;
   ENGAGEMENT; ASPIRATIONS
AB The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer friends' academic value to student task values; and (2) the relations of student values and educational expectation with student academic engagement. Despite the detected gender differences, similar findings across gender groups were also noted. In addition, results from the Multiple Indicator Multiple Cause analyses demonstrated the existence of latent factor mean non-invariance between boys and girls on multiple school motivational factors and social influences.
C1 Univ Houston, Dept Educ Psychol, Houston, TX 77004 USA.
C3 University of Houston System; University of Houston
RP Fan, WH (corresponding author), Univ Houston, Dept Educ Psychol, Houston, TX 77004 USA.
EM wfan@mail.coe.uh.edu
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NR 68
TC 67
Z9 101
U1 4
U2 81
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2011
VL 31
IS 2
BP 157
EP 175
DI 10.1080/01443410.2010.536525
PG 19
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 746RI
UT WOS:000289264000003
DA 2024-07-15
ER

PT J
AU Abda, Y
   Mehenaoui, Z
   Lafifi, Y
   Boudjehem, R
AF Abda, Youssouf
   Mehenaoui, Zohra
   Lafifi, Yacine
   Boudjehem, Rochdi
TI A new approach for assessing the quality of online courses
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article; Early Access
DE Courses quality; Online courses; Learning outcomes; Cognitive
   engagement; Affective engagement; Academic engagement
ID E-LEARNING SYSTEM; CRITICAL SUCCESS FACTORS; SERVICE QUALITY;
   SATISFACTION; INFORMATION; ACCEPTANCE; ENGAGEMENT; MODEL
AB In this paper, we present an approach for online course evaluation based on learners' behaviors during the learning process, where the course creator can monitor the quality status of their online courses based on learners' learning outcomes and then intervene to improve the success rate. For this purpose, a set of criteria has been developed. These criteria concern learners' cognitive, affective and academic engagement. The proposed approach was adopted by a system consisting of four parts: a learning management system, a LOG preprocessing manager, a quality assessment manager, and a visualization and intervention manager. A first test was carried out on a sample of 33 students from the Department of Economics at the University of Guelma(Algeria), where the results obtained were very encouraging and promising.
C1 [Abda, Youssouf; Mehenaoui, Zohra; Lafifi, Yacine; Boudjehem, Rochdi] Univ 8 Mai 1945, LabST Lab, Guelma, Algeria.
C3 Universite 8 Mai 1945 de Guelma
RP Lafifi, Y (corresponding author), Univ 8 Mai 1945, LabST Lab, Guelma, Algeria.
EM abda.youssouf@univ-guelma.dz; mehenaoui.zohra@univ-guelma.dz;
   lafifi.yacine@univ-guelma.dz; boudjehem.rochdi@univ-guelma.dz
RI BOUDJEHEM, ROCHDI/ABC-4157-2021
OI BOUDJEHEM, ROCHDI/0000-0002-9998-4833
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NR 67
TC 0
Z9 0
U1 1
U2 1
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD 2023 DEC 28
PY 2023
DI 10.1007/s10639-023-12247-w
EA DEC 2023
PG 28
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DK2H3
UT WOS:001131861200002
DA 2024-07-15
ER

PT J
AU Hu, SP
   Wolniak, GC
AF Hu, Shouping
   Wolniak, Gregory C.
TI Initial Evidence on the Influence of College Student Engagement on Early
   Career Earnings
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Student engagement; Economic returns; Labor market outcomes
ID HIGHER-EDUCATION; PERSISTENCE; SELECTIVITY; RETURNS; COSTS; MODEL
AB Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program, this study examined linkages between student engagement in college activities and early career earnings in the labor market. The results indicated that social engagement was positively related to early career earnings of college graduates while academic engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings. Implications for research and institutional policy are discussed.
C1 [Hu, Shouping] Florida State Univ, Coll Educ, Dept Educ Leadership & Policy Studies, Tallahassee, FL 32306 USA.
   [Wolniak, Gregory C.] Univ Chicago, NORC, Chicago, IL 60603 USA.
C3 State University System of Florida; Florida State University; University
   of Chicago
RP Hu, SP (corresponding author), Florida State Univ, Coll Educ, Dept Educ Leadership & Policy Studies, 1210H Stone Bldg, Tallahassee, FL 32306 USA.
EM shu@fsu.edu; wolniak-gregory@norc.org
OI Wolniak, Gregory/0000-0003-0023-7289; Hu, Shouping/0000-0003-1766-6629
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NR 45
TC 21
Z9 61
U1 1
U2 26
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0361-0365
J9 RES HIGH EDUC
JI Res. High. Educ.
PD DEC
PY 2010
VL 51
IS 8
BP 750
EP 766
DI 10.1007/s11162-010-9176-1
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 671KO
UT WOS:000283503900003
DA 2024-07-15
ER

PT J
AU Leath, S
   Mathews, C
   Harrison, A
   Chavous, T
AF Leath, Seanna
   Mathews, Channing
   Harrison, Asya
   Chavous, Tabbye
TI Racial Identity, Racial Discrimination, and Classroom Engagement
   Outcomes Among Black Girls and Boys in Predominantly Black and
   Predominantly White School Districts
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE African American adolescents; gender; racial discrimination; racial
   identity; school racial context
ID AFRICAN-AMERICAN ADOLESCENTS; ACADEMIC-ACHIEVEMENT; MULTIDIMENSIONAL
   INVENTORY; STUDENTS; RACE; PERCEPTIONS; INVOLVEMENT; EXPERIENCES;
   GENDER; MALES
AB This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class (n = 1,100) and one predominantly White, middle class (n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.
C1 [Leath, Seanna; Mathews, Channing; Harrison, Asya] Univ Michigan, Combined Program Educ & Psychol, 610 East Univ Ave, Ann Arbor, MI 48109 USA.
   [Chavous, Tabbye] Univ Michigan, Educ & Psychol, Ann Arbor, MI 48109 USA.
   [Chavous, Tabbye] Univ Michigan, Natl Ctr Inst Divers, Ann Arbor, MI 48109 USA.
   [Chavous, Tabbye] Univ Michigan, Ctr Study Black Youth Context, Ann Arbor, MI 48109 USA.
C3 University of Michigan System; University of Michigan; University of
   Michigan System; University of Michigan; University of Michigan System;
   University of Michigan; University of Michigan System; University of
   Michigan
RP Leath, S (corresponding author), Univ Michigan, Combined Program Educ & Psychol, 610 East Univ Ave, Ann Arbor, MI 48109 USA.
EM scadel@umich.edu
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NR 89
TC 71
Z9 152
U1 0
U2 28
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
EI 1935-1011
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD AUG
PY 2019
VL 56
IS 4
BP 1318
EP 1352
AR 0002831218816955
DI 10.3102/0002831218816955
EA JAN 2019
PG 35
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IK3YD
UT WOS:000454992900001
OA Bronze
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Valdez, JP
   Cabrera, IK
   Salanga, MG
AF Datu, Jesus Alfonso D.
   Valdez, Jana Patricia
   Cabrera, Ian Kenneth
   Salanga, Maria Guadalupe
TI Subjective Happiness Optimizes Educational Outcomes: Evidence from
   Filipino High School Students
SO SPANISH JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE academic engagement; flourishing; subjective happiness; school
   resilience
ID PSYCHOMETRIC EVALUATION; POSITIVE PSYCHOLOGY; FACTORIAL STRUCTURE;
   GENDER-DIFFERENCES; SEX-DIFFERENCES; EMOTIONS; SCALE
AB Subjective happiness has been found to be associated with key psychological outcomes. However, there is paucity of research that assessed how subjective happiness is related to a number of positive student outcomes in the educational setting. The objective of the study was to assess the associations of subjective happiness with academic engagement, flourishing, and school resilience among 606 Filipino high school students (m(age) = 13.87; n(boys) = 300, n(girls) = 305, n(missing) = 1) in the Philippine context. Results of path analysis demonstrated that subjective happiness positively predicted behavioral engagement (beta = .08, p < .01), emotional engagement (beta = .08, p < .01), flourishing (beta = .17, p < .01), and school resilience (beta = .18, p < .01) even after controlling for gender. The theoretical and practical implications of the findings are discussed.
C1 [Datu, Jesus Alfonso D.; Valdez, Jana Patricia] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
   [Cabrera, Ian Kenneth] Ctr Escolar Univ, Manila, Philippines.
   [Salanga, Maria Guadalupe] De la Salle Univ, Manila, Philippines.
C3 University of Hong Kong; Centro Escolar University; De La Salle
   University
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Hong Kong, Hong Kong, Peoples R China.
EM jaddatu@gmail.com
RI Valdez, Jana Patricia Millonado/HRC-9854-2023
OI Valdez, Jana Patricia Millonado/0000-0002-1237-2237; Datu, Jesus
   Alfonso/0000-0002-8790-1113
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NR 28
TC 8
Z9 8
U1 2
U2 20
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1138-7416
EI 1988-2904
J9 SPAN J PSYCHOL
JI Span. J. Psychol.
PD OCT 30
PY 2017
VL 20
AR e60
DI 10.1017/sjp.2017.55
PG 5
WC Psychology; Psychology, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology
GA FL1II
UT WOS:000413967500001
PM 29081327
DA 2024-07-15
ER

PT J
AU Wu, YJ
   Kang, X
AF Wu, Yajun
   Kang, Xia
TI Construct Validation and Prediction of the School Psychological Capital
   in Two Chinese Cultural Contexts
SO SAGE OPEN
LA English
DT Article
DE school psychological capital; cross-cultural comparison; academic
   engagement; achievement emotions; academic achievement
ID OF-FIT INDEXES; ACHIEVEMENT EMOTIONS; ACADEMIC-PERFORMANCE; DOMAIN
   RELATIONS; BETWEEN-DOMAIN; SELF-EFFICACY; ENGAGEMENT; STUDENTS;
   MATHEMATICS; MOTIVATION
AB Psychological Capital (PsyCap) has received much attention in industrial-organizational research because it is linked to a broad spectrum of adaptive work-related outcomes. However, few studies have been conducted on PsyCap in non-Western school contexts, especially in the ethnic minority areas of Mainland China. The present study aims to validate the school PsyCap scale, examine the latent mean differences of school PsyCap across Dai and Han groups, and verify the correlation between school PsyCap and academic engagement, achievement emotions, and academic achievement in a sample of 769 Chinese school children (Han students = 249, Dai students = 520) in the seventh and eighth grades. Results demonstrated that the Chinese version of the school PsyCap scale had excellent psychometric properties. Besides, there were no significant differences in the mean level of school PsyCap between the two cultural groups of Chinese Dai and Han. However, the multi-group second-order CFA model showed that the mean level of Dai students' resilience was lower than that of Chinese Han. The findings also showed that school PsyCap has positive predictive effects on optimal academic outcomes (i.e., academic engagement, enjoyment, and academic achievement) but negatively affect boredom. This study enriches the understanding of school PsyCap from a cross-cultural perspective. Both theoretical and practical implications are discussed.
C1 [Wu, Yajun] Foshan Univ, Foshan, Peoples R China.
   [Kang, Xia] Guangzhou Univ, Guangzhou, Peoples R China.
   [Kang, Xia] Univ Hong Kong, Hong Kong, Peoples R China.
   [Wu, Yajun] Foshan Univ, Foshan 528225, Guangdong, Peoples R China.
C3 Foshan University; Guangzhou University; University of Hong Kong; Foshan
   University
RP Wu, YJ (corresponding author), Foshan Univ, Foshan 528225, Guangdong, Peoples R China.
EM wuyajun1225@163.com
OI Wu, Yajun/0000-0002-3174-7575
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NR 82
TC 0
Z9 0
U1 1
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2158-2440
J9 SAGE OPEN
JI SAGE Open
PD JUL
PY 2023
VL 13
IS 3
AR 21582440231190339
DI 10.1177/21582440231190339
PG 16
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA N6WI4
UT WOS:001038387200001
OA gold
DA 2024-07-15
ER

PT J
AU Gao, FY
   Izadpanah, S
AF Gao, Fengyan
   Izadpanah, Siros
TI The relationship between computer games and computer self-efficacy with
   academic engagement: the mediating role of students' creativity
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Academic achievement; Computer Games; Computer self-efficacy; Creativity
AB Recent developments in EFL) English Foreign Language) have intensified the need for computer games (CGs). However, far too little attention has been paid to this issue. The sample was selected using the two-stage cluster sampling method in this descriptive and correlational study. In the first stage, two institutes for males were randomly selected from 10 institutes (20 institutes for females and 10 institutes for males) from Zanjan city, and 453(lower and upper-intermediate based On Oxford Placement Test) were scrutinized. Of this sample, 25 people did not want to answer, 26 questionnaires were incomplete, and 402 correct questionnaires were examined. Data was collected by using these questionnaires: Computer Game Questionnaire by Sharifi et al.; Academic Engagement questionnaire by Ramazan Ali Zarandag; Creativity by Torrance and was standardized by Seif Hashemi, and Computer Self-Efficacy Questionnaire - A researcher-made questionnaire was used for this variable and it was standardized. The results showed a significant relationship between CG's experience, computer self-efficacy (CSE), creativity, and academic engagement (AE). This study implies that CGs, CSE, and creativity play an important role in AE. According to the results of the study, it is suggested that CGs-creativity- and network-related classes and courses be held in educational institutions to increase their skills in the field of computers and the Internet. Likewise, CGs and CSE should be addressed more systematically in educational institutions.
C1 [Gao, Fengyan] Shandong Univ, Sch Marxism, Jinan 250100, Shandong, Peoples R China.
   [Izadpanah, Siros] Islamic Azad Univ, Dept English Language Teaching, Zanjan Branch, Zanjan, Iran.
C3 Shandong University; Islamic Azad University
RP Izadpanah, S (corresponding author), Islamic Azad Univ, Dept English Language Teaching, Zanjan Branch, Zanjan, Iran.
EM nk1xju8@163.com; cyrosIzadpanah@yahoo.com
OI Izadpanah, Siros/0000-0002-2061-8110
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NR 45
TC 3
Z9 3
U1 9
U2 22
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD NOV
PY 2023
VL 28
IS 11
BP 14229
EP 14248
DI 10.1007/s10639-023-11757-x
EA APR 2023
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Y4NI3
UT WOS:000962044800001
DA 2024-07-15
ER

PT J
AU Brock, ME
   Huber, HB
AF Brock, Matthew E.
   Huber, Heartley B.
TI Are Peer Support Arrangements an Evidence-Based Practice? A Systematic
   Review
SO JOURNAL OF SPECIAL EDUCATION
LA English
DT Article
DE peer support arrangements; evidence-based practice; severe disabilities;
   peer-mediated intervention; social interactions
ID DISABILITIES; STUDENTS; CLASSROOMS; AUTISM; PARAPROFESSIONALS;
   EDUCATION; EFFICACY
AB Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state's alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promisingincluding increased academic engagement for peers who provide support. We provide recommendations for teachers.
C1 [Brock, Matthew E.] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA.
   [Huber, Heartley B.] Coll William & Mary, Williamsburg, VA USA.
C3 University System of Ohio; Ohio State University; William & Mary
RP Brock, ME (corresponding author), Ohio State Univ, Dept Educ Studies, Crane Ctr Early Childhood Res & Policy, 334 PAES Bldg,305 West 17th Ave, Columbus, OH 43210 USA.
EM brock.184@osu.edu
CR [Anonymous], 2014, EVIDENCE BASED PRACT
   [Anonymous], IC3
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NR 25
TC 44
Z9 58
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-4669
EI 1538-4764
J9 J SPEC EDUC
JI J. Spec. Educ.
PD NOV
PY 2017
VL 51
IS 3
BP 150
EP 163
DI 10.1177/0022466917708184
PG 14
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FK4VS
UT WOS:000413495500003
DA 2024-07-15
ER

PT J
AU Cushing, LS
   Kennedy, CH
AF Cushing, LS
   Kennedy, CH
TI Academic effects of providing peer support in general education
   classrooms on students without disabilities
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE peer supports; peer-mediated instruction; general education
   participation; inclusive education; students with severe disabilities;
   academic engagement
ID COOPERATIVE LEARNING GROUPS; HIGH-SCHOOL-STUDENTS; ACHIEVEMENT
AB We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities.
C1 UNIV HAWAII,HONOLULU,HI 96822.
C3 University of Hawaii System
RI Kennedy, Craig/AGH-5651-2022
OI Cushing, Lisa/0000-0001-6789-3083
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NR 30
TC 59
Z9 99
U1 2
U2 25
PU JOURNAL APPL BEHAV ANAL
PI LAWRENCE
PA DEPT HUMAN DEVELOPMENT, UNIV KANSAS, LAWRENCE, KS 66045
SN 0021-8855
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD SPR
PY 1997
VL 30
IS 1
BP 139
EP 151
DI 10.1901/jaba.1997.30-139
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA WR343
UT WOS:A1997WR34300010
PM 9103989
OA Green Published
DA 2024-07-15
ER

PT J
AU MARTENS, BK
   LOCHNER, DG
   KELLY, SQ
AF MARTENS, BK
   LOCHNER, DG
   KELLY, SQ
TI THE EFFECTS OF VARIABLE-INTERVAL REINFORCEMENT ON ACADEMIC ENGAGEMENT -
   A DEMONSTRATION OF MATCHING THEORY
SO JOURNAL OF APPLIED BEHAVIOR ANALYSIS
LA English
DT Article
DE MATCHING THEORY; ACADEMIC BEHAVIOR; VARIABLE-INTERVAL REINFORCEMENT
ID BEHAVIOR-THERAPY; LAW; SCHEDULES; DESIGN
AB The single-alternative form of the matching law has enjoyed extensive support in laboratory research with both animals and humans.  However, few data exist concerning its validity as a description of behavior in applied settings.  In Experiment 1, 2 fourth-grade students were exposed to variable-interval schedules of social reinforcement contingent on academic engagement.  The data for each subject were then plotted via Hernstein's equation.  The results showed Herrnstein's equation to account for 99.1% and 87.6% of the variance in student engagement, respectively.  In Experiment 2, control over student engagement by two of the reinforcement schedules was examined further within an alternating treatments design with similar results.  The implications of these findings for linking experimental and applied behavior analysis are discussed.
RP MARTENS, BK (corresponding author), SYRACUSE UNIV,DEPT PSYCHOL,430 HUNTINGTON HALL,SYRACUSE,NY 13244, USA.
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NR 29
TC 58
Z9 87
U1 0
U2 4
PU JOURNAL APPL BEHAV ANAL
PI LAWRENCE
PA DEPT HUMAN DEVELOPMENT, UNIV KANSAS, LAWRENCE, KS 66045
SN 0021-8855
J9 J APPL BEHAV ANAL
JI J. Appl. Behav. Anal.
PD SPR
PY 1992
VL 25
IS 1
BP 143
EP 151
DI 10.1901/jaba.1992.25-143
PG 9
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA HK450
UT WOS:A1992HK45000021
PM 1582963
OA Green Published
DA 2024-07-15
ER

PT J
AU Touloupis, T
   Campbell, M
AF Touloupis, Thanos
   Campbell, Marilyn
TI The role of academic context-related factors and problematic social
   media use in academic procrastination: A cross-sectional study of
   students in elementary, secondary, and tertiary education
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Academic procrastination; Academic context-related factors; Problematic
   social media use; Elementary school students; Secondary school students;
   University students
ID SCHOOL CONNECTEDNESS; GENDER-DIFFERENCES; CLASSROOM CLIMATE; ENGAGEMENT;
   ADOLESCENTS; UNIVERSITY; ACHIEVEMENT; PERCEPTIONS; ENVIRONMENT;
   MOTIVATION
AB The present study investigated students' academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary (N = 532), secondary (N = 561) and tertiary education (N = 519) from randomly selected Greek schools and university departments completed a self-report questionnaire, which included scales on academic procrastination, academic engagement, academic connectedness, and PSMU. The results showed that elementary and secondary school students procrastinate more than university students, who perceive procrastination as a problem and desire to reduce it to a greater extent. No gender differences were found regarding students' procrastination. Furthermore, the path analyses revealed similarities and differences in the explanatory models of procrastination for the three student-groups. Generally, academic engagement and connectedness negatively predicted academic procrastination, while PSMU negatively mediated this relationship. Nevertheless, among the three path models, different dimensions of the predictive variables involved contributed to procrastination in elementary, secondary, and tertiary education. The findings imply that in each level of education specific academic context-related psychological states could be enhanced along with the promotion of safe social media use to effectively prevent students' academic procrastination.
C1 [Touloupis, Thanos] Univ Nicosia, Dept Educ, Nicosia, Cyprus.
   [Campbell, Marilyn] Queensland Univ Technol, Fac Creat Ind Educ & Social Justice, Brisbane, Qld, Australia.
C3 University of Nicosia; Queensland University of Technology (QUT)
RP Touloupis, T (corresponding author), Univ Nicosia, Dept Educ, Nicosia, Cyprus.
EM touloupis.t@unic.ac.cy
OI TOULOUPIS, THANOS/0000-0003-2951-6919
FU Cyprus Libraries Consortium (CLC)
FX Open access funding provided by the Cyprus Libraries Consortium (CLC).
   This research did not receive any specific grant from funding agencies
   in the public, commercial, or not-for-profit sectors.
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NR 121
TC 0
Z9 0
U1 14
U2 31
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
EI 1573-1928
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD FEB
PY 2024
VL 27
IS 1
BP 175
EP 214
DI 10.1007/s11218-023-09817-8
EA AUG 2023
PG 40
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GE3W2
UT WOS:001048069700001
OA hybrid
DA 2024-07-15
ER

PT J
AU Ma, QQ
AF Ma, Qiangqiang
TI The Role of Teacher Autonomy Support on Students' Academic Engagement
   and Resilience
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic engagement; students' resilience; teacher autonomy support;
   enthusiasm; educational achievement
ID SELF-DETERMINATION THEORY; SOCIAL SUPPORT; HIGH-SCHOOL; MOTIVATION;
   CLASSROOM; DETERMINANTS; ACHIEVEMENT; CHOICE; GOALS; MODEL
AB Learners have internal motivational resources that, when maintained, can enhance engagement, enthusiasm, resilience, and success. Learner engagement in educational tasks is a remarkable issue supporting the overall success of learners in higher education. Furthermore, building resilience in learners necessarily requires teachers' efforts. Therefore, teacher support for autonomy is critical for augmenting appropriate outcomes, and it is deemed as a strong predictor of learners' particular resources along with their motivational styles and educational achievement. As there is a dearth of studies that have considered teacher autonomy support and its noteworthy influence on learners' resilience and engagement, the current review endeavors to concentrate on this motivational style in higher education. Successively, several implications are offered to illuminate the issue for teachers, students, teacher trainers, and educational administrators.
C1 [Ma, Qiangqiang] Jilin Univ Finance & Econ, Sch Marxism, Changchun, Peoples R China.
C3 Jilin University of Finance & Economics
RP Ma, QQ (corresponding author), Jilin Univ Finance & Econ, Sch Marxism, Changchun, Peoples R China.
EM jlufemqq@163.com
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NR 90
TC 5
Z9 7
U1 16
U2 92
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD NOV 5
PY 2021
VL 12
AR 778581
DI 10.3389/fpsyg.2021.778581
PG 7
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0G6JI
UT WOS:000778148700001
PM 34803858
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Grégoire, S
   Lachance, L
   Bouffard, T
   Hontoy, LM
   De Mondehare, L
AF Gregoire, Simon
   Lachance, Lise
   Bouffard, Therese
   Hontoy, Lysa-Marie
   De Mondehare, Laurence
TI The effectiveness of the approach of acceptance and commitment with
   regard to the psychological health and academic engagement of university
   students
SO CANADIAN JOURNAL OF BEHAVIOURAL SCIENCE-REVUE CANADIENNE DES SCIENCES DU
   COMPORTEMENT
LA French
DT Article
DE acceptation and commitment approach; psychological flexibility;
   psychological health; academic engagement; potsecondary students
ID MINDFULNESS QUESTIONNAIRE; PSYCHOMETRIC PROPERTIES; COLLEGE-STUDENTS;
   MENTAL-HEALTH; THERAPY; DEPRESSION; VALIDATION; EFFICACY; PROGRAM
AB Many university students experience psychological health issues that undermine their academic success. In this quasi-experimental study, 90 (N = 90) students from 3 universities in Quebec (Canada) participated in a group intervention based on Acceptance and Commitment Therapy (ACT). A pretest-posttest switchingreplication design including 3 measuring times was used to evaluate the impact of the intervention on 1) psychological flexibility, 2) psychological health (stress, psychological wellbeing, anxiety and depression) and 3) academic commitment. Repeated measures ANCOVA demonstrate a positive effect of the intervention on students' psychological flexibility, their psychological health and their academic commitment. Results also show that gains related to psychological health and academic commitment are correlated with gains in terms of psychological flexibility.
C1 [Gregoire, Simon; Lachance, Lise; Bouffard, Therese; De Mondehare, Laurence] Univ Quebec, Dept Educ & Pedag, CP 8888,Succ Ctr Ville, Montreal, PQ H3C 3P8, Canada.
   [Hontoy, Lysa-Marie] Univ Montreal, Dept Psychol, Montreal, PQ H3C 3J7, Canada.
C3 University of Quebec; University of Quebec Montreal; Universite de
   Montreal
RP Grégoire, S (corresponding author), Univ Quebec, Dept Educ & Pedag, CP 8888,Succ Ctr Ville, Montreal, PQ H3C 3P8, Canada.
EM gregoire.simon@uqam.ca
RI Lachance, Lise/AAU-5427-2021
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NR 44
TC 8
Z9 8
U1 1
U2 45
PU CANADIAN PSYCHOLOGICAL  ASSOC
PI OTTAWA
PA 141 LAURIER AVE WEST, STE 702, OTTAWA, ONTARIO K1P 5J3, CANADA
SN 0008-400X
EI 1879-2669
J9 CAN J BEHAV SCI
JI Can. J. Behav. Sci.-Rev. Can. Sci. Comport.
PD JUL
PY 2016
VL 48
IS 3
BP 222
EP 231
DI 10.1037/cbs0000040
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DX9NH
UT WOS:000384721900006
DA 2024-07-15
ER

PT J
AU Rock, ML
AF Rock, ML
TI Use of strategic self-monitoring to enhance academic engagement,
   productivity, and accuracy of students with and without exceptionalities
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
ID ON-TASK BEHAVIOR; LEARNING-DISABILITIES; CHILDREN; ATTENTION;
   ACHIEVEMENT; PERFORMANCE; INSTRUCTION
AB This study investigated the effects of a strategic self-monitoring intervention (i.e., ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities. Seven boys and two girls of elementary age who received their educational services in two different inclusive classrooms participated in this investigation. The students were taught to use the ACT-REACT strategy during independent math/reading seatwork. ACT-REACT is a combined self-monitoring of attention and self-monitoring of performance intervention designed to help chronically disengaged students take control of their learning. A multiple-baseline-across-subjects design with an embedded reversal indicates that ACT-REACT was an effective strategy for fostering self-management and enhancing the academic performance of students with differing needs in inclusive classrooms.
C1 Univ Alabama, Coll Educ, Dept Interdisciplinary Teacher Educ, Tuscaloosa, AL 35487 USA.
C3 University of Alabama System; University of Alabama Tuscaloosa
RP Univ Alabama, Coll Educ, Dept Interdisciplinary Teacher Educ, 221 Graves Hall,Box 870232, Tuscaloosa, AL 35487 USA.
EM mrock@bamaed.ua.edu
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NR 49
TC 58
Z9 110
U1 1
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD WIN
PY 2005
VL 7
IS 1
BP 3
EP 17
DI 10.1177/10983007050070010201
PG 15
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA 883UL
UT WOS:000226041100002
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Simons, LG
   Steele, ME
AF Simons, Leslie Gordon
   Steele, Megan E.
TI The Negative Impact of Economic Hardship on Adolescent Academic
   Engagement: An Examination Parental Investment and Family Stress
   Processes
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Academic engagement; Adolescents; African Americans; Economic hardship;
   Parenting; Theory
ID AFRICAN-AMERICAN FAMILIES; SOCIOECONOMIC-STATUS; INTERACTIONIST MODEL;
   SCHOOL ENGAGEMENT; NEIGHBORHOOD; ADJUSTMENT; POVERTY; INCOME;
   DELINQUENCY; ACHIEVEMENT
AB Academic success is a strong predictor of adolescent adjustment and subsequent adult social, psychological, and economic well-being. Importantly, research has established a negative relationship between family economic hardship and children's educational outcomes. Despite being disproportionately represented among the most financially disadvantaged, African Americans remain an understudied group. The current study utilizes a longitudinal study design and prospective data from the Family and Community Health Study (n = 422, 52% girls, average age = 10.5 years at Wave 1), an African American sample, to investigate the impact of economic hardship on adolescent academic engagement by testing explanations offered by two commonly employed perspectives: the parental investment model and family stress model. While both models yielded significant results when tested separately, only the processes specified by the family stress model remained significant in a combined model, demonstrating that it is the superior explanation. By addressing many of the deficits of past research on the parental investment model and family stress model, the study was able to shed new light on the specific pathways by which economic disadvantage exerts an effect on youth outcomes. In doing so, the results question whether potentially middle-class, Eurocentric models (e.g., the parental investment model) are applicable when studying economically distressed African American youth.
C1 [Simons, Leslie Gordon; Steele, Megan E.] Univ Georgia, Dept Sociol, Athens, GA 30606 USA.
C3 University System of Georgia; University of Georgia
RP Simons, LG (corresponding author), Univ Georgia, Dept Sociol, Athens, GA 30606 USA.
EM lgsimons@uga.edu
OI Steele-Baser, Megan/0000-0002-9258-7368
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NR 58
TC 26
Z9 36
U1 0
U2 12
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD MAY
PY 2020
VL 49
IS 5
BP 973
EP 990
DI 10.1007/s10964-020-01210-4
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA LH1CJ
UT WOS:000528527000002
PM 32166653
DA 2024-07-15
ER

PT J
AU Torres, M
AF Torres, Mellie
TI An exploratory study of the academic engagement and beliefs of Latino
   male high school students
SO RACE ETHNICITY AND EDUCATION
LA English
DT Article
DE Latino males; single-sex schooling; academic engagement; educational
   beliefs
ID MEXICAN; GENDER; RACE; EXPERIENCES; NARRATIVES; EDUCATION; SUCCESS
AB This study provides insights to the school experiences of Latino male students through an exploration of how they describe their beliefs about education and how they engage in school for academic success. Data is drawn from interviews and surveys conducted with Latino males that participated in New York University's Black and Latino Male School Intervention Study (BLMSIS) between 2006 and 2011. The findings revealed a dynamic interplay among how the students do school' (behavioral engagement), their intellectual involvement (cognitive engagement), and their strong beliefs in the education for social mobility shaped schooling for them. This focus on the experiences of young Latino males seeks to assist researchers, policymakers, and practitioners alike design and implement programs and policies to promote their educational progress and success.
C1 [Torres, Mellie] NYU, Metropolitan Ctr Rsearch Equ & Transformat Sch, New York, NY 10019 USA.
C3 New York University
RP Torres, M (corresponding author), NYU, Metropolitan Ctr Rsearch Equ & Transformat Sch, New York, NY 10019 USA.
EM mt1332@nyu.edu
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NR 55
TC 5
Z9 13
U1 0
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1361-3324
EI 1470-109X
J9 RACE ETHNIC EDUC-UK
JI Race Ethn. Educ.
PD JUL
PY 2017
VL 20
IS 4
BP 546
EP 560
DI 10.1080/13613324.2015.1121221
PG 15
WC Education & Educational Research; Ethnic Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Ethnic Studies
GA ES6HV
UT WOS:000399648500008
DA 2024-07-15
ER

PT J
AU Horstmanshof, L
   Zimitat, C
AF Horstmanshof, Louise
   Zimitat, Craig
TI Future time orientation predicts academic engagement among first-year
   university students
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID PERSPECTIVE
AB Background. Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement.
   Aims. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement.
   Sample. Participants (N = 347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university.
   Methods. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class.
   Results. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement.
   Conclusions. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.
C1 Griffith Univ, Grifith Inst Higher Educ, Brisbane, Qld 4111, Australia.
C3 Griffith University
RP Zimitat, C (corresponding author), Univ Tasmania, Ctr Adv Learning & Teaching, Launceston, Tas 7250, Australia.
EM craig.zimitat@utas.edu.au
RI zhang, joseph/H-1070-2011; Zimitat, Craig/B-1759-2008; Horstmanshof,
   Louise/A-8664-2018
OI Zimitat, Craig/0000-0002-9073-095X; Horstmanshof,
   Louise/0000-0002-0749-1231
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NR 32
TC 153
Z9 242
U1 3
U2 76
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2007
VL 77
BP 703
EP 718
DI 10.1348/000709906X160778
PN 3
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 215BW
UT WOS:000249784300012
PM 17908382
DA 2024-07-15
ER

PT J
AU Kindermann, TA
AF Kindermann, Thomas A.
TI Effects of naturally existing peer groups on changes in academic
   engagement in a cohort of sixth graders
SO CHILD DEVELOPMENT
LA English
DT Article
ID SOCIAL NETWORK CENTRALITY; AFRICAN-AMERICAN; INDIVIDUAL DEVELOPMENT;
   CHILDRENS ENGAGEMENT; SCHOOL; ACHIEVEMENT; MOTIVATION; BEHAVIOR;
   FRIENDS; CONTEXT
AB This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
C1 Portland State Univ, Dept Psychol, Portland, OR 97207 USA.
C3 Portland State University
RP Kindermann, TA (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM kindermannt@pdx.edu
RI Kindermann, Thomas A/A-5307-2008
OI Kindermann, Thomas A/0000-0003-4546-9649
FU NICHD NIH HHS [1R15 HD37848-01, 1R15HD31687-01] Funding Source: Medline
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NR 74
TC 230
Z9 338
U1 3
U2 63
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
EI 1467-8624
J9 CHILD DEV
JI Child Dev.
PD JUL-AUG
PY 2007
VL 78
IS 4
BP 1186
EP 1203
DI 10.1111/j.1467-8624.2007.01060.x
PG 18
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 197AH
UT WOS:000248524600010
PM 17650133
DA 2024-07-15
ER

PT J
AU Schwartz, D
   Gorman, AH
   Nakamoto, J
   McKay, T
AF Schwartz, David
   Gorman, Andrea Hopmeyer
   Nakamoto, Jonathan
   McKay, Tara
TI Popularity, social acceptance, and aggression in adolescent peer groups:
   Links with academic performance and school attendance
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE popularity; aggression; social acceptance; academic achievement
ID MIDDLE SCHOOL; RELATIONAL AGGRESSION; PERCEIVED POPULARITY; SOCIOMETRIC
   STATUS; BEHAVIOR; ACHIEVEMENT; PERCEPTIONS; ADJUSTMENT; FRIENDS;
   SOCIALIZATION
AB This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity.
C1 Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA.
C3 University of Southern California
RP Schwartz, D (corresponding author), Univ So Calif, Dept Psychol, 501 Seely G Muud, Los Angeles, CA 90089 USA.
RI McKay, Tara/AAR-9222-2020
OI Nakamoto, Jonathan/0000-0002-9222-0849; McKay, Tara/0000-0001-5076-6483
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NR 78
TC 163
Z9 237
U1 3
U2 72
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD NOV
PY 2006
VL 42
IS 6
BP 1116
EP 1127
DI 10.1037/0012-1649.42.6.1116
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 102ZE
UT WOS:000241851600012
PM 17087546
DA 2024-07-15
ER

PT J
AU van de Grift, W
   Helms-Lorenz, M
   Maulana, R
AF van de Grift, Wim
   Helms-Lorenz, Michelle
   Maulana, Ridwan
TI Teaching skills of student teachers: Calibration of an evaluation
   instrument and its value in predicting student academic engagement
SO STUDIES IN EDUCATIONAL EVALUATION
LA English
DT Article
DE Teaching skills; Evaluation instrument; Rasch model; Student teachers;
   Secondary education
ID INSTRUCTION; MATHEMATICS; FEEDBACK; BEHAVIOR; OUTCOMES; ABILITY
AB Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [van de Grift, Wim; Helms-Lorenz, Michelle; Maulana, Ridwan] Univ Groningen, Dept Teacher Educ, NL-9712 TS Groningen, Netherlands.
C3 University of Groningen
RP Maulana, R (corresponding author), Univ Groningen, Dept Teacher Educ, Grote Kruisstr 2-1, NL-9712 TS Groningen, Netherlands.
EM r.maulana@rug.nl
RI Helms-Lorenz, Michelle/AAI-6377-2021
OI Helms-Lorenz, Michelle/0000-0001-9314-6962; van de Grift,
   Willem/0000-0001-9459-5292
FU Nederlandse organisatie voor Wetenschappelijk Onderzoek (NWO)
   [411-09-802]
FX Our special thanks go to Anna Verkade and Esther Canrinus for their
   significant commitment and dedication to contributing in the national
   project. This work was supported by the Nederlandse organisatie voor
   Wetenschappelijk Onderzoek (NWO, project number 411-09-802). NWO funds
   scientific research at Dutch universities and institutes.
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NR 85
TC 68
Z9 72
U1 3
U2 43
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0191-491X
J9 STUD EDUC EVAL
JI Stud. Educ. Eval.
PD DEC
PY 2014
VL 43
BP 150
EP 159
DI 10.1016/j.stueduc.2014.09.003
PG 10
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA CD2NY
UT WOS:000350916700015
DA 2024-07-15
ER

PT J
AU Huber, HB
   Carter, EW
   Lopano, SE
   Stankiewicz, KC
AF Huber, Heartley B.
   Carter, Erik W.
   Lopano, Sarah E.
   Stankiewicz, Kristen C.
TI Using Structural Analysis to Inform Peer Support Arrangements for High
   School Students With Severe Disabilities
SO AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE peer-mediated; peer support arrangements; inclusion; adolescents;
   structural analysis
ID AUTISM SPECTRUM DISORDERS; INTERVENTIONS; ADOLESCENTS; CLASSROOMS;
   EFFICACY
AB We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.
C1 [Huber, Heartley B.] Coll William & Mary, Williamsburg, VA USA.
   [Carter, Erik W.; Lopano, Sarah E.; Stankiewicz, Kristen C.] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
C3 William & Mary; Vanderbilt University
RP Huber, HB (corresponding author), Coll William & Mary, Sch Educ, POB 8759, Williamsburg, VA 23185 USA.
EM hbhuber@wm.edu
RI Carter, Erik/AAX-3043-2020
OI Carter, Erik/0000-0001-7153-2782
FU Tennessee Department of Education through Technical Assistance
   [GR-10-27642-00]
FX Support for this research came from the Tennessee Department of
   Education, through Technical Assistance Grant GR-10-27642-00 to
   Vanderbilt University
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NR 20
TC 12
Z9 20
U1 0
U2 17
PU AMER ASSOC INTELLECTUAL DEVELOPMENTAL DISABILITIES
PI WASHINGTON
PA 444 N CAPITOL ST, NW STE 846, WASHINGTON, DC 20001-1512 USA
SN 1944-7515
EI 1944-7558
J9 AJIDD-AM J INTELLECT
JI AJIDD-Am. J. Intellect. Dev. Disabil.
PD MAR
PY 2018
VL 123
IS 2
BP 119
EP 139
DI 10.1352/1944-7558-123.2.119
PG 21
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA FY1YM
UT WOS:000426609800003
PM 29480778
DA 2024-07-15
ER

PT J
AU Park, GR
   Kim, J
AF Park, Gum-Ryeong
   Kim, Jinho
TI Parental involvement and academic achievement of adolescents: The
   mediating roles of school adjustment
SO SCHOOL PSYCHOLOGY INTERNATIONAL
LA English
DT Article; Early Access
DE parental involvement; academic achievement; school adjustment;
   mechanism; fixed effects
ID STUDENT-ACHIEVEMENT; STYLES; ENGAGEMENT; TEACHER; FAMILY; BEHAVIOR;
   OUTCOMES
AB This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher-student relationships. Results revealed that parental involvement is positively associated with adolescents' academic achievement (b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.
C1 [Park, Gum-Ryeong] Univ Toronto, Toronto, ON, Canada.
   [Kim, Jinho] Korea Univ, Seoul, South Korea.
   [Kim, Jinho] Univ Wisconsin Madison, Madison, WI USA.
   [Kim, Jinho] Korea Univ, Dept Hlth Policy & Management, Room 367,B Dong Hana Sci Bldg,145 Anam Ro, Seoul, South Korea.
   [Kim, Jinho] Korea Univ, Interdisciplinary Program Precis Publ Hlth, Room 367,B Dong Hana Sci Bldg,145 Anam Ro, Seoul, South Korea.
C3 University of Toronto; Korea University; University of Wisconsin System;
   University of Wisconsin Madison; Korea University; Korea University
RP Kim, J (corresponding author), Korea Univ, Dept Hlth Policy & Management, Room 367,B Dong Hana Sci Bldg,145 Anam Ro, Seoul, South Korea.; Kim, J (corresponding author), Korea Univ, Interdisciplinary Program Precis Publ Hlth, Room 367,B Dong Hana Sci Bldg,145 Anam Ro, Seoul, South Korea.
EM jinho_kim@korea.ac.kr
RI Park, Gum-Ryeong/IZE-0879-2023
OI Park, Gum-Ryeong/0000-0003-0696-9421; Kim, Jinho/0000-0002-4675-4612
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NR 42
TC 0
Z9 0
U1 19
U2 31
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-0343
EI 1461-7374
J9 SCHOOL PSYCHOL INT
JI Sch. Psychol. Int.
PD 2023 OCT 23
PY 2023
DI 10.1177/01430343231207134
EA OCT 2023
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA U9PL3
UT WOS:001088052700001
DA 2024-07-15
ER

PT J
AU Hockings, C
   Cooke, S
   Yamashita, H
   McGinty, S
   Bowl, M
AF Hockings, Christine
   Cooke, Sandra
   Yamashita, Hiromi
   McGinty, Samantha
   Bowl, Marion
TI 'I'm neither entertaining nor charismatic ...' negotiating university
   teacher identity within diverse student groups
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE higher education; teacher identity; student diversity; widening
   participation
ID ACADEMIC IDENTITIES; STRUGGLES; EDUCATION
AB This paper focuses on the ways in which lecturers in two universities negotiated their identities as teachers of students from diverse backgrounds within the context of the changing nature of higher education. This research forms part of a two-year project which explored, among other things, the influence of student and teacher identities on academic engagement. Drawing on interview, focus group and classroom observation data, we consider the influence of educational and professional experiences on teacher identity. We also explore the influence of teachers' conceptions about themselves as teachers, about their students and their institutions on the teaching and academic engagement of students from a range of backgrounds. We conclude by suggesting how academic developers might support teachers in developing their understanding of student diversity and create opportunities to explore these concepts in relation to their own identities as teachers.
C1 [Hockings, Christine; McGinty, Samantha] Wolverhampton Univ, Wolverhampton, W Midlands, England.
   [Cooke, Sandra; Yamashita, Hiromi] Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
   [Bowl, Marion] Univ Canterbury, Canterbury, New Zealand.
C3 University of Wolverhampton; University of Birmingham; University of
   Canterbury
RP Hockings, C (corresponding author), Wolverhampton Univ, Wolverhampton, W Midlands, England.
EM C.Hockings@wlv.ac.uk
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NR 43
TC 28
Z9 37
U1 2
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2009
VL 14
IS 5
BP 483
EP 494
AR PII 914599885
DI 10.1080/13562510903186642
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 492OY
UT WOS:000269669500003
DA 2024-07-15
ER

PT J
AU Johnson, MK
   Crosnoe, R
   Elder, GH
AF Johnson, MK
   Crosnoe, R
   Elder, GH
TI Students' attachment and academic engagement: The role of race and
   ethnicity
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
ID HIGH-SCHOOL ACHIEVEMENT; MATHEMATICS ACHIEVEMENT; SOCIAL DISTRIBUTION;
   BLACK-ACHIEVEMENT; SECONDARY-SCHOOLS; MIDDLE SCHOOL; DESEGREGATION;
   ORGANIZATION; PERFORMANCE; BEHAVIOR
AB Students' attachment to school and their academic engagement are important, yet understudied, aspects of the educational experience. In their study, the authors examined whether students of different racial-ethnic groups vary in attachment and engagement and whether properties of schools (e.g., racial-ethnic composition) influence these outcomes over and above individual characteristics. Using multilevel models with a sample of youths from the National Longitudinal Study of Adolescent Health, they found important differences across racial-ethnic groups in both attachment and engagement. The racial-ethnic composition of schools is an important factor in students' attachment but not engagement. Moreover, the extent of racial and ethnic differences in both outcomes varies across high schools. These findings are discussed in terms of the challenges facing racially and ethnically diverse schools.
C1 Univ Texas, Dept Sociol, Austin, TX 78712 USA.
   Univ N Carolina, Dept Sociol, Chapel Hill, NC USA.
C3 University of Texas System; University of Texas Austin; University of
   North Carolina; University of North Carolina Chapel Hill
EM monica_johnson@unc.edu
RI Johnson, Monica Kirkpatrick/JVO-6522-2024
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NR 73
TC 359
Z9 635
U1 1
U2 65
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
EI 1939-8573
J9 SOCIOL EDUC
JI Sociol. Educ.
PD OCT
PY 2001
VL 74
IS 4
BP 318
EP 340
DI 10.2307/2673138
PG 23
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA 489TR
UT WOS:000172008200003
DA 2024-07-15
ER

PT J
AU Miller, LM
   Dufrene, BA
   Sterling, HE
   Olmi, DJ
   Bachmayer, E
AF Miller, Leila M.
   Dufrene, Brad A.
   Sterling, Heather E.
   Olmi, D. Joe
   Bachmayer, Erica
TI The Effects of Check-In/Check-Out on Problem Behavior and Academic
   Engagement in Elementary School Students
SO JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
LA English
DT Article
DE elementary and middle school age group; challenging behavior(s);
   antecedent and consequence; intervention(s); classroom
ID MYSTERY MOTIVATOR; INTERVENTION; ATTENTION; ACCURACY; ACCEPTABILITY;
   PERFORMANCE; PREVENTION; CHILD
AB This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all students as evidenced by direct observation of students' behavior. Following effective implementation of CICO, a fading process was introduced that included use of Mystery Motivator (MM). Results indicate that MM successfully maintained behavioral performance for two of the three students. In addition, for one student, intervention was further faded such that self-monitoring replaced teacher ratings and feedback for behavior. Results are discussed in terms of CICO research and practice.
C1 [Miller, Leila M.; Dufrene, Brad A.; Olmi, D. Joe; Bachmayer, Erica] Univ So Mississippi, Hattiesburg, MS 39406 USA.
   [Sterling, Heather E.] Cent LA Resource Ctr Dev Disabil Reg IV, Lafayette, LA USA.
C3 University of Southern Mississippi
RP Miller, LM (corresponding author), Univ So Mississippi, 118 Coll Dr 5025, Hattiesburg, MS 39406 USA.
EM Leila.Mullooly@eagles.usm.edu
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NR 48
TC 28
Z9 63
U1 1
U2 21
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-3007
EI 1538-4772
J9 J POSIT BEHAV INTERV
JI J. Posit. Behav. Interv.
PD JAN
PY 2015
VL 17
IS 1
BP 28
EP 38
DI 10.1177/1098300713517141
PG 11
WC Psychology, Clinical; Education, Special
WE Social Science Citation Index (SSCI)
SC Psychology; Education & Educational Research
GA AW4PF
UT WOS:000346262400004
DA 2024-07-15
ER

PT J
AU Moon, SS
   Kim, YJ
   Parrish, D
AF Moon, Sung Seek
   Kim, Yi Jin
   Parrish, Danielle
TI Understanding the Linkages Between Parental Monitoring, School Academic
   Engagement, Substance Use, and Suicide Among Adolescents in US
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Substance use; Suicide; Parental monitoring; School relationship;
   Adolescents
ID SEXUAL MINORITY; RISK BEHAVIOR; GLOBAL BURDEN; USE DISORDERS; HEALTH;
   CONNECTEDNESS; IDEATION; ASSOCIATIONS; SCALE
AB Background Suicide is the second leading cause of death among youth and young adults. Improving the understanding of social-ecological factors associated with youth suicide behaviors may highlight important ideas for prevention. Objective From a social-ecological theoretical framework of suicide, this study aims to test whether parental monitoring and school academic engagement predict suicidal behavior and substance use in youth, and by gender. Methods Data comes from a large cross-sectional U.S. study-the 2017 National Survey on Drug Use and Health (NSDUH)-which includes U.S. adolescents (N = 12,884) aged 12-17 years old. A structural equation model (SEM) and the MIMIC (Multiple Indicators and Multiple Causes) model of SEM were used to test the proposed conceptual model using AMOS Version 25. Results The final structural model had an adequate goodness of fit [chi(2)(df = 84,N = 12,884) was 2352.58,p < 0.001]. The other fit statistics indicated good fit with RMSEA = 0.044 and CFI = 0.94. Fifty-eight percent of the variance in suicide behaviors was accounted for by the model. Conclusions These findings underscore critical associations between suicidal behavior and relational (parental monitoring), community (school academic engagement) and individual (substance use) social ecological factors. Gender paths in the model did not differ significantly. These factors suggest important prevention targets for reducing suicide risk among adolescents.
C1 [Moon, Sung Seek; Parrish, Danielle] Baylor Univ, Diana R Garland Sch Social Work, Waco, TX 76701 USA.
   [Kim, Yi Jin] Univ Mississippi, Dept Social Work, University, MS 38677 USA.
C3 Baylor University; University of Mississippi
RP Moon, SS (corresponding author), Baylor Univ, Diana R Garland Sch Social Work, Waco, TX 76701 USA.
EM Sungseek_Moon@Baylor.edu
RI Parrish, Danielle/AAF-8711-2019
OI Parrish, Danielle/0000-0002-2448-5343; Moon, Sung
   Seek/0000-0002-4956-5358
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NR 57
TC 8
Z9 11
U1 0
U2 11
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD DEC
PY 2020
VL 49
IS 6
BP 953
EP 968
DI 10.1007/s10566-020-09570-5
EA AUG 2020
PG 16
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA OD2MK
UT WOS:000561912100001
DA 2024-07-15
ER

PT J
AU King, RB
   McInerney, DM
   Ganotice, FA
   Villarosa, JB
AF King, Ronnel B.
   McInerney, Dennis M.
   Ganotice, Fraide A., Jr.
   Villarosa, Jonalyn B.
TI Positive affect catalyzes academic engagement: Cross-sectional,
   longitudinal, and experimental evidence
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Positive affect; Positive emotions; Broaden-and-build theory;
   Engagement; Disaffection
ID ACHIEVEMENT GOALS; NEGATIVE AFFECT; JOB-SATISFACTION; EMOTIONS;
   HAPPINESS; STUDENTS; OUTCOMES; HEALTH; MOOD; PERSPECTIVES
AB This study examined the role of positive affect on academic engagement and its opposite disaffection using cross-sectional (Study 1), longitudinal (Study 2), and experimental (Study 3) designs. Results of Studies 1 and 2 indicated that students who experienced higher levels of positive affect were more engaged in school and exhibited lower levels of disaffection. Study 3 showed that students whose positive affect were induced reported higher levels of perceived engagement compared to a comparison group. These findings provide important evidence for the role of positive affect in school not only as a valued outcome in itself but also as a facilitator of engagement and a buffer against disaffection. Implications and directions for future research are discussed. (C) 2015 Elsevier Inc. All rights reserved.
C1 [King, Ronnel B.; McInerney, Dennis M.] Hong Kong Inst Educ, Hong Kong, Hong Kong, Peoples R China.
   [Ganotice, Fraide A., Jr.] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
   [Ganotice, Fraide A., Jr.; Villarosa, Jonalyn B.] Palawan State Univ, Palawan, Philippines.
C3 Education University of Hong Kong (EdUHK); University of Hong Kong
RP King, RB (corresponding author), Hong Kong Inst Educ, Dept Curriculum & Instruct, 10 Lo Ping Rd, Hong Kong, Hong Kong, Peoples R China.
EM ronnel@ied.edu.hk
RI King, Ronnel B/AGZ-0675-2022
OI King, Ronnel B/0000-0003-1723-1748; McInerney,
   Dennis/0000-0003-1339-1744; Ganotice, Fraide A./0000-0003-3139-9926;
   KING, Ronnel Bornasal/0000-0002-0648-8508
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   Wright TA, 1999, J ORGAN BEHAV, V20, P1, DOI 10.1002/(SICI)1099-1379(199901)20:1<1::AID-JOB885>3.0.CO;2-W
   Wright TA, 2007, J OCCUP HEALTH PSYCH, V12, P93, DOI 10.1037/1076-8998.12.2.93
NR 71
TC 69
Z9 88
U1 4
U2 46
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD APR
PY 2015
VL 39
BP 64
EP 72
DI 10.1016/j.lindif.2015.03.005
PG 9
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CJ4ZA
UT WOS:000355496000006
DA 2024-07-15
ER

PT J
AU Holland, NE
AF Holland, Nicole E.
TI Partnering With a Higher Power: Academic Engagement, Religiosity, and
   Spirituality of African American Urban Youth
SO EDUCATION AND URBAN SOCIETY
LA English
DT Article
DE African American urban youth; religiosity; spirituality; academic
   engagement
ID HIGH-SCHOOL-STUDENTS; EDUCATIONAL OUTCOMES; PARTICIPATION;
   SOCIALIZATION; EXPERIENCES; CHILDREN; RISK
AB Engagement in and transitions between academic institutions may be enhanced for African American urban youth if we consider the role of religiosity, spirituality, and places of worship. This article presents the manner by which African American university students, who attended public high schools, conveyed the influence of their religious and spiritual beliefs on their academic aspirations, engagement, and achievement. Further, these students described how their connections to and support from places of worship assisted them in their educational endeavors. The data from this study, in conjunction with previous research, demonstrate the importance of knowing students' social and contextual support for academic endeavors beyond the family and school. This type of information has the potential to assist school personnel in knowing, advising, and supporting students.
C1 [Holland, Nicole E.] NE Illinois Univ, Chicago, IL 60625 USA.
C3 Northeastern Illinois University
RP Holland, NE (corresponding author), NE Illinois Univ, Dept Educ Inquiry & Curriculum Studies, 5500 N St Louis Ave, Chicago, IL 60625 USA.
EM N-Holland@neiu.edu
FU AERA/OERI research grant
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by an AERA/OERI research grant. The title for the
   project for which funding was sought was, "Transitions Within and
   Beyond: The Importance of Academic Preparation and Social Capital in
   Urban High School Reform." The amount funded was US$25,000, total costs
   for the period from September 2002 to May 2007. There was no grant
   number assigned.
CR Adelman C., 2006, The toolbox revisited: Paths to degree completion from high school through college
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NR 46
TC 11
Z9 30
U1 2
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-1245
EI 1552-3535
J9 EDUC URBAN SOC
JI Educ. Urban Soc.
PD MAY
PY 2016
VL 48
IS 4
BP 299
EP 323
DI 10.1177/0013124514530153
PG 25
WC Education & Educational Research; Urban Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Urban Studies
GA DI9TS
UT WOS:000373846200001
DA 2024-07-15
ER

PT J
AU Freda, MF
   Raffaele, DP
   Esposito, G
   Ragozini, G
   Testa, I
AF Freda, Maria Francesca
   Raffaele, De Luca Picione
   Esposito, Giovanna
   Ragozini, Giancarlo
   Testa, Italo
TI A new measure for the assessment of the university engagement: The
   SInAPSi academic engagement scale (SAES)
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Student engagement; Validation; Student motivation; Student success;
   student drop out
ID CONFIRMATORY FACTOR-ANALYSIS; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT;
   SELF-EFFICACY; PSYCHOMETRIC PROPERTIES; ACHIEVEMENT; MOTIVATION;
   PERFORMANCE; FACILITATORS; RELATEDNESS
AB Despite the growing interest on the notion of academic engagement (AE) and its relevance for students' success, a few valid and reliable instruments on AE have been developed. Moreover, most of the available measures consider AE as a student's trait rather than a relational and situated dynamic process. This study presents the development and validation of a new instrument, the SInAPSi Academic Engagement Scale (SAES), which was developed within a project coordinated by the SInAPSi center of the Authors' University and it aims to measure AE. The main sample was constituted by 680 students and a convenience sample of 312 biology and biotechnologies students was also involved to perform the confirmatory factor analysis of the initial factor structure of the SAES. Construct validity was assessed using the University Student Engagement Inventory (USEI), while criterion-related validity was established with the Academic Motivation Scale (AMS), the students' confidence in one's own preparation for academic studies and their academic performance. Results show that the SAES presents a robust factor structure, a good convergent and discriminant validity, and satisfactory psychometric properties. Furthermore, the SAES shows a positive correlation with the USEI and the AMS, the students' confidence in their preparation for academic studies and their academic performance. The results indicate that the SAES can produce valid and reliable data on AE and it may have strong implications for assessing AE and implementing intervention programs for university students.
C1 [Freda, Maria Francesca; Esposito, Giovanna] Univ Naples Federico II, Dept Humanities, Via Porta Massa 1, I-80133 Naples, Italy.
   [Raffaele, De Luca Picione] Univ Studies Giustino Fortunato, Fac Law, Via Delcogliano 12, I-82100 Benevento, Italy.
   [Ragozini, Giancarlo] Univ Naples Federico II, Dept Phys E Pancini, Complesso MS Angelo,Via Cintia, I-80126 Naples, Italy.
   [Testa, Italo] Univ Naples Federico II, Dept Polit Sci, Via Leopoldo Rodino 22a, I-80133 Naples, Italy.
C3 University of Naples Federico II; University of Naples Federico II;
   University of Naples Federico II
RP Esposito, G (corresponding author), Univ Naples Federico II, Dept Humanities, Via Porta Massa 1, I-80133 Naples, Italy.
EM giovan.esposito@unina.it
RI Ragozini, Giancarlo/JDW-0130-2023; Ragozini, Giancarlo/AAE-2923-2021; De
   Luca Picione, Raffaele/O-9823-2017; Freda, Maria Francesca/Q-8229-2016
OI Ragozini, Giancarlo/0000-0002-2385-4645; Ragozini,
   Giancarlo/0000-0002-2385-4645; De Luca Picione,
   Raffaele/0000-0002-5951-8336; Freda, Maria Francesca/0000-0002-2529-2279
FU Universita degli Studi di Napoli Federico II within the CRUI-CARE
   Agreement
FX Open access funding provided by Universita degli Studi di Napoli
   Federico II within the CRUI-CARE Agreement.
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NR 71
TC 10
Z9 10
U1 3
U2 21
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD APR
PY 2023
VL 42
IS 12
BP 9674
EP 9690
DI 10.1007/s12144-021-02189-2
EA SEP 2021
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA G9VF8
UT WOS:000692946600004
OA hybrid
DA 2024-07-15
ER

PT J
AU López-García, GD
   Granero-Gallegos, A
   Carrasco-Poyatos, M
   Burgueño, R
AF David Lopez-Garcia, Gines
   Granero-Gallegos, Antonio
   Carrasco-Poyatos, Maria
   Burgueno, Rafael
TI Detrimental Effects of Disempowering Climates on Teaching Intention in
   (Physical Education) Initial Teacher Education
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE teacher education; choose teaching as a profession; basic psychological
   needs; controlled forms of motivation; dark side; self-determination
   theory
ID SELF-DETERMINATION THEORY; MOTIVATIONAL CLIMATE; SOCIAL SUPPORT;
   ENGAGEMENT; QUESTIONNAIRE; AMOTIVATION; VALIDATION; COMMITMENT;
   ENTRANCE; BURNOUT
AB Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda's multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; M-age = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.
C1 [David Lopez-Garcia, Gines; Granero-Gallegos, Antonio; Carrasco-Poyatos, Maria; Burgueno, Rafael] Univ Almeria, Dept Educ, Almeria 04120, Spain.
   [Granero-Gallegos, Antonio; Carrasco-Poyatos, Maria] Univ Almeria, Hlth Res Ctr, Almeria 04120, Spain.
C3 Universidad de Almeria; Universidad de Almeria
RP Granero-Gallegos, A (corresponding author), Univ Almeria, Dept Educ, Almeria 04120, Spain.; Granero-Gallegos, A (corresponding author), Univ Almeria, Hlth Res Ctr, Almeria 04120, Spain.
EM agranero@ual.es
RI Burgueño, Rafael/ABI-2789-2020; Carrasco, María/AEG-2391-2022;
   Granero-Gallegos, Antonio/P-4888-2015
OI Burgueño, Rafael/0000-0003-2354-0037; Granero-Gallegos,
   Antonio/0000-0002-1385-8386; LOPEZ GARCIA, GINES
   DAVID/0000-0002-7761-0865; Carrasco-Poyatos, Maria/0000-0001-5735-4908
FU Andalusian Plan for Research, Development, and Innovation (PAIDI, 2020)
   of the Junta de Andalucia [P20_00148]
FX This work was carried out thanks to the help received from the "I+D+i"
   research project entitled: "Is the empowering-disempowering motivational
   climate that undergraduate students perceive related to their intention
   to become teachers? A longitudinal study with teachers in training"
   (Ref. P20_00148), funded by the Andalusian Plan for Research,
   Development, and Innovation (PAIDI, 2020) of the Junta de Andalucia.
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NR 67
TC 6
Z9 6
U1 5
U2 10
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD JAN
PY 2023
VL 20
IS 1
AR 878
DI 10.3390/ijerph20010878
PG 14
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 7Q7XB
UT WOS:000909598600001
PM 36613200
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Aguiar, ACF
   Scarano, FR
   Bozelli, RL
   Branco, PD
   Ceotto, P
   Farjalla, VF
   Loyola, R
   da Silva, JMC
AF Aguiar, Anna C. Fornero
   Scarano, Fabio R.
   Bozelli, Reinaldo L.
   Branco, Paulo D.
   Ceotto, Paula
   Farjalla, Vinicius F.
   Loyola, Rafael
   da Silva, Jose Maria C.
TI Business, biodiversity, and innovation in Brazil
SO PERSPECTIVES IN ECOLOGY AND CONSERVATION
LA English
DT Article
DE Academic engagement; Biodiversity conservation; Biodiversity offsets;
   Bioeconomy; Private reserves
ID CORPORATE SOCIAL-RESPONSIBILITY; LAND-USE; SUSTAINABILITY; CLIMATE;
   FOREST; CONSERVATION; PERFORMANCE; RESTORATION; OFFSETS; STOCK
AB Official reports and academic studies call for profound and immediate transformations in how businesses relate to biodiversity. The urgency is such that the first draft of the Post-2020 Global Biodiversity Frame-work (GBF) of the Convention of Biological Diversity has a specific target aimed at full sustainability in biodiversity practices in businesses by 2030. Brazil-a country with the greatest reservoir of biodiver-sity and the 12th largest economy on the planet -should be fertile ground for new developments and innovations on this front. However, the shortage of academic engagement with businesses in the coun-try may impede this path. We propose six biodiversity-related innovation fronts and opportunities for engagement between high education institutions and companies in Brazil. We reviewed the literature regarding two sets of practices: pressing issues (including environmental licensing, biodiversity offsets, and conservation in private reserves), and new business opportunities (sustainable bioeconomy, access and benefit sharing - ABS, and environmental and social governance - ESG). Such themes have direct rel-evance to the Post-2020 GBF business sustainability target and potential national impact. There is plenty of room for academic engagement with businesses in all cases. Examples include supporting definition of metrics and standards, providing information systems to increase transparency, among others. In con-clusion, we argue that an innovative mindset from corporations and academics will be necessary before Brazilian businesses can move on to develop innovative and sustainable processes and products related to biodiversity.
C1 [Aguiar, Anna C. Fornero; Scarano, Fabio R.; Bozelli, Reinaldo L.; Farjalla, Vinicius F.] Univ Fed Rio de Janeiro, Dept Ecol, Rio De Janeiro, Brazil.
   [Branco, Paulo D.; Loyola, Rafael] Inst Int Sustentabilidade, Rio De Janeiro, Brazil.
   [Ceotto, Paula] Fundo Brasileiro Biodiversidade, Rio De Janeiro, Brazil.
   [Loyola, Rafael] Univ Fed Goias, Goiania, Brazil.
   [da Silva, Jose Maria C.] Univ Miami, Dept Geog & Sustainable Dev, Coral Gables, FL USA.
C3 Universidade Federal do Rio de Janeiro; Universidade Federal de Goias;
   University of Miami
RP Aguiar, ACF (corresponding author), Univ Fed Rio de Janeiro, Dept Ecol, Rio De Janeiro, Brazil.
EM annacfaguiar@gmail.com
RI da Silva, José Marcos/F-2555-2019; Aguiar, Anna Caroline/J-6970-2015;
   Scarano, Fabio Rubio/F-6620-2012; Loyola, Rafael/A-4425-2008; Farjalla,
   Vinicius/G-4945-2010
OI Scarano, Fabio Rubio/0000-0003-3355-9882; Farjalla,
   Vinicius/0000-0003-4084-5983
FU COPPETEC funds; International Institute for Sustainability (IIS, Rio de
   Janeiro); Brazilian Research Council's (CNPq) [310119/2018-9,
   306694/2018-2, 201810267000023]; MCTIC/CNPq [304289/2019-1]; FAPEG
   [465610/2014-5]; FAPERJ [E-26/203.062/20]; University of Miami; Swift
   Action Fund
FX COPPETEC funds the research of ACFA, FRS, RLB, and VFF. The
   International Institute for Sustainability (IIS, Rio de Janeiro)
   supports FRS, RL and PDB. VFF is partially supported by a Brazilian
   Research Council's (CNPq) productivity grant (#310119/2018-9). CNPq
   (grant #306694/2018-2), INCT in Ecology, Evolution and Biodiversity
   Conservation funded by MCTIC/CNPq (grant #465610/2014-5) and FAPEG
   (grant #201810267000023) fund the research of RL. CNPq (Proc.
   304289/2019-1) and FAPERJ (E-26/203.062/20) supports the research of
   RLB. The University of Miami and the Swift Action Fund support the
   research ofJMCS. FRS also thanks the graduate programs that host his
   research (Ecology -PPGEcologia and Environmental Science and
   Conservation - PPG Ciencias Ambientais e Conservacao - both at UFRJ; and
   the Professional Masters on Sustainability Science at the Pontifical
   Catholic University - PUC). We thank Julie Topf for language revision
   and editing. Finally, we thank Pedro Brancalion, Karen Holl and one
   anonymous reviewer for important suggestions that raised the profile of
   the paper.
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NR 145
TC 2
Z9 2
U1 10
U2 22
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 2530-0644
J9 PERSPECT ECOL CONSER
JI Perspect. Ecol. Conserv.
PD JAN-MAR
PY 2023
VL 21
IS 1
BP 6
EP 16
DI 10.1016/j.pecon.2022.12.002
EA MAR 2023
PG 11
WC Biodiversity Conservation
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Biodiversity & Conservation
GA C2HI4
UT WOS:000960185500001
OA gold
DA 2024-07-15
ER

PT J
AU Freiberg-Hoffmann, A
   Romero-Medina, A
   Curione, K
   Marôco, J
AF Freiberg-Hoffmann, Agustin
   Romero-Medina, Agustin
   Curione, Karina
   Maroco, Joao
TI Cross-cultural Adaptation and Validation of the University Student
   Engagement Inventory into Spanish
SO REVISTA LATINOAMERICANA DE PSICOLOGIA
LA Spanish
DT Article
DE University Student Engagement Inventory; Spanish adaptation; university
   students; psychometric properties; psychological assessment
ID MEASUREMENT INVARIANCE; SCHOOL ENGAGEMENT; STATE
AB Introduction: Academic engagement refers to the predisposition that students must actively participate in university life, attending classes, turning in work on time, and following teachers' instructions. There is evidence that shows that academic engagement positively predicts student success. For this reason, its evaluation is of great relevance for university education when designing pedagogical practices that stimulate student engagement. The aim of this study was to adapt and validate the University Student Engagement Inventory (USEI) into Spanish, considering linguistic and cultural differences in three Spanish-speaking countries. Methods: 921 university students from Spain, Argentina and Uruguay participated in the study. The USEI, which consists of 15 statements grouped into three dimensions of engagement -behavioral, cognitive, emotional- was administered. Results: After three translators made the linguistic adaptation of the instrument, nine expert judges analyzed the content of the items, retaining as a result the totality of the items. Subsequently, the internal structure of the instrument was analyzed and verified -confirmatory factor analysis, cross-validation, factorial invariance, internal consistency-. Adequate evidence of concurrent external validity between USEI dimensions and learning approaches was also obtained. Conclusion: A Spanish version of the USEI was obtained with adequate psychometric properties that can be used in the field of application with the purpose of identifying students' academic engagement and proposing actions aimed at improving their learnings. (c) 2022 Fundacion Universitaria Konrad Lorenz. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
C1 [Freiberg-Hoffmann, Agustin] Univ Buenos Aires, Consejo Nacl Invest Cient & Tecn, Buenos Aires, DF, Argentina.
   [Romero-Medina, Agustin] Univ Murcia, Murcia, Spain.
   [Curione, Karina] Univ La Republ, Montevideo, Uruguay.
   [Maroco, Joao] William James Ctr Res, Inst Super Psicol Aplicada ISPA, Lisbon, Portugal.
C3 Consejo Nacional de Investigaciones Cientificas y Tecnicas (CONICET);
   University of Buenos Aires; University of Murcia; Universidad de la
   Republica, Uruguay
RP Freiberg-Hoffmann, A (corresponding author), Univ Buenos Aires, Consejo Nacl Invest Cient & Tecn, Buenos Aires, DF, Argentina.
EM agustinfreiberg@gmail.com
RI Marôco, João/A-5729-2010; Curione, Karina/AAK-6187-2020
OI Marôco, João/0000-0001-9214-5378; Curione, Karina/0000-0002-4069-5615
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NR 61
TC 2
Z9 2
U1 1
U2 7
PU FOUNDATION ADVANCEMENT PSYCHOLOGY
PI BOGOTA D C
PA APARTADO AEREO 92621, BOGOTA D C, COLOMBIA
SN 0120-0534
J9 REV LAT AM PSICOL
JI Rev. Latinoam. Psicol.
PY 2022
VL 54
BP 187
EP 195
DI 10.14349/rlp.2022.v54.21
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 9R3YJ
UT WOS:000945591000004
OA Green Published
DA 2024-07-15
ER

PT J
AU Fernández-Pérez de la Lastra, S
   Foncubierta-Rodríguez, MJ
   Sánchez-Gardey, G
AF Fernandez-Perez de la Lastra, Susana
   Foncubierta-Rodriguez, Maria-Jose
   Sanchez-Gardey, Gonzalo
TI Toward classification of transfer research: an exploratory analysis
   based on indicators of academic engagement of knowledge transfer in
   academia-industry
SO JOURNAL OF TECHNOLOGY TRANSFER
LA English
DT Article; Early Access
DE Knowledge transfer; Academic engagement of knowledge transfer; Cluster
   analysis; Academic researchers
ID UNIVERSITY-RESEARCH; RESEARCH RESOURCES; COLLABORATION;
   COMMERCIALIZATION; ENTREPRENEURS; BUSINESS; SCIENCE; WINE
AB This study aims to identify a grouping of academic researchers based on how they perform academic engagement knowledge transfer (AEKT) activities. Cluster analysis was performed to classify 512 researchers from Spanish public universities according to AEKT activities. The analysis identified three profiles of researchers: (1) Non-transferring researchers in AEKT, (2) Transfer researcher in certain forms of AEKT, and (3) Global transferring researchers in AEKT. A portrait of each type of transfer researcher based on demographic, institutional, and labor drivers was made. The most intensive researchers in AEKT are the most senior, and have a high level of international collaboration. It could be understood that these factors have a continuous effect. In addition, there are highly gendered and fielded differences. This study has practical implications for policymakers in helping them develop policies that promote knowledge transfer productivity. It also has implications for universities as it can help establish specific strategies in line with their mission and encourage their researchers to perform these AEKT activities. This study also has implications for company managers in that AEKT positively impacts companies by improving their competitive positions. This study reflects the behavior and characteristics of academic researchers in AEKT activities. The main contribution of this paper is to show how the degree of access or belonging to these factors profiles the researcher, making him/her belong to one of the established groups or clusters.
C1 [Fernandez-Perez de la Lastra, Susana; Sanchez-Gardey, Gonzalo] Univ Cadiz, Fac Business & Econ, Dept Business Org, C Enr Villegas Velez 2, Cadiz 11002, Spain.
   [Foncubierta-Rodriguez, Maria-Jose] Univ Cadiz, Fac Business & Econ, Dept Business Org, Ave Ramon Puyol S-N, Cadiz 11202, Spain.
C3 Universidad de Cadiz; Universidad de Cadiz
RP Fernández-Pérez de la Lastra, S (corresponding author), Univ Cadiz, Fac Business & Econ, Dept Business Org, C Enr Villegas Velez 2, Cadiz 11002, Spain.
EM susana.fernandez@uca.es; mariajose.foncubierta@uca.es;
   gonzalo.sanchez@uca.es
RI Fernández-Pérez de la Lastra, Susana/JRY-8501-2023;
   Foncubierta-Rodríguez, Maria Jose/E-2019-2013
OI Foncubierta-Rodríguez, Maria Jose/0000-0003-3231-5261; Fernandez Perez
   de la Lastra, Susana/0000-0002-1823-8098
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NR 51
TC 0
Z9 0
U1 8
U2 13
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-9912
EI 1573-7047
J9 J TECHNOL TRANSFER
JI J. Technol. Transf.
PD 2023 JUN 23
PY 2023
DI 10.1007/s10961-023-10015-z
EA JUN 2023
PG 19
WC Engineering, Industrial; Management
WE Social Science Citation Index (SSCI)
SC Engineering; Business & Economics
GA K2HX0
UT WOS:001014712900001
DA 2024-07-15
ER

PT J
AU García-Machado, JJ
   Avila, MM
   Dospinescu, N
   Dospinescu, O
AF Garcia-Machado, Juan Jose
   Avila, Minerva Martinez
   Dospinescu, Nicoleta
   Dospinescu, Octavian
TI How the support that students receive during online learning influences
   their academic performance
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article; Early Access
DE Academic performance; Student support; Online learning; Intrinsic
   motivation; Academic engagement; Mediating effect
ID HIGHER-EDUCATION; MIXED METHOD; ENGAGEMENT; ACHIEVEMENT; SEM
AB In recent years educational institutions are increasingly using online learning and because of this trend it is necessary to investigate its impact on student academic performance. Although this topic has been addressed in different educational fields before, there is an objective justification for our approach. Thus, the reasoning behind this particular research is the fact that recent findings have shown that the academic performance of students using online education is affected by a series of motivating factors which can have an impact on their performance. The main goal of this paper is to highlight and analyze the mediating effect of intrinsic student motivation and student academic engagement and how they affect the relationship between the range of support, which students receive during their online learning and thus their academic performance. This study was conducted in two higher educational institutions in Mexico and Romania, with a sample of 822 students. The data was analyzed using a second generational PLS-SEM technique. The results confirm that the support students enjoy during online learning has no direct impact on their academic performance, unless it is fully mediated by their own intrinsic motivation and academic engagement. The influence of Gender was also analyzed, but it was not found to be a determining factor of academic performance in both higher educational institutions. These findings not only have theoretical and practical implications for students, teachers and education authorities, they also help us to broaden the field of knowledge in the e-learning environment.
C1 [Garcia-Machado, Juan Jose] Univ Huelva, Dept Financial Econ Accounting & Operat Management, Huelva, Spain.
   [Avila, Minerva Martinez] Univ Autonoma Estado Mexico, Dept Adm, Mexico City, Mexico.
   [Dospinescu, Nicoleta] Univ Alexandru Ioan Cuza, Dept Management Mkt & Business Adm, Iasi, Romania.
   [Dospinescu, Octavian] Univ Alexandru Ioan Cuza, Dept Accounting Business Informat Syst & Stat, Iasi, Romania.
C3 Universidad de Huelva; Universidad Autonoma del Estado de Mexico;
   Alexandru Ioan Cuza University; Alexandru Ioan Cuza University
RP García-Machado, JJ (corresponding author), Univ Huelva, Dept Financial Econ Accounting & Operat Management, Huelva, Spain.
EM machado@uhu.es; mmartineza@uaemex.mx; dnicole@uaic.ro; doctav@uaic.ro
RI AVILA, MINERVA Martinez/AAU-1352-2020; Garcia Machado, Juan
   Jose/J-1559-2017
OI AVILA, MINERVA Martinez/0000-0002-0921-019X; Dospinescu,
   Nicoleta/0000-0002-7097-7365; Garcia Machado, Juan
   Jose/0000-0003-1248-9467
FU Universidad de Huelva/CBUA
FX This research received no external funding. Funding for open access
   charge: Universidad de Huelva/CBUA.
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NR 67
TC 0
Z9 0
U1 16
U2 16
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD 2024 APR 10
PY 2024
DI 10.1007/s10639-024-12639-6
EA APR 2024
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA NK5T2
UT WOS:001200367500001
OA hybrid
DA 2024-07-15
ER

PT J
AU Briesch, AM
   Volpe, RJ
   Ferguson, TD
AF Briesch, Amy M.
   Volpe, Robert J.
   Ferguson, Tyler David
TI The Influence of Student Characteristics on the Dependability of
   Behavioral Observation Data
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE systematic direct observation; generalizability theory; academic
   engagement; behavioral assessment
ID GENERALIZABILITY THEORY; ACADEMIC ENGAGEMENT; SINGLE-ITEM; RELIABILITY;
   SCORES; SCALES; TIME; ADHD
AB Although generalizability theory has been used increasingly in recent years to investigate the dependability of behavioral estimates, many of these studies have relied on use of general education populations as opposed to those students who are most likely to be referred for assessment due to problematic classroom behavior (e. g., inattention, disruption). The current study investigated the degree to which differences exist in terms of the magnitude of both variance component estimates and dependability coefficients between students nominated by their teachers for Tier 2 interventions due to classroom behavior problems and a general classroom sample (i.e., including both nominated and non-nominated students). The academic engagement levels of 16 (8 nominated, 8 non-nominated) middle school students were measured by 4 trained observers using momentary time-sampling procedures. A series of G and D studies were then conducted to determine whether the 2 groups were similar in terms of the (a) distribution of rating variance and (b) number of observations needed to achieve an adequate level of dependability. Results suggested that the behavior of students in the teacher-nominated group fluctuated more across time and that roughly twice as many observations would therefore be required to yield similar levels of dependability compared with the combined group. These findings highlight the importance of constructing samples of students that are comparable to those students with whom the measurement method is likely to be applied when conducting psychometric investigations of behavioral assessment tools.
C1 [Briesch, Amy M.; Volpe, Robert J.; Ferguson, Tyler David] Northeastern Univ, Dept Counseling & Appl Educ Psychol, Sch Psychol Program, Boston, MA 02115 USA.
C3 Northeastern University
RP Briesch, AM (corresponding author), Northeastern Univ, Dept Counseling & Appl Educ Psychol, 404 Int Village,360 Huntington Ave, Boston, MA 02115 USA.
EM a.briesch@neu.edu
RI Volpe, Robert J/JCE-1208-2023
CR [Anonymous], 1972, The dependability of behavioural measurements: Theory of generalizability for scores and profiles
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NR 24
TC 14
Z9 20
U1 1
U2 9
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD JUN
PY 2014
VL 29
IS 2
BP 171
EP 181
DI 10.1037/spq0000042
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA AJ6LL
UT WOS:000337806400005
PM 24274156
DA 2024-07-15
ER

PT J
AU Bassette, LA
   Taber-Doughty, T
AF Bassette, Laura A.
   Taber-Doughty, Teresa
TI The Effects of a Dog Reading Visitation Program on Academic Engagement
   Behavior in Three Elementary Students with Emotional and Behavioral
   Disabilities: A Single Case Design
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Emotional behavioral disabilities; On-task behavior; Animal-assisted
   interventions
ID BLOOD-PRESSURE; OUTCOMES; INSTRUCTION; DISORDERS; RESPONSES; THERAPY;
   CONTEXT; FRIENDS; MIDDLE; RISK
AB Children with emotional and behavioral disabilities (EBD) struggle with behavioral problems during reading activities in school. One way to address these concerns may be through dog reading programs which are increasing in popularity in schools and libraries. Preliminary anecdotal research suggests dog reading programs may improve academic engagement behavior for students with EBD who struggle with reading.
   The purpose of this pilot study was to systematically evaluate the effects of a dog reading visitation program on academic engagement behaviors of elementary aged children with emotional and behavioral disabilities.
   Participants included three elementary aged students with emotional behavioral disabilities. A multiple probe single case design across students was used to examine the impact of the dog reading program on on-task-reading aloud behaviors. During baseline and maintenance conditions, students read aloud to themselves while during intervention, students read aloud to a therapy dog.
   The results indicated that all three students experienced increases in on-task behaviors during intervention and maintained improvements over time.
   Students indicated they enjoyed the dog reading program and increased on-task behavior was observed. Social validity was conferred by the teacher who observed improvements in behavior during intervention. Suggestions for future research include expanding the study with more participants, examining the students reading skills in addition to behavior, incorporating dogs or other animals into other reading activities, and examining the impact of animals in other academic interventions.
C1 [Bassette, Laura A.] Indiana Mentor, Indianapolis, IN 46260 USA.
   [Taber-Doughty, Teresa] Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USA.
C3 Purdue University System; Purdue University
RP Bassette, LA (corresponding author), Indiana Mentor, 8925 North Meridian St,Suite 200, Indianapolis, IN 46260 USA.
EM lbassette@gmail.com; tabert@purdue.edu
RI Doughty, Teresa Taber/M-2266-2019
OI Doughty, Teresa/0000-0002-9488-3072; Doughty, Teresa/0009-0003-5322-2571
CR Accelerated Reader Enterprise, 2012, INTRODUCTION
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NR 49
TC 32
Z9 67
U1 1
U2 75
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD JUN
PY 2013
VL 42
IS 3
BP 239
EP 256
DI 10.1007/s10566-013-9197-y
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 135FQ
UT WOS:000318274100005
DA 2024-07-15
ER

PT J
AU Smith, RL
   Eklund, K
   Kilgus, SP
AF Smith, Rhonda L.
   Eklund, Katie
   Kilgus, Stephen P.
TI Concurrent Validity and Sensitivity to Change of Direct Behavior Rating
   Single-Item Scales (DBR-SIS) Within an Elementary Sample
SO SCHOOL PSYCHOLOGY QUARTERLY
LA English
DT Article
DE direct behavior ratings; progress monitoring; behavior assessment;
   systematic direct observations
ID SYSTEMATIC DIRECT OBSERVATION; REPORT CARDS; ACADEMIC ENGAGEMENT;
   ON-TASK; INTERVENTION; GENERALIZABILITY; DEPENDABILITY; ACCEPTABILITY;
   TEACHER
AB The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily report card intervention to promote positive student behavior during prespecified classroom activities. During both baseline and intervention, teachers completed DBR-SIS ratings of 2 target behaviors (i.e., Academic Engagement, Disruptive Behavior) whereas research assistants collected systematic direct observation (SDO) data in relation to the same behaviors. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, and standardized mean difference; Gresham, 2005) were calculated for both DBR-SIS and SDO data, yielding estimates of the change in student behavior in response to intervention. Mean DBR-SIS scores were predominantly moderately to highly correlated with SDO data within both baseline and intervention, demonstrating evidence of the former's concurrent validity. DBR-SIS change metrics were also significantly correlated with SDO change metrics for both Disruptive Behavior and Academic Engagement, yielding evidence of the former's sensitivity to change. In addition, teacher Usage Rating Profile-Assessment (URP-A) ratings indicated they found DBR-SIS to be acceptable and usable. Implications for practice, study limitations, and areas of future research are discussed.
C1 [Smith, Rhonda L.] Univ Arizona, Sch Psychol Program, Tucson, AZ 85721 USA.
   [Eklund, Katie; Kilgus, Stephen P.] Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
C3 University of Arizona; University of Missouri System; University of
   Missouri Columbia
RP Eklund, K (corresponding author), Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
EM eklundk@missouri.edu
OI Kilgus, Stephen/0000-0003-0218-1004
CR Briesch AM, 2013, ASSES EFF INTERV, V38, P127, DOI 10.1177/1534508412441966
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NR 37
TC 16
Z9 23
U1 0
U2 8
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1045-3830
EI 1939-1560
J9 SCHOOL PSYCHOL QUART
JI Sch. Psychol. Q.
PD MAR
PY 2018
VL 33
IS 1
BP 83
EP 93
DI 10.1037/spq0000209
PG 11
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GB9BW
UT WOS:000429370000009
PM 28604023
DA 2024-07-15
ER

PT J
AU Liang, CTH
   Rocchino, GH
   Gutekunst, MHC
   Smithson, A
AF Liang, Christopher T. H.
   Rocchino, Gabrielle H.
   Gutekunst, Malaika H. C.
   Smithson, Annalisa
TI Conformity to masculinity ideology, a predictor of academic-related
   attitudes and behaviors
SO PSYCHOLOGY IN THE SCHOOLS
LA English
DT Article
DE academic attitudes; academic self-efficacy; image management;
   masculinity ideology; self-regulation
ID SELF-EFFICACY BELIEFS; GENDER; SCHOOL; BOYS; HARD
AB Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self-presentation of low achievement, academic engagement, academic initiative, and self-regulation, above and beyond academic self-efficacy, among a diverse sample of urban youth. With a sample of 135 eighth-grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students' endorsement of masculinity ideology predicted the criterion variables above and beyond academic self-efficacy. The sample was comprised of 54 girls and 74 boys ages 12-14 years (M = 13.14; SD = .37). Results showed academic self-efficacy significantly predicted academic engagement (B = 1.26; beta = .53, p < .001; f(2) = .39), academic initiative (B = .98; beta = .37; p < .001, f(2) = .16), and behavioral regulation (B = .61; beta = .24; p < .05; f(2) = .09) and explained an additional 8 and 10% of the variance in self-presentation of low achievement (B = .54; beta = .33; p = .001; f(2) = .14) and academic skepticism (B = .56; beta = .35; p < .001; f(2) = .15), respectively, over and above academic self-efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self-presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self-efficacy and, perhaps more important, addressing masculinity ideology.
C1 [Liang, Christopher T. H.; Rocchino, Gabrielle H.; Gutekunst, Malaika H. C.; Smithson, Annalisa] Lehigh Univ, Dept Educ & Human Serv, 111 Res Dr, Bethlehem, PA 18015 USA.
C3 Lehigh University
RP Liang, CTH (corresponding author), Lehigh Univ, Dept Educ & Human Serv, 111 Res Dr, Bethlehem, PA 18015 USA.
EM ctl212@lehigh.edu
OI Rocchino, Gabrielle/0000-0001-9080-7518
CR [Anonymous], 2005, MEN MASC, DOI DOI 10.1177/1097184X03257453
   [Anonymous], PATHWAYS SUCCESS IDE
   [Anonymous], 2018, APA GUIDELINES PSYCH
   [Anonymous], THESIS
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NR 34
TC 3
Z9 3
U1 1
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3085
EI 1520-6807
J9 PSYCHOL SCHOOLS
JI Psychol. Schools
PD DEC
PY 2019
VL 56
IS 10
BP 1583
EP 1595
DI 10.1002/pits.22305
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA JH6UX
UT WOS:000492905800003
DA 2024-07-15
ER

PT J
AU Yin, ZL
   Guo, WY
   Wang, Y
AF Yin, Zilong
   Guo, Wanying
   Wang, Yue
TI The Effect of Psychological Distress on Adolescents Academic Engagement:
   The Roles of Social-Emotional Competence and Teachers' Caring Behavior '
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE psychological distress; academic engagement; social-emotional
   competence; teachers' caring behavior; adolescents; COVID-19 policy
   liberalization
ID MENTAL-HEALTH; ACHIEVEMENT; ADJUSTMENT; CARE
AB Purpose: The relationship between psychological distress (PD) and academic engagement (AE) in adolescents is widely recognized. However, there is a lack of research on the mechanisms behind this correlation, especially in COVID-19 pandemic policy liberal-ization. This study proposed a moderated mediation model to determine the mediating role of social-emotional competence (SEC) between PD and AE and the moderating role of teachers' caring behavior (TCB). Patients and methods: The moderated mediation model was tested by PROCESS macro developed based on SPSS with Chinese adolescents aged 13-18 years (n = 8625; male 50.5%) as survey respondents. Multiple scales, including the 6-item Kessler PD Scale, SEC Scale, TCB Scale, and AE Scale, were used in this test. Results: Adolescent PD negatively predicted AE. In addition, SEC partially mediated the relationship between adolescent PD and AE. TCB moderated the direct and indirect relationships between PD and AE, which mitigated the negative effect of PD on AE and enhanced the positive effect of SEC on AE. Conclusion: Adolescent SEC and TCB are essential in mediating PD and AE. This study provided instructions for schools and teachers to intervene in adolescents' PD and academic problems, such as improving SEC and engaging in TCB in an adequate and timely manner. In addition, these findings provided vital references for adolescent mental health interventions in future large-scale public health events.
C1 [Yin, Zilong] Jiangsu Univ, Sch Teacher Educ, Zhenjiang, Peoples R China.
   [Guo, Wanying] Jiangsu Univ, Overseas Educ Coll, Zhenjiang, Peoples R China.
   [Wang, Yue] Chungnam Natl Univ, Coll Educ, Daejeon, South Korea.
   [Yin, Zilong] Jiangsu Univ, Sch Teacher Educ, 301 Xuefu Rd, Zhenjiang 212013, Jiangsu, Peoples R China.
C3 Jiangsu University; Jiangsu University; Chungnam National University;
   Jiangsu University
RP Yin, ZL (corresponding author), Jiangsu Univ, Sch Teacher Educ, 301 Xuefu Rd, Zhenjiang 212013, Jiangsu, Peoples R China.
EM yinzilong1@hotmail.com
RI YIN, ZILONG/HHC-4637-2022; wang, yue/KTH-7909-2024
OI YIN, ZILONG/0009-0004-6708-7531; wang, yue/0009-0005-2854-9497
FU Key Project of Jiangsu Provincial Educational Science "14th Five-Year
   Plan" in 2021 [C-b/2021/01/46]
FX This research was supported by the Key Project of Jiangsu Provincial
   Educational Science "14th Five-Year Plan" in 2021 (C-b/2021/01/46).
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NR 65
TC 0
Z9 0
U1 16
U2 20
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2023
VL 16
BP 5011
EP 5021
DI 10.2147/PRBM.S438998
PG 11
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA CI3K9
UT WOS:001124583000001
PM 38107444
OA gold
DA 2024-07-15
ER

PT J
AU Sicard, A
   Taillandier-Schmitt, A
   Nugier, A
   Martinot, D
AF Sicard, Alyson
   Taillandier-Schmitt, Anne
   Nugier, Armelle
   Martinot, Delphine
TI Academic citizenship behaviors as a means of meeting students'
   psychological motivational needs and enhancing their academic engagement
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic citizenship behaviors; Academic disengagement; Academic
   engagement; Psychological needs; Higher education
ID SATISFACTION; EDUCATION; AUTONOMY; PUPILS
AB The extent to which students are academically engaged creates a motivational context that shapes how they handle academic difficulties and recover from failure. Unfortunately, student disengagement is a growing concern in higher education, with a significant proportion of undergraduates dropping out in their first year. The present study investigates, in a sample of French undergraduates, how students' academic citizenship behaviors (ACB), and the ACB they perceive in others, could help prevent student disengagement and promote engagement through the satisfaction of students' psychological needs. Participants completed an online survey in which they were asked first to indicate their ACB and perceived ACB among other students at their university, then to estimate satisfaction and frustration with their psychological needs, and finally to report their mental withdrawal from higher education, as well as academic disengagement and engagement. Results indicated that students' ACB are associated with less mental withdrawal from higher education, less behavioral disengagement and greater academic engagement. These effects are mediated by the satisfaction and (the absence of) frustration of students' psychological needs. ACB perceived in others, however, had mixed effects on students' outcomes, with different direct and indirect effects. Overall, these findings support the potential of ACB as a new means of improving the quality of student motivation. ACB prevent students' disengagement and promote their engagement through satisfaction of psychological needs. The findings also highlight the gradual process of disengagement by demonstrating the relationships between its psychological and behavioral aspects.
C1 [Sicard, Alyson; Nugier, Armelle; Martinot, Delphine] Univ Clermont Auvergne, CNRS, LAPSCO, F-63000 Clermont Ferrand, France.
   [Taillandier-Schmitt, Anne] Univ Tours, Lab PAVeA, EA 2114, Tours, France.
C3 Centre National de la Recherche Scientifique (CNRS); Universite Clermont
   Auvergne (UCA); Universite de Tours
RP Martinot, D (corresponding author), Univ Clermont Auvergne, CNRS, LAPSCO, F-63000 Clermont Ferrand, France.
EM delphine.martinot@uca.fr
FU Agence Nationale de la Recherche [ANR-18-CE28-0004-01]; Agence Nationale
   de la Recherche (ANR) [ANR-18-CE28-0004] Funding Source: Agence
   Nationale de la Recherche (ANR)
FX Funding was provided by Agence Nationale de la Recherche (Grant #
   ANR-18-CE28-0004-01).
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NR 41
TC 0
Z9 0
U1 5
U2 5
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAR
PY 2024
VL 43
IS 11
BP 9993
EP 10004
DI 10.1007/s12144-023-05098-8
EA AUG 2023
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA MQ9Z3
UT WOS:001063918100001
DA 2024-07-15
ER

PT J
AU Martin, AJ
   Balzer, B
   Garden, F
   Handelsman, DJ
   Hawke, C
   Luscombe, G
   Paxton, K
   Skinner, SR
   Steinbeck, K
AF Martin, Andrew J.
   Balzer, Ben
   Garden, Frances
   Handelsman, David J.
   Hawke, Catherine
   Luscombe, Georgina
   Paxton, Karen
   Skinner, S. Rachel
   Steinbeck, Katharine
TI The role of motivation and puberty hormones in adolescents' academic
   engagement and disengagement: A latent growth modeling study
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Motivation; Engagement; Disengagement; Hormones; Adolescents
ID BEHAVIOR; ACHIEVEMENT; SCIENCE; SCHOOL; STATE; MOOD
AB The significant decline in academic engagement through the early stages of adolescence is well known, however, the relative contribution of the key factors explaining these adolescent patterns over time requires further investigation. Motivation has been a dominant research focus in past decades, while less empirical attention has been given to the comparative effects of puberty hormones (specifically, sex steroid hormones: estradiol and testosterone) that are often the subject of popular "storm and stress" stereotyping regarding adolescent devel-opment. From a baseline sample of 342 young people (11-13 years of age, 55 % males) assessed annually across 3 years, we examined the role of motivation (self-efficacy and valuing) and key puberty hormones in predicting males' and females' academic engagement and disengagement trajectories, controlling for personal and back-ground attributes. Latent growth modeling demonstrated that: (a) compared to puberty hormones, self-efficacy and valuing were more strongly associated with engagement (positively) and disengagement (negatively) for both males and females, (b) puberty hormones were more strongly linked to students' disengagement than to their engagement, and (c) the significant links between puberty hormones and disengagement were more salient and consistent across time for males-with higher levels of testosterone and estradiol individually associated with higher disengagement. These findings are discussed in the context of psycho-educational and bio-psychological perspectives on adolescents' academic development and hold implications for how to motivate and engage them in developmentally appropriate ways at school.
C1 [Martin, Andrew J.; Garden, Frances] UNSW, Sydney, NSW, Australia.
   [Balzer, Ben; Handelsman, David J.; Hawke, Catherine; Luscombe, Georgina; Paxton, Karen; Skinner, S. Rachel; Steinbeck, Katharine] Univ Sydney, Sydney, NSW, Australia.
C3 University of New South Wales Sydney; University of Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au; ben.balzer@sydney.edu.au;
   f.garden@unsw.edu.au; djh@anzac.edu.au; catherine.hawke@sydney.edu.au;
   georgina.luscombe@sydney.edu.au; karen.paxton@sydney.edu.au;
   rachel.skinner@health.nsw.gov.au; katharine.steinbeck@sydney.edu.au
RI Skinner, Rachel S/J-8455-2017
OI Paxton, Karen/0000-0001-7537-3731
FU Australian National Health and Medical Research Council (NHMRC)
   [1003312]; Sydney Medical School's Medical Foundation Grant; Australian
   Rotary District 9650 Youth Depression
FX The authors wish to thank Robert Booy, Robert Cumming, Philip Hazell,
   Rebecca Ivers, and Margot Rawsthorne for assistance with this research.
   Contributions to the broader research program from which this study
   emanates are provided in Supplementary Materials. This study (part of a
   broader research program: the ?ARCHER Study?) is supported by an
   Australian National Health and Medical Research Council (NHMRC) peer
   reviewed Project Grant (#1003312) . The authors gratefully acknowledge
   the Sydney Medical School's Medical Founda- tion Grant that supported
   the initial feasibility studies and Professor Bruce Robinson, for his
   contributions to the commencement of this study. An Australian Rotary
   District 9650 Youth Depression Grant sup- ported the final feasibility
   study for the ARCHER study.
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NR 69
TC 7
Z9 7
U1 7
U2 20
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1041-6080
EI 1873-3425
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD DEC
PY 2022
VL 100
AR 102213
DI 10.1016/j.lindif.2022.102213
EA SEP 2022
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5K5UK
UT WOS:000869791500001
OA hybrid
DA 2024-07-15
ER

PT J
AU Kessels, U
   Heyder, A
   Latsch, M
   Hannover, B
AF Kessels, Ursula
   Heyder, Anke
   Latsch, Martin
   Hannover, Bettina
TI How gender differences in academic engagement relate to students' gender
   identity
SO EDUCATIONAL RESEARCH
LA English
DT Article
DE academic achievement; gender stereotypes; gender differences; gender
   identity; academic engagement
ID SCHOOL; MATH; STEREOTYPES; MATHEMATICS; STRATEGY; PHYSICS; CHOICES;
   FEMALE; IMAGE
AB Background: Gender differences in educational outcomes encompass many different areas. For example, in some educational settings, boys lag behind girls on indicators of educational success, such as leaving certificates and type of school attended. In studies testing performance, boys typically show lower competence in reading compared with girls, yet tend to show higher competence in school subjects related to mathematics. While such differences in competence between the genders can be relatively small, they coincide with much greater differences in motivation-related variables emerging during the school years, and thus seem to channel students into lifelong gendered pathways via gendered educational and occupational preferences. Purpose: From a psychological perspective, we propose the Interests as Identity Regulation Model (IIRM) as a useful tool for understanding many of the gender differences in educational outcomes. Specifically, the focus is on two areas of research: girls' and women's under-representation in subjects such as maths and science; and boys' lower engagement at school in general. Sources of evidence: Findings from recent research, mostly from a psychological perspective using quantitative measures and empirical studies testing the IIRM, are reported to illustrate different aspects of the interplay between students' gender identity and gendered social meanings of academic domains (such as maths), as well as academic engagement in general. Main argument: IIRM suggests that the perceived fit between students' gender identity and the gendered social meanings associated with different possible behaviours at school (e.g. choosing a subject, investing effort or not) is a relevant heuristic for students' directing of their learning activities. The male stereotyping of maths and science implies a greater misfit between girls' gender identity and engagement in these domains. The perception that displaying effort and engagement at school is feminine leads to a misfit between boys' gender identity and academic engagement in general. Conclusions: Attempts to alleviate gender differences in educational outcomes that channel students into lifelong gendered pathways with regard to qualifications and occupations will benefit from an understanding of how closely these academic choices are related to students' gender identity. Interventions should aim at enhancing the individually perceived fit between a student's gender identity and engagement in specific subjects or learning activities. The nature of such interventions will be an important topic of future research.
C1 [Kessels, Ursula; Heyder, Anke; Latsch, Martin; Hannover, Bettina] Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
C3 Free University of Berlin
RP Kessels, U (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Berlin, Germany.
EM ursula.kessels@fu-berlin.de
RI Hannover, Bettina/CAF-0847-2022; Heyder, Anke/U-2248-2019; Hannover,
   Bettina/CAH-6542-2022
OI Heyder, Anke/0000-0002-1578-4894; Hannover, Bettina/0000-0003-1916-8455
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NR 51
TC 94
Z9 126
U1 3
U2 108
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1881
EI 1469-5847
J9 EDUC RES-UK
JI Educ. Res.
PD APR 3
PY 2014
VL 56
IS 2
SI SI
BP 220
EP 229
DI 10.1080/00131881.2014.898916
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AG0ET
UT WOS:000335088800008
DA 2024-07-15
ER

PT J
AU Moore, SY
   Erzen, T
AF Moore, Sarah Y.
   Erzen, Tanya
TI The Well-Being Impacts Associated with College in Prison: A Comparison
   of Incarcerated and Non-Incarcerated Students Who Identify as Women
SO PRISON JOURNAL
LA English
DT Article
DE college-in-prison; well-being; gender
ID VALIDATION; SCALE; EDUCATION; RECIDIVISM; LOCUS
AB Benefits of college in prison (CIP) programs often center on reduced recidivism and other post-release adjustment outcomes. This article argues for broader recognition of positive outcomes to include well-being, coping, and academic engagement for incarcerated students, noting the specific challenges for female-identifying inmates with backgrounds that often include high levels of abuse and violence. Using longitudinal data from female-identifying students in a CIP program and comparison data from a matched non-incarcerated sample, improvements in these outcome measures are demonstrated as incarcerated students remain in the program. Importantly, their measures of well-being, coping, and academic engagement were significantly better than the matched non-incarcerated sample for most measures. Further, the possible underlying mechanism for the findings is discussed, linking them to program characteristics that emphasize the development of community, agency, and personalized-in-person education-qualities that are in alignment with trauma-informed practices.
C1 [Moore, Sarah Y.] Univ Puget Sound, Dept Psychol, Tacoma, WA USA.
   [Erzen, Tanya] Univ Puget Sound, FEPPS, Tacoma, WA USA.
   [Erzen, Tanya] Univ Puget Sound, Relig, Tacoma, WA USA.
   [Moore, Sarah Y.] Univ Puget Sound, Dept Psychol, 1500 N Warner St, Tacoma, WA 98416 USA.
RP Moore, SY (corresponding author), Univ Puget Sound, Dept Psychol, 1500 N Warner St, Tacoma, WA 98416 USA.
EM smoore@pugetsound.edu
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NR 34
TC 0
Z9 0
U1 4
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0032-8855
EI 1552-7522
J9 PRISON J
JI Prison J.
PD JAN
PY 2023
VL 103
IS 1
BP 3
EP 22
DI 10.1177/00328855221139843
EA NOV 2022
PG 20
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA 6W5PT
UT WOS:000889186600001
DA 2024-07-15
ER

PT J
AU Allee-Smith, PJ
   Im, MH
   Hughes, JN
   Clemens, NH
AF Allee-Smith, Paula J.
   Im, Myung Hee
   Hughes, Jan N.
   Clemens, Nathan H.
TI Mentor Support Provisions Scale: Measure dimensionality, measurement
   invariance, and associations with adolescent school functioning
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Mentoring; Nonparental adult; Mentor support; Reading achievement; Math
   achievement; Academic engagement
ID TEACHER-STUDENT SUPPORT; OF-FIT INDEXES; MIDDLE SCHOOL; NONPARENTAL
   ADULTS; NATURAL MENTORS; ENGAGEMENT; MOTIVATION; CLASSROOM; RISK;
   PERCEPTIONS
AB Mentoring relationships can have important effects on adolescents' psychosocial and academic outcomes; however, the transactions within mentoring relationships that may account for impact on psychosocial and academic outcomes are not well understood. This study investigated the psychometric properties of the Mentor Support Provisions Scale (MSPS), a tool for assessing the types of support that mentors provide. Exploratory factor analyses and confirmatory factor analyses were used to determine measure dimensionality. Findings indicated acceptable fit with a three-factor structure: Academic Support, Intimacy, and Warmth. The MSPS was found to have scalar invariance; thus, factor loadings and intercepts are the same across student sex and ethnic groups (e.g., White, Hispanic, and Black). In structural equation modeling analyses, the three latent factors predicted academic engagement and reading and math achievement, above baseline scores. Research and practical uses of the MSPS are discussed.
C1 [Allee-Smith, Paula J.; Im, Myung Hee; Hughes, Jan N.] Texas A&M Univ, College Stn, TX 77843 USA.
   [Clemens, Nathan H.] Univ Texas Austin, Austin, TX 78712 USA.
C3 Texas A&M University System; Texas A&M University College Station;
   University of Texas System; University of Texas Austin
RP Allee-Smith, PJ (corresponding author), 4225 TAMU, College Stn, TX 77843 USA.
EM pjalleesmith@gmail.com
FU National Institute of Child Health and Human Development [R01 HD039367]
FX This research was supported by grant R01 HD039367 to Jan Hughes from the
   National Institute of Child Health and Human Development.
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NR 79
TC 4
Z9 8
U1 2
U2 26
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD APR
PY 2018
VL 67
BP 69
EP 87
DI 10.1016/j.jsp.2017.09.006
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GD8OW
UT WOS:000430772900005
PM 29571536
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Datu, JAD
   King, RB
   Valdez, JPM
AF Datu, Jesus Alfonso D.
   King, Ronnel B.
   Valdez, Jana Patricia M.
TI Psychological capital bolsters motivation, engagement, and achievement:
   Cross-sectional and longitudinal studies
SO JOURNAL OF POSITIVE PSYCHOLOGY
LA English
DT Article
DE Academic achievement; academic engagement; academic motivation;
   psychological capital
ID SELF-DETERMINATION THEORY; STUDENTS MOTIVATION; ACADEMIC MOTIVATION;
   SOCIAL GOALS; PERFORMANCE; HOPE; EMPLOYEES; CONSTRUCT; COGNITION;
   EFFICACY
AB Psychological capital (PsyCap) has been widely investigated in the organizational context. However, limited attention has been given to the role of PsyCap in the academic setting. The primary objective of this study was to examine how PsyCap is associated with academic motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that PsyCap was associated with higher autonomous motivation and controlled motivation even after controlling for relevant demographic variables. PsyCap was also associated with lower levels of amotivation. Study 2 showed that PsyCap was both a concurrent and prospective predictor of autonomous motivation, controlled motivation, academic engagement, and academic achievement even after controlling for their respective autoregressors and other relevant covariates. Mediational analyses indicated that the effects of T1 PsyCap on T2 achievement and T2engagement were mediated by T2autonomous motivation. The theoretical and practical implications are elucidated.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Div Learning Dev & Divers, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
   [King, Ronnel B.] Educ Univ Hong Kong, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] San Pablo Coll, San Pablo, Laguna, Philippines.
   [Valdez, Jana Patricia M.] Univ Hong Kong, Div Informat Technol Studies, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
C3 University of Hong Kong; Education University of Hong Kong (EdUHK);
   University of Hong Kong
RP Datu, JAD (corresponding author), Univ Hong Kong, Div Learning Dev & Divers, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
EM jaddatu@hku.hk
RI King, Ronnel B/AGZ-0675-2022; Valdez, Jana Patricia
   Millonado/HRC-9854-2023
OI King, Ronnel B/0000-0003-1723-1748; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237; Datu, Jesus Alfonso/0000-0002-8790-1113;
   KING, Ronnel Bornasal/0000-0002-0648-8508
FU Education University of Hong Kong [04142]
FX This research was partly supported in part by the Dean's Innovation
   Grant from The Education University of Hong Kong (#04142) awarded to the
   second author.
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NR 53
TC 91
Z9 105
U1 7
U2 93
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1743-9760
EI 1743-9779
J9 J POSIT PSYCHOL
JI J. Posit. Psychol.
PY 2018
VL 13
IS 3
BP 260
EP 270
DI 10.1080/17439760.2016.1257056
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA FW6JE
UT WOS:000425423500005
DA 2024-07-15
ER

PT J
AU Datu, JAD
   Valdez, JPM
   King, RB
AF Datu, Jesus Alfonso D.
   Valdez, Jana Patricia M.
   King, Ronnel B.
TI Perseverance Counts but Consistency Does Not! Validating the Short Grit
   Scale in a Collectivist Setting
SO CURRENT PSYCHOLOGY
LA English
DT Article
DE Academic engagement; Filipino students; Grit; Subjective well-being
ID SOCIAL GOALS; FACTORIAL INVARIANCE; FIT INDEXES; SELF; CULTURE;
   VALIDITY; STUDENTS; PASSION; SCHOOL
AB The present research aims to validate the Short Grit Scale (Duckworth et al. Journal of Personality Assessment 91:166-174, 2009) among a sample of university (n = 220) and high school students (n = 606) from a collectivist culture (i.e., the Philippines) using both within-network and between-network approaches to construct validation. Our results revealed interesting cross-cultural differences in grit. First, grit was comprised of two distinct dimensions rather than as a hierarchical construct. Only the perseverance of effort dimension loaded onto the higher-order grit factor. Second, perseverance of effort was more salient in predicting key psychological outcomes (i.e., academic engagement and subjective well-being) compared to consistency of interests. This suggests that in collectivist cultures, the perseverance of effort dimension of grit is more relevant compared to the consistency of interest. Theoretical and practical implications are discussed.
C1 [Datu, Jesus Alfonso D.] Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Pok Fu Lam, Hong Kong, Peoples R China.
   [Valdez, Jana Patricia M.] De La Salle Univ, Manila 1004, Philippines.
   [King, Ronnel B.] Hong Kong Inst Educ, Dept Curriculum & Instruct, Tai Po, Hong Kong, Peoples R China.
C3 University of Hong Kong; De La Salle University; Education University of
   Hong Kong (EdUHK)
RP Datu, JAD (corresponding author), Univ Hong Kong, Fac Educ, Div Learning Dev & Divers, Pok Fu Lam, Hong Kong, Peoples R China.
EM jess.datu@yahoo.com
RI King, Ronnel B/AGZ-0675-2022; Valdez, Jana Patricia
   Millonado/HRC-9854-2023
OI King, Ronnel B/0000-0003-1723-1748; Valdez, Jana Patricia
   Millonado/0000-0002-1237-2237; KING, Ronnel
   Bornasal/0000-0002-0648-8508; Datu, Jesus Alfonso/0000-0002-8790-1113
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NR 39
TC 169
Z9 203
U1 1
U2 86
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1046-1310
EI 1936-4733
J9 CURR PSYCHOL
JI Curr. Psychol.
PD MAR
PY 2016
VL 35
IS 1
BP 121
EP 130
DI 10.1007/s12144-015-9374-2
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DG6YA
UT WOS:000372230800015
DA 2024-07-15
ER

PT J
AU Liébana-Presa, C
   Fernández-Martínez, ME
   Ruiz Gándara, A
   Muñoz-Villanueva, MC
   Vázquez-Casares, AM
   Rodríguez-Borrego, MA
AF Liebana-Presa, Cristina
   Elena Fernandez-Martinez, Ma
   Ruiz Gandara, Africa
   Carmen Munoz-Villanueva, Ma
   Maria Vazquez-Casares, Ana
   Aurora Rodriguez-Borrego, Ma
TI PSYCHOLOGICAL DISTRESS IN HEALTH SCIENCES COLLEGE STUDENTS AND ITS
   RELATIONSHIP WITH ACADEMIC ENGAGEMENT
SO REVISTA DA ESCOLA DE ENFERMAGEM DA USP
LA Spanish
DT Article
DE Engagement; Psychological distress; Nursing; Physiotherapy;
   Undergraduate students
ID NURSING-STUDENTS; MENTAL-HEALTH; STRESS; WORK
AB Objective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor), sex and degree among students from four public universities. Method: A non-experimental, comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.
C1 [Liebana-Presa, Cristina; Elena Fernandez-Martinez, Ma; Maria Vazquez-Casares, Ana] Univ Leon, Dept Enfermeria & Fisioterapia, Leon 24400, Spain.
   [Ruiz Gandara, Africa] Univ Cordoba, Dept Estadist Econometria Invest Operat Org Empre, Cordoba, Spain.
   [Carmen Munoz-Villanueva, Ma] Inst Maimonides Invest Biomed Cordoba, Responsable Area Metodol & Estadist, Cordoba, Spain.
   [Aurora Rodriguez-Borrego, Ma] Univ Leon, Dept Enfermeria, Leon 24400, Spain.
C3 Universidad de Leon; Universidad de Cordoba; Universidad de Leon
RP Liébana-Presa, C (corresponding author), Univ Leon, Campus Ponferrada,Avda Astorga S-N, Leon 24400, Spain.
EM cliep@unileon.es
RI vázquez-casares, ana/J-5651-2013; Liebana-Presa, Cristina/O-1771-2017;
   Fernández-Martínez, Elena/I-8357-2017; vázquez-casares,
   ana/JBR-8754-2023; Vazquez-Casares, Ana/AFP-7352-2022; Ruiz-Gandara,
   Africa/O-4378-2017
OI vázquez-casares, ana/0000-0002-0360-5262; Liebana-Presa,
   Cristina/0000-0003-1272-3014; Fernández-Martínez,
   Elena/0000-0002-8582-6631; Ruiz-Gandara, Africa/0000-0001-9764-925X
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Z9 31
U1 0
U2 39
PU UNIV SAO PAOLO
PI CERQUERA CESAR
PA AV  DR ENEAS DE CARVALHO AGUIAR, 419, CERQUERA CESAR, SP 05403-000,
   BRAZIL
SN 0080-6234
EI 1980-220X
J9 REV ESC ENFERM USP
JI Rev. Esc. Enferm. USP
PD AUG
PY 2014
VL 48
IS 4
BP 715
EP 722
DI 10.1590/S0080-623420140000400020
PG 8
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA AS0TK
UT WOS:000343991300021
PM 25338254
OA Green Submitted, gold
DA 2024-07-15
ER

PT J
AU Closson, LM
   Bond, TA
AF Closson, Leanna M.
   Bond, Takara A.
TI Social network site use and university adjustment
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Social network site use; academic engagement; procrastination;
   university adjustment
ID INTERNET USE; COLLEGE ADJUSTMENT; PROCRASTINATION; FACEBOOK; STUDENTS;
   ENGAGEMENT; ONLINE; FREQUENCY; IMPACT; MEDIA
AB Previous research suggests that students often use social network sites (SNS) as academic distractors, though little is known about the association between students' use of individual SNS and university adjustment. The present study examined academic outcomes associated with using Tumblr, Facebook, Twitter, Pinterest, and Instagram. University students (N = 422; M-age = 21.24) completed self-report measures assessing SNS use, procrastination, academic engagement, and university adjustment. For each SNS, participants reported how often they used the site in general, in addition to how often they used the site to procrastinate on academic tasks, and their frequency of using the site for non-academic purposes during class. Results indicated that Tumblr, Facebook, and Pinterest were linked with university maladjustment, whereas Twitter and Instagram were associated with some benefits to adjustment. The findings suggest that using SNS to procrastinate, or using SNS during class, play an important role in understanding students' adjustment to university.
C1 [Closson, Leanna M.; Bond, Takara A.] St Marys Univ, Dept Psychol, 923 Robie St, Halifax, NS B3H 3C3, Canada.
C3 Saint Marys University - Canada
RP Closson, LM (corresponding author), St Marys Univ, Dept Psychol, 923 Robie St, Halifax, NS B3H 3C3, Canada.
EM leanna.closson@smu.ca
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TC 8
Z9 9
U1 3
U2 35
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-3410
EI 1469-5820
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD SEP 14
PY 2019
VL 39
IS 8
BP 1027
EP 1046
DI 10.1080/01443410.2019.1618443
EA MAY 2019
PG 20
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA IO0NS
UT WOS:000471386500001
DA 2024-07-15
ER

PT J
AU Valenzuela, J
   Muñoz, C
   Frenay, M
   Devos, C
   Marfull-Jensen, M
   Precht, A
   Silva-Peña, I
   Oliva, MA
AF Valenzuela, Jorge
   Munoz, Carla
   Frenay, Mariane
   Devos, Christelle
   Marfull-Jensen, Marisol
   Precht, Andrea
   Silva-Pena, Ilich
   Angelica Oliva, Maria
TI Academic Engagement in Preservice Teachers: Motivational Variables for a
   Chilean sample
SO REVISTA LATINOAMERICANA DE PSICOLOGIA
LA English
DT Article
DE Motivation; preservice teacher; academic engagement
ID EXPECTANCY-VALUE THEORY; SELF-DETERMINATION THEORY; READING MOTIVATION;
   EDUCATION; STUDENTS; ACHIEVEMENT; PARTICIPATION
AB This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that "motivation to become a teacher" or "motivation to teach" may not be enough to explain the teacher training engagement. (C) 2019 Fundacion Universitaria Konrad Lorenz.
C1 [Valenzuela, Jorge; Precht, Andrea] Univ Catolica Maule, Fac Ciencias Educ, Talca, Chile.
   [Munoz, Carla] Univ Catolica Maule, Dept Psicol, Talca, Chile.
   [Frenay, Mariane; Devos, Christelle] Catholic Univ Louvain, Fac Psychol, Louvain La Neuve, Belgium.
   [Marfull-Jensen, Marisol] Univ Tecnol Chile, Escuela Humanidades, Coyhaique, Chile.
   [Silva-Pena, Ilich] Univ Los Lagos, Dept Educ, IESED, Osorno, Chile.
   [Angelica Oliva, Maria] Univ Playa Ancha, Ctr Estudios Avanzados, Viha Del Mar, Chile.
C3 Universidad Catolica del Maule; Universidad Catolica del Maule;
   Universite Catholique Louvain; Universidad de Los Lagos; Universidad de
   Playa Ancha
RP Valenzuela, J (corresponding author), Univ Catolica Maule, Fac Ciencias Educ, Talca, Chile.
EM Valenzu@gmail.com
RI Precht, Andrea/H-4506-2015; Munoz, Carla/P-8544-2019; Valenzuela,
   jorge/J-6070-2014; FRENAY, Mariane/I-4017-2017
OI Precht, Andrea/0000-0002-2435-5565; Munoz, Carla/0000-0001-5968-6076;
   Valenzuela, jorge/0000-0002-9558-2642; FRENAY,
   Mariane/0000-0001-9201-2604
FU National Commission for Research in Science and Technology
   (Conicyt-Chile) through the Regular Fondecyt Project [1150533, 1170779,
   1181159]
FX This research has been funded by the National Commission for Research in
   Science and Technology (Conicyt-Chile) through the Regular Fondecyt
   Project 1150533, 1170779 and 1181159.
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NR 64
TC 3
Z9 3
U1 1
U2 22
PU FOUNDATION ADVANCEMENT PSYCHOLOGY
PI BOGOTA D C
PA APARTADO AEREO 92621, BOGOTA D C, COLOMBIA
SN 0120-0534
J9 REV LAT AM PSICOL
JI Rev. Latinoam. Psicol.
PD JUL-SEP
PY 2019
VL 51
IS 3
BP 181
EP 190
DI 10.14349/rlp.2019.v51.n3.5
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA KW7OI
UT WOS:000521373600005
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Cho, SJ
   Blair, KSC
AF Cho, Su-Je
   Blair, Kwang-Sun Cho
TI Using a Multicomponent Function-Based Intervention to Support Students
   With Attention Deficit Hyperactivity Disorder
SO JOURNAL OF SPECIAL EDUCATION
LA English
DT Article
DE ADHD; problem behavior; positive behavior support; function-based
   intervention; teacher training
ID POSITIVE BEHAVIOR SUPPORT; YOUNG-CHILDREN; DESCRIPTIVE ANALYSIS;
   CLASSROOM-BEHAVIOR; HIGH-SCHOOLS; ADHD; ADOLESCENTS; MANAGEMENT; AUTISM;
   MIDDLE
AB The current study evaluated the effects of a multicomponent function-based intervention on students with other health impairment (OHI) for attention deficit hyperactivity disorder (ADHD) in a private special education school. The focus of the intervention was to prevent problem behaviors and to increase academic engagement by modifying classroom activities, teaching replacement skills, and changing behavior consequences. Data using a multiple-baseline design across academic subjects revealed that target problem behaviors decreased and academic engagement increased in reading, writing, and mathematical activities for students. Social validity with the classroom staff indicated that the intervention process and outcomes were highly acceptable and effective. In conclusion, this study provides strong evidence that a multicomponent function-based intervention can be successfully applied to students with both ADHD and problem behaviors.
C1 [Cho, Su-Je] Fordham Univ, New York, NY 10023 USA.
   [Blair, Kwang-Sun Cho] Univ S Florida, Tampa, FL USA.
C3 Fordham University; State University System of Florida; University of
   South Florida
RP Cho, SJ (corresponding author), Fordham Univ, Grad Sch Educ, 113 West 60th St 1102, New York, NY 10023 USA.
EM scho@fordham.edu
FU U.S. Department of Education, Office of Special Education Programs
   [H325T110016]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by a grant (H325T110016) from the U.S. Department
   of Education, Office of Special Education Programs.
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NR 46
TC 4
Z9 13
U1 0
U2 38
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-4669
EI 1538-4764
J9 J SPEC EDUC
JI J. Spec. Educ.
PD FEB
PY 2017
VL 50
IS 4
BP 227
EP 238
DI 10.1177/0022466916655186
PG 12
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EK5TK
UT WOS:000393988600004
DA 2024-07-15
ER

PT J
AU Elphinstone, B
   Farrugia, M
AF Elphinstone, Brad
   Farrugia, Matthew
TI Greater autonomous regulation, wellbeing, and adaptive learning
   characteristics: The benefits of an effortful rather than expedient
   epistemic style
SO PERSONALITY AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Epistemic style; Dual-processing; Autonomy; Motivation; Wellbeing;
   Academic engagement; Education
ID STUDENT-DEVELOPMENT; SELF-DETERMINATION; MOTIVATION; WORLD
AB Two studies investigated the extent to which an orientation towards complex, effortful thinking (i.e., Intellective Position; IP) rather than effortless, expedient thinking (i.e., Default Position; DP) contributes to greater autonomous regulation in life in general (N = 376), and for academic study (N = 697). In both studies, respondents characterised by having comparatively higher levels of IP than DP reported greater intrinsic motivation than respondents who scored comparatively higher on DP. Subsequent regression analyses generally indicated that reduced amotivation and controlled regulation, and greater autonomous regulation and intrinsic motivation, were associated with greater wellbeing (i.e., vitality, life satisfaction) and adaptive learning characteristics (i.e., academic engagement, self-directed learning). An orientation towards IP rather than DP significantly accounted for variance in higher scores on self-directed learning, and lower levels of life satisfaction. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Elphinstone, Brad; Farrugia, Matthew] Swinburne Univ Technol, Mail H31,POB 218, Hawthorn, Vic 3122, Australia.
C3 Swinburne University of Technology
RP Elphinstone, B (corresponding author), Swinburne Univ Technol, Mail H31,POB 218, Hawthorn, Vic 3122, Australia.
EM brad.elphinstone@gmail.com
OI Elphinstone, Brad/0000-0002-2275-8360
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NR 32
TC 6
Z9 7
U1 1
U2 21
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0191-8869
J9 PERS INDIV DIFFER
JI Pers. Individ. Differ.
PD SEP
PY 2016
VL 99
BP 94
EP 99
DI 10.1016/j.paid.2016.04.082
PG 6
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA DV0EW
UT WOS:000382591800016
DA 2024-07-15
ER

EF