An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 57-64 ◽  
Author(s):  
Nor Fathimah Fathil ◽  
◽  
Siti Zuraidah Md Osman ◽  
Rozinah Jamaludin ◽  
◽  
...  
Keyword(s):  
Student Engagement ◽  
Learning Outcome ◽  
Student Interaction ◽  
Online Video ◽  
Mediating Role ◽  
Video Lecture

Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping

2021 ◽  
Author(s):  
José Carlos Núñez ◽  
Carlos Freire ◽  
María del Mar Ferradás ◽  
Antonio Valle ◽  
Jianzhong Xu
Keyword(s):  
Student Engagement ◽  
Parental Involvement ◽  
Secondary School ◽  
Mediating Role

scholarly journals Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation

2019 ◽  
Vol 10 ◽  
Author(s):  
José C. Núñez ◽  
Bibiana Regueiro ◽  
Natalia Suárez ◽  
Isabel Piñeiro ◽  
María Luisa Rodicio ◽  
...  
Keyword(s):  
Parent Involvement ◽  
Student Engagement ◽  
Student Perception ◽  
Mediating Role

Future time perspective and group performance among students

2020 ◽  
Vol 12 (5) ◽  
pp. 1265-1280 ◽  
Author(s):  
Manish Gupta ◽  
Arnold B. Bakker
Keyword(s):  
Student Engagement ◽  
Task Performance ◽  
Time Perspective ◽  
Group Performance ◽  
Group Cohesion ◽  
Future Time Perspective ◽  
Future Time ◽  
Content Type ◽  
Mediating Role

PurposeThe objective of this study is to understand the mediating role of student engagement between future time perspective and group task performance. In addition, the study examines the interaction effect of group cohesion task with student engagement on group performance.Design/methodology/approachData were collected from 170 (a total of 34 groups of five members each) business management students for three consecutive months. To analyze the data, multi-level modeling was carried out.FindingsThe results of the three-wave multi-level analysis indicate support for the hypotheses and suggest that future time perspective affects group performance through student engagement. Moreover, group cohesion interacts with student engagement to predict group task performance.Research limitations/implicationsThe findings show how the application of engagement theory can help in understanding the relationship between two distant variables, namely, future time perspective and group performance.Practical implicationsThe educators are encouraged to engage students for facilitating the positive impact of future time perspective on group task performance. The findings also imply that the students with future orientation perform well and thus, the educators may need to teach students to have futuristic perspective.Originality/valueThis study in one of its kinds to test the mediating role of student engagement between future time perspective and group task performance as well as the interaction effect of group cohesion task with student engagement on group performance at both the individual and group level over a period of time.

Unleashing the role of e-learning in student engagement practices and accounting professional competencies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munther Al-Nimer ◽  
Ghaith Alsheikh
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Structural Equation ◽  
Sem Analysis ◽  
Professional Competencies ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
E Learning

PurposePresently, there is a need for graduate students to be well prepared with accounting professional competencies (APCs) as the market is characterized by intensive activities and rare job opportunities. In relation to this is the significant role of student engagement (SE) practices and e-learning. Thus, the present study examined the mediating role of e-learning on the relationship between SE practices and APC, as well as the moderating role of student's demographics on the same relationship.Design/methodology/approachThe study used a structured questionnaire distributed to 428 accounting students enrolled in institutions in Jordan and the obtained response rate was 65.84%. The formulated hypotheses were tested using structural equation modeling in PLS-SEM analysis Version 3.2.7.FindingsOn the basis of the results, there is a significant relationship between SE and e-learning and APC, with e-learning partially mediating the SE-APC relationship. The results also showed that students' demographics have a significant moderating relationship between the same.Originality/valueThe author recommends that universities employ advanced technologies with SE practices for the mobilization of accounting graduate students, with the prerequisite APC skills so they will become competitive and thrive in their professional and practical lives.

scholarly journals PERSONAL BEST GOALS: DO THEY MEDIATE THE RELATIONSHIP BETWEEN TEACHER AUTONOMY SUPPORT AND STUDENT ENGAGEMENT?

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 25-49
Author(s):  
Abderrahim Benlahcene ◽  
Rosna Awang-Hashim ◽  
Amrita Kaur
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Teacher Autonomy ◽  
Measurement Scale ◽  
Emotional Engagement ◽  
Mediating Role ◽  
Cognitive Behavioural

Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ engagement. However, there is a scarcity of empirical evidence on the mediating role of personal best (PB) goals between autonomy support and student engagement. Hence, in this research we examined the extent to which TAS could impact cognitive, behavioural and emotional engagement with the mediating role of PB goals among undergraduate students. Methodology ˗ A cross-sectional research design was applied. A total of 266 undergraduate students from a large government university located in northern Malaysia participated in this research. The Learning Climate Questionnaire (LCQ) and the Personal Best Scale were used to measure the students’ perception of TAS and their PB goals respectively, while the Engagement Versus Disaffection with Learning measurement scale and the Metacognitive Strategies Questionnaire were used to collect data on cognitive, behavioural and emotional engagement. Structural Equation Modelling using AMOS 23 was adopted to test the hypothesized relationships. Findings ˗ The results of the study support our postulated model, showing that TAS is related with student engagement aspects through the full mediating role of PB goals. Significance ˗ These results augment the present understanding of the self-determination theory motivation mediation model by highlighting that creating a conducive learning environment that facilitates self-determined behaviours among students will nurture PB goals and enhance engagement, which will be beneficial for teaching and learning processes in education.

‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement

2017 ◽  
Vol 38 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Elaine Yu Ling Cai ◽  
Gregory Arief D. Liem
Keyword(s):  
Student Engagement ◽  
Achievement Goals ◽  
Autonomous Motivation ◽  
Self Report ◽  
Mediating Role ◽  
Controlled Motivation ◽  
Positive Direct ◽  
Almost All ◽  
Adaptive Role

This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in almost all the links connecting motivational reasons to different engagement outcomes. Specifically, whilst autonomous motivation (AM) was associated with greater effort/persistence, heightened elaboration, and lower anxiety, controlled motivation (CM) was associated with higher anxiety. Although self-based goals strengthened the positive direct effects of AM on effort/persistence and elaboration, and channeled the adaptive effects of CM on these two engagement outcomes, this goal type also heightened the effect of CM on anxiety and cancelled out the benefits of AM in reducing anxiety. Taken together, findings pointed to the more adaptive role of AM relative to CM, and the apparently double-edged-sword effects of self-based goals on student engagement. Key findings and their implications for teaching and school psychology practices are discussed.

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