An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception

Sustainability

FatemaAkhter Hiramoni¹  MaryC. Jobe²  Oli Ahmed³  Xiangli Guan⁴  Aibao Zhou⁴  MdZahir Ahmed⁴ 

[1] Department of Economics, Sheikh Hasina University, Netrokona, Bangladesh;Department of Psychological and Brain Sciences, The George Washington University, Washington, DC 20052, USA;Department of Psychology, University of Chittagong, Chattogram 4331, Bangladesh;School of Psychology, Northwest Normal University, Lanzhou 730070, China;

关键词: school climate;    study engagement;    self-concept;    self-regulation;    self-concept clarity;    learning;   

DOI  :  10.3390/su13105475

来源: DOAJ

【 摘 要 】

Predominantly, a school provides pedagogical support to its students, though perceptions about the school’s internal environment can incessantly influence a student’s aggregated learning experience. The present study aims to investigate the impact of the campus environment on students’ study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students’ campus environment perceptions positively predicted adolescents’ study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students’ study engagement that in turn promotes quality learning.

【 授权许可】

Unknown