Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19130
Title: Interrelations that foster learning: An investigation of two correlational studies
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2016
DOI: 10.1002/ijop.12127
Handle Link: https://hdl.handle.net/1959.11/19130
Abstract: The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation-related attributes of engagement within the framework of self-efficacy. A number of research questions were developed for examination - for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self-efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert-scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. M'Plus' 7.2 yielded a number of key findings - for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self-efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self-efficacy on Time 2 absorption and vigor.
Publication Type: Journal Article
Source of Publication: International Journal of Psychology, 51(3), p. 185-195
Publisher: Wiley-Blackwell Publishing Ltd
Place of Publication: United Kingdom
ISSN: 0020-7594
1464-066X
Field of Research (FOR): 130106 Secondary Education
170103 Educational Psychology
130199 Education systems not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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