From A-Level Success to College Achievement: The Mediating Effect of Academic Engagement on Cumulative Grade Point Average (CGPA) and Persistence among undergraduate students at Makerere University DOI Creative Commons

Moris Matembu Kipuru,

Grace Kibanja,

Leon Matagi

et al.

African Journal of Empirical Research, Journal Year: 2024, Volume and Issue: 5(4), P. 1779 - 1797

Published: Dec. 10, 2024

The transition from high school to university is an important phase in the educational journey of many students. This stage not only serves as access for enrollment but also equips students handle challenges at university. study investigates influence prior academic performance, measured by A-level grades, on cumulative grade point average (CGPA) and persistence graduation while exploring how engagement mediates this relationship. Using a post-positivist lens, sequential explanatory mixed-methods research design was applied, with emphasis quantitative analysis data followed up qualitative explain statistically significant results. targeted population included final-year four participating schools Makerere University, totaling 1,273 utilized simple random sampling technique, allowing all equal chance participate, which caused realization final sample 754. SPSS V26 conduct correlation regression analyses explore relationships predictive power grades college CGPA persistence. Additionally, mediation performed assess indirect effect link between performance CGPA. findings indicated that have impact students' do significantly affect their Consistent research, involvement found both showed no engagement, well insignificant relationship points To gain further insight into these results, collection were conducted using purposive method. Fourteen voluntarily shared experiences elucidate relationships, leading emergence several key themes. For example, strong skills, motivation, intellectual ability identified reasons why higher tend achieve solid grasp concepts increased confidence highlighted factors explaining positively predicts Based findings, concluded critical toward success. Therefore, recommended University other education institutions uphold current A-Level cut-off requirements admission different programs may be deemed so. Besides, faculty members should prioritize creating engaging learning environment promotes interactive meaningful experiences, utilizing methods such collaborative sessions, projects, peer-to-peer interactions, class presentations. By fostering culture, are more likely excel academically persist studies until graduation, they will perceive rewarding.

Language: Английский

Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship DOI Creative Commons
Yonghong Wang,

Mingzhang Zuo,

Xiangchun He

et al.

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(1), P. 78 - 78

Published: Jan. 17, 2025

As online learning platforms become prevalent, has been an important way for college students. Online engagement, as evaluation of quality, is crucial enhancing quality and promoting higher education by investigating students' engagement its influencing factors in the environment. This paper aims to identify key affecting behavioral engagement. Based on a literature review, Delphi expert consultation method was used build assessment framework covering five dimensions (participation, concentration, interaction, challenge, self-monitoring) with sixteen specific indicators. The Analytic Hierarchy Process (AHP) determined weights these factors. Then, data from 63 students using "Ketangpai" platform were collected analyzed explore correlation predictive relationships between behavior indicators academic achievements. results showed strong frequency accessing resources long-term performance, prediction model established. offers theoretical methodological insights designing activities evaluating quality. It supports intervening assessing processes improving Also, exploring relationship helps educators formulate personalized teaching strategies, effectiveness experiences.

Language: Английский

Citations

0
Lecturers' Pedagogical Dispositions and University Religious Studies Students' Academic Engagement: Intel from Students in the University of Cape Coast, Ghana DOI Creative Commons
Isaac Obiri Ampem, Eric Mensah, Martin Owusu

et al.

Deleted Journal, Journal Year: 2025, Volume and Issue: 2(1), P. 53 - 69

Published: Jan. 28, 2025

This study investigated the perceived effect of lecturers' pedagogical dispositions (professionalism, patience, and caring attitudes) on academic engagement among Religious Studies (RS) students at University Cape Coast (UCC). The Socio-cultural theory underpinned this study. explanatory sequential mixed methods design was employed. Through census method, all 514 religion major responded to questionnaire (reliability coefficient .971) while 10 were selected for interview. Data from analysed using descriptive (frequencies, percentages, means, standard deviations) inferential (multiple regression) statistics. qualitative data interviews thematically analysed. Results showed that university RS lecturers possess high levels professionalism, engagement. Students explained lecturers’ patience during lessons is top-notch as they aid students' understanding, clearly explain concepts, teach with multiple approaches, promote comfortable student participation, boost interest, make learning easy. found have a genuine concern well-being, be approachable willing help students, take time know support academic-personal challenges, show empathy support, build personal relationships, objective disciplinarians, provide extra willingness accept weaknesses. It discovered predictor (lecturers’ attitude) 55% variance in outcome (university students’ engagement) F (3, 510) = 205.330, p=.000, R .740a, R2=547. Lecturers' attitudes positively increase performance. findings imply that, UCC are top their job able engage academically; need professional, patient caring. recommended should incorporate interactive relevant real-world applications enhance student-oriented teaching strategies cherish contemporary issues can deepen interest so connect subject further.

Language: Английский

Citations

0
Mindfulness in Teaching: Translation, Psychometric Evaluation, and Network Estimation of the Mindfulness in Teaching Scale (MTS) for Arab Teachers DOI
Ayoub Hamdan Al‐Rousan, Mohammad Nayef Ayasrah,

Amal Jamal Al Khatib

et al.

Mindfulness, Journal Year: 2025, Volume and Issue: unknown

Published: April 5, 2025

Language: Английский

Citations

0
How gamification affordances reduce academic burnout in online learning: the mediating role of positive psychological capital DOI
Xiuquan Wang, Saeid Motevalli, Wei Huang

et al.

Interactive Technology and Smart Education, Journal Year: 2025, Volume and Issue: unknown

Published: April 10, 2025

Purpose This study aims to develop a theoretical framework explain the underlying mechanisms through which gamification affordances reduce academic burnout in online learning, with particular focus on mediating role of positive psychological capital (PsyCap) and moderating cognitive load. As learning becomes increasingly severe, understanding how enhance learners’ PsyCap alleviate is essential for improving both foundation practical applications education. Design/methodology/approach Grounded theory, theory “Affordances–Psychological–Behavioral Outcomes” framework, this research proposes new model that categorizes into objective (game elements, mechanics dynamics) subjective (psychological experiences perceptions). A quantitative method was used, using survey data from learners. Structural equation modeling SPSS were used statistical analysis test proposed hypotheses. Findings The results indicate directly PsyCap. Moreover, plays role, meaning mitigate indirectly In addition, load serves as moderator, influencing extent affect under different conditions. Originality/value research, perspective PsyCap, introduces conceptual develops novel linking affordances, burnout. By extending applicability refining conceptualization provides insights guidance optimizing reducing

Language: Английский

Citations

0
Exploring School Engagement and Academic Outcomes Over Time: The Role of Contextual Factors in Chile DOI Creative Commons
Mahía Saracostti, Edgardo Miranda‐Zapata, Paulina Guzmán

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 29, 2025

ABSTRACT School engagement is a multidimensional construct encompassing affective, cognitive, and behavioral dimensions, influenced by contextual factors like family, peer, teacher support. This longitudinal study examines how these dimensions of school mediate the relationship between academic outcomes—specifically, class attendance performance in language mathematics—over 3 years among 284 Chilean students (46.5% boys 53.5% girls) enrolled their first year secondary education public schools Chile. Our findings reveal that support plays significant role enhancing engagement, which turn impacts outcomes, with cognitive having distinct effects on subject performance. The also identifies gender differences dynamics, influencing affective girls boys. addresses gap studies within Latin America, providing insights into complex interplay factors, gender, implications for targeted educational interventions.

Language: Английский

Citations

0
Critical Thinking in Initial Teacher Training: An Empirical Study from Chile DOI Creative Commons
Liliana Pedraja-Rejas,

Christopher Maulén,

Christofer Rivas

et al.

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(5), P. 603 - 603

Published: May 1, 2025

The promotion of critical thinking has become a key objective for educational institutions worldwide. In this context, it is essential to continue researching and promoting pedagogical strategies that favor its development. This study aims explore academics’ perceptions the characteristics their academic units could facilitate development thinking, as well students’ own skills, levels satisfaction, learning outcomes achieved. To achieve objective, questionnaires were administered 31 academics 150 students at Chilean university. results revealed that, although assigned high scores three dimensions evaluated (gender diversity, preparation, value congruence), when analyzing data disaggregated by gender school, significant differences in emerged. On other hand, case students, items related facilities equipment (satisfaction dimension) obtained lowest scores. Likewise, no direct uniform relationship was identified between grouping school. Finally, strong correlation observed outcomes, perceived skills. Several recommendations are presented address issues.

Language: Английский

Citations

0
Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance DOI Creative Commons
Óscar Mamani-Benito, Renzo Felipe Carranza Esteban,

Madeleine Victoria Huayta-Meza

et al.

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: March 28, 2024

Introduction The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation created need to understand how these changes have affected academic satisfaction, engagement, mental well-being university students during return in-person education at universities. Methods In this explanatory study, 1,321 Peruvian (52.1% women) aged between 18 35 years old ( M = 20.16, SD 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from 3 regions Peru (88.7% highlands, 76.2% private universities), faculties such as business sciences, humanities engineering, health sciences. Data collected using Emotional Exhaustion Scale (EES), Brief Satisfaction with Studies (BSSS), Academic Engagement (UWES S9). Results model relating study variables showed an adequate fit: χ 2 (4) 31.5, p < 0.001, CFI 0.986, RMSEA 0.072, SRMR 0.017. hypotheses supported, showing effect on satisfaction studies both emotional exhaustion, β −0.11, 0.61, 0.001. Additionally, 43% variance was explained in studies. Conclusion evidence that, post-pandemic context, exhaustion is negative predictor while engagement positively associated it. These findings suggest for educational strategies that mitigate promote improve student new normality.

Language: Английский

Citations

2
Teachers' professional wellbeing. A digital game based social-emotional learning intervention DOI Creative Commons
José Reis-Jorge, Patrícia Pacheco, Christian Wiesner

et al.

Verlag Julius Klinkhardt eBooks, Journal Year: 2024, Volume and Issue: unknown

Published: March 1, 2024

Teachers worldwide experience significant stress and burnout, impacting their health the education systems. Recognizing importance of social, prosocial, emotional skills in adds to this complexity. The European Policy Experimentation Project Teaching Be (2021-2024) Austria, Italy, Latvia, Lithuania, Norway, Portugal, Slovenia, Spain, aimed improve teacher wellbeing through innovative professional development. A digital game-based Online Wellbeing Course a Teacher’s Handbook were developed project enhance various aspects teachers‘ organizational health. Using mixed-methods research approach, it evaluated interventions on wellbeing, leading tailored policy recommendations for enhancing development mental (DIPF/Orig.)

Language: Английский

Citations

1
Class integration of ChatGPT and learning analytics for higher education DOI Creative Commons
Miguel Civit, María José Escalona, Francisco Cuadrado

et al.

Expert Systems, Journal Year: 2024, Volume and Issue: 41(12)

Published: Aug. 21, 2024

Abstract Background Active Learning with AI‐tutoring in Higher Education tackles dropout rates. Objectives To investigate teaching‐learning methodologies preferred by students. AHP is used to evaluate a ChatGPT‐based studented learning methodology which compared another active and traditional methodology. Study Analytics alternatives, help students elect the best strategies according their preferences. Methods Comparative study of three counterbalanced Single‐Group 33 university It follows pre‐test/post‐test approach using SAM. HRV GSR for estimation emotional states. Findings Criteria related in‐class experiences valued higher than test‐related criteria. Chat‐GPT integration was well regarded well‐established methodologies. Student emotion self‐assessment correlated physiological measures, validating Analytics. Conclusions Proposed model AI‐Tutoring classroom functions effectively at increasing engagement avoiding false information. measuring allows determine methodologies, biases, acknowledging minority groups.

Language: Английский

Citations

1
School Connectedness and Academic Burnout in Middle School Students: A Multiple Serial Mediation Model DOI Creative Commons
Hui Zhao,

Mengjiao Han,

Zhenzhen Wang

et al.

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1077 - 1077

Published: Nov. 11, 2024

Higher levels of school connectedness are associated with better study habits, but their relationship academic burnout and the underlying mechanisms have not been revealed. We used a questionnaire to investigate between mediating in sample 394 Chinese middle students, controlling for class, gender, grade level. The results revealed that (1) connectedness, autonomous motivation learn, core self-evaluations were significantly negatively related burnout; (2) self-handicapping, self-evaluations, learn individually mediated effects on multiple factors. Therefore, educators should pay attention emotional needs junior high increase level consciously help students cultivate positive psychological factors such as reduce learning pleasure, alleviate students' burnout.

Language: Английский

Citations

1