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Modeling Medical Sciences Students’ Academic Engagement based on Perceived Teacher's Support and Academic Self-Efficacy
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Majid Sadoughi    1, Zohreh Aryaeepanah2 |
1- University of Kashan , sadoughi@kashanu.ac.ir
2- University of Kashan |
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Abstract: (57 Views) |
Introduction: As an important factor in education, academic engagement plays a key role in gaining a desirable learning experience and can guarantee students’ academic success. The present study aimed to investigate the modeling of the structural relationships between perceived teacher support, academic self-efficacy and academic engagement among students of medical sciences.
Method: The research design was descriptive and correlational. The statistical population included all the students in the Kashan University of Medical Sciences in 1397. Multi-stage cluster sampling was used to choose 327 students. The data collection instruments included Metheny, McWhirter & O'Neil's Perceived Teacher Support, McIllroy and Bunting Academic Self-efficacy, and Reeve & Tseng Engagement Questionnaires. Structural equation modelling was run in AMOS to analyze the data.
Results: The results show that perceived teacher support can significantly predict students’ academic engagement, and academic self-efficacy has a mediating role in this relationship. Model fit indices demonstrate that the proposed model has a good fit and is in agreement with the empirical data. In fact, the model’s factors could predict .68 of the variance in academic engagement.
Conclusions: Teachers’ support and attention for students can help students develop their sense of academic self-efficacy, increasing students’ engagement in learning activities. Therefore, it is essential to pay attention to development of programs and revision of educational methods for improving perceived teacher support. |
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| Keywords: academic engagement, perceived teacher support, academic self-efficacy |
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Full-Text [PDF 871 kb]
(26 Downloads)
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Article Type: Original Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2019/07/25 | Accepted: 2019/12/28 | Published: 2024/11/30
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