東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Relation Between Academic Engage...

Gunnett, Emma Claire,

Linked to FindBook

Google Book

Amazon

博客來

The Relation Between Academic Engagement, School Connectedness, and Self-regulated Learning on Academic Achievement /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relation Between Academic Engagement, School Connectedness, and Self-regulated Learning on Academic Achievement // Emma Claire Gunnett.
Author:	Gunnett, Emma Claire,
Description:	1 electronic resource (55 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-05.
Contained By:	Masters Abstracts International85-05.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30688684
ISBN:	9798380620048

The Relation Between Academic Engagement, School Connectedness, and Self-regulated Learning on Academic Achievement /
Gunnett, Emma Claire,

The Relation Between Academic Engagement, School Connectedness, and Self-regulated Learning on Academic Achievement /Emma Claire Gunnett. - 1 electronic resource (55 pages)

Source: Masters Abstracts International, Volume: 85-05.

The purpose of the current study was to examine the relation between self-regulated learning, school connectedness, academic engagement, and academic achievement among middle school students. Participants were 149 students from a public middle school in the mid-south region of the United States. Students completed a Qualtrics survey using the Self-Efficacy for Self-Regulated Learning Scale (SESRLS; Usher & Pajares, 2008), the Multidimensional School Engagement Scale (MSES; Wang et al., 2019), and the School Connectedness Questionnaire (SCQ; March & Randolph, 2020). Additionally, GPA data was calculated using their end of year science and math grades. Based on prior literature showing the ways that an engaged environment will build skills in self-regulated learning (Deci & Ryan, 1985, 2008; Ryan & Deci, 2000) as well as demonstrating how self-regulated learning mediates the association between school climate and achievement (Adams et al., 2015), it was hypothesized that self-regulated learning will mediate the association between engagement and achievement as well as connectedness and achievement. Path analysis was used to examine two competing models depicting the relations among the variables of interest in predicting academic achievement. Results revealed that self-regulated learning was not a significant mediator for the relation between engagement and achievement. However, school engagement was found to mediate the relation between SRL and both achievement areas. These findings indicate the importance of bolstering engagement skills in middle school students to support their academic achievement.

English

ISBN: 9798380620048Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Self-Efficacy

The Relation Between Academic Engagement, School Connectedness, and Self-regulated Learning on Academic Achievement /
LDR:03118nmm a22004453i 4500 001 2397777
005 20250522101504.5
006 m o d
007 cr|nu||||||||
008 251215s2023 miu||||||m |||||||eng d
020 $a 9798380620048
035 $a (MiAaPQD)AAI30688684
035 $a AAI30688684
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Gunnett, Emma Claire, $e author. $3 3767640
245 1 0 $a The Relation Between Academic Engagement, School Connectedness, and Self-regulated Learning on Academic Achievement / $c Emma Claire Gunnett.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (55 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 85-05.
500 $a Advisors: Meisinger, Elizabeth Committee members: Floyd, Randy; Holden, LaTasha.
502 $b M.S. $c The University of Memphis $d 2023.
520 $a The purpose of the current study was to examine the relation between self-regulated learning, school connectedness, academic engagement, and academic achievement among middle school students. Participants were 149 students from a public middle school in the mid-south region of the United States. Students completed a Qualtrics survey using the Self-Efficacy for Self-Regulated Learning Scale (SESRLS; Usher & Pajares, 2008), the Multidimensional School Engagement Scale (MSES; Wang et al., 2019), and the School Connectedness Questionnaire (SCQ; March & Randolph, 2020). Additionally, GPA data was calculated using their end of year science and math grades. Based on prior literature showing the ways that an engaged environment will build skills in self-regulated learning (Deci & Ryan, 1985, 2008; Ryan & Deci, 2000) as well as demonstrating how self-regulated learning mediates the association between school climate and achievement (Adams et al., 2015), it was hypothesized that self-regulated learning will mediate the association between engagement and achievement as well as connectedness and achievement. Path analysis was used to examine two competing models depicting the relations among the variables of interest in predicting academic achievement. Results revealed that self-regulated learning was not a significant mediator for the relation between engagement and achievement. However, school engagement was found to mediate the relation between SRL and both achievement areas. These findings indicate the importance of bolstering engagement skills in middle school students to support their academic achievement.
546 $a English
590 $a School code: 1194
650 4 $a Psychology. $3 519075
650 4 $a Educational psychology. $3 517650
650 4 $a Educational leadership. $3 529436
650 4 $a Middle school education. $3 969762
653 $a Self-Efficacy
653 $a Self-Regulated Learning Scale
653 $a Academic achievement
653 $a Academic engagement
653 $a Connectedness
690 $a 0621
690 $a 0525
690 $a 0449
690 $a 0450
710 2 $a The University of Memphis. $b School Psychology. $e degree granting institution. $3 3767641
720 1 $a Meisinger, Elizabeth $e degree supervisor.
773 0 $t Masters Abstracts International $g 85-05.
790 $a 1194
791 $a M.S.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30688684