College Major Satisfaction Differences in the Relationships between Student Engagement and Academic Achievement

2020 ◽  
Vol 20 (11) ◽  
pp. 641-661
Author(s):  
Hyun Seon Ahn ◽  
Wonsik Kim ◽  
Jeesoo Lee
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
College Major ◽  
Major Satisfaction

Relationships between student engagement and academic achievement: A meta-analysis

2018 ◽  
Vol 46 (3) ◽  
pp. 517-528 ◽  
Author(s):  
Hao Lei ◽  
Yunhuo Cui ◽  
Wenye Zhou
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Meta Analysis ◽  
Cognitive Engagement ◽  
Conclusive Evidence ◽  
Cultural Value ◽  
Positive Correlation ◽  
And Gender ◽  
Almost All ◽  
The Relationship

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

Vocational Interest Themes and Personality Traits in Relation to College Major Satisfaction of Business Students

2007 ◽  
Vol 33 (3) ◽  
pp. 269-295 ◽  
Author(s):  
Christen T. Logue ◽  
John W. Lounsbury ◽  
Arpana Gupta ◽  
Frederick T. L. Leong
Keyword(s):  
Personality Traits ◽  
Business Students ◽  
College Major ◽  
Vocational Interest ◽  
Major Satisfaction

scholarly journals Identifying the Empirical Gaps in the Relationships between Student Engagement and Their Academic Achievement; Future Research

2020 ◽  
pp. 1-8
Author(s):  
Iruka I. L. Galappaththi ◽  
Ravindi Dissanayake ◽  
Thilina W. Welgama ◽  
Udara A. Somachandara ◽  
Ranitha S. Weerarathna ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Sample Size ◽  
Secondary Data ◽  
Future Research ◽  
Single Subject ◽  
Qualitative Approaches ◽  
The Future ◽  
The Relationship ◽  
Critical Literature

This research paper basically discussed about the empirical gaps when identifying the relationship between student engagement and their academic achievement, which would be useful for the future researches on the topic. Secondary data collection was used. A critical Literature Review was conducted using a sample size of 22 articles. The first gap is about the sample size, where the sample is being limited to just one university/school/institute. The second gap is about the way the researchers have measured the academic achievement, where most have done using a single subject result, which would be impractical. Thirdly, lack of qualitative approaches to measure the relationship between student engagement and academic achievement is identifies as a gap. As the fourth gap, students from all the years and variety of faculties should be taken, as student engagement might vary with them. As the fifth gap, many researchers have identified that most researches have been carried out targeting one country, which might be failed to give an overall result on the relationship. The sixth gap identified was that many of the researchers have paid to the respondents in filling the survey and therefore the researchers have faced restrictions due to unavailability of sufficient financial resources. The last gap which was identified throughout the literature was that information technology nowadays has an influence on student engagement and the fact was not taken into account by most of the researches. At the latter part of the research, the recommendations to the future researchers were given.

CareerStart: A Middle School Student Engagement and Academic Achievement Program

2010 ◽  
Vol 32 (4) ◽  
pp. 223-234 ◽  
Author(s):  
D. K. Orthner ◽  
P. Akos ◽  
R. Rose ◽  
H. Jones-Sanpei ◽  
M. Mercado ◽  
...  
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Student Engagement ◽  
Middle School Student

Culturally Sustaining Pedagogy and Hip-Hop Based Education

2018 ◽  
pp. 1008-1017 ◽  
Author(s):  
Azure C. Covington ◽  
Ayana Allen ◽  
Chance W. Lewis
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Student Engagement ◽  
Teacher Knowledge ◽  
Hip Hop ◽  
Hip Hop Culture ◽  
Culturally Sustaining Pedagogy ◽  
Hip Hop Pedagogy ◽  
Professional Development Needs ◽  
Relevant Pedagogy

Culturally sustaining pedagogy (CSP) (Paris & Alim, 2014) presents a new lens by which culturally relevant pedagogy can evolve with the ever-evolving youth culture of today. The evolution of hip-hop culture serves as an example of CSP that can be used to increase student engagement and academic achievement through the use of hip-hop based education (HHBE). However, current HHBE research fails to address the professional development needs of those who do not identify with hip-hop culture but want to implement hip-hop pedagogy into their instructional practice. This chapter presents a professional development design for hip-hop based education that is to serve as the beginning of teacher knowledge construction in frameworks of CSP for increased student engagement and academic achievement.

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