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  • Student engagement in academic activities: a social support perspective

    Author(s)
    Xerri, Matthew J
    Radford, Katrina
    Shacklock, Kate
    Griffith University Author(s)
    Xerri, Matt J.
    Radford, Katrina P.
    Year published
    2018
    Metadata
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    Abstract
    Student engagement in academic activities is a critical factor contributing to the overall success of students studying in higher education institutions. Yet the factors influencing student engagement in academic activities are still largely unknown. This study begins to address this knowledge gap by investigating the influence of student connectedness (relationships with peers and teachers), motivation to study (sense of purpose) and perception of workload upon student engagement in academic activities. During 2015, a total of 209 students responded to a survey distributed to first-year undergraduate students enrolled in a ...
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    Student engagement in academic activities is a critical factor contributing to the overall success of students studying in higher education institutions. Yet the factors influencing student engagement in academic activities are still largely unknown. This study begins to address this knowledge gap by investigating the influence of student connectedness (relationships with peers and teachers), motivation to study (sense of purpose) and perception of workload upon student engagement in academic activities. During 2015, a total of 209 students responded to a survey distributed to first-year undergraduate students enrolled in a university business school in Queensland, Australia. Structural equation modelling was used to investigate the proposed relationships. Results suggest that student-student (peer) relationships, teacher-student relationships, and students’ sense of purpose for studying a higher education degree, were central to student engagement in academic activities. In addition, teacher-student relationships, and a strong sense of purpose were central to perceptions of student workloads. Finally, sense of purpose was found to moderate the relationship between both teacher-student and student-student relationships and also, perceptions of workload and student engagement. The findings from this study support the importance of developing effective teacher-student relationships, facilitating positive student-student relationships and communicating a clear sense of purpose to students, so as to improve their engagement in academic activities and optimise perceptions of workloads.
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    Journal Title
    Higher Education
    DOI
    https://doi.org/10.1007/s10734-017-0162-9
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/352659
    Collection
    • Journal articles

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