Research Article
BibTex RIS Cite

Exploring the effect of online learners’ academic self-concepts on student engagement

Year 2024, Volume: 7 Issue: 2, 194 - 207, 31.05.2024

Fatma Betül Kurnaz , Esin Ergün , Mustafa Adıbatmaz

https://doi.org/10.31681/jetol.1394946

Abstract

The present study intends to evaluate the degree to which online university students’ academic self-perceptions predict variations in student engagement. The relational screening method was employed in this research. Data were collected from a total of 653 university students, 113 male and 539 female. The Student Engagement Scale (SES) and the Matovu Academic Self-concept Scale (ASCS) were utilised. Stepwise regression data analyses were conducted. Based on the results that the study yielded, it was observed that ASC had a high level of impact on student engagement, the levels of which varied across different factors of engagement. Academic effort and academic confidence variables accounted for 44% of the variance in behavioural engagement and showed a high positive relationship, while accounting for 33% of cognitive engagement with a moderate level of positive relationship. However, only academic effort was found to have a relationship with affective engagement, which was at a moderate level, accounting for 17% of the variance. Academic effort is relation with all student engagement factors. However, while academic confidence is only relation with behavioural and cognitive engagement, it is not relation with affective engagement. As a result, positively influencing student engagement in online learning environments will lead to positive changes in students' academic self-concept.

Keywords

Academic self-concept engagement online learning academic effort

References

  • Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32, 15– 20. https://doi.org/10.3102/0013189X032008015
  • Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001
  • Albayrak, A. S. (2006). Uygulamalı çok değişkenli istatistik teknikleri. Asil yayın dağıtım.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., & Brunner, M. (2021). The structure of academic self-concept: A methodological review and empirical illustration of central models. Review of Educational Research, 91(1), 34-72. https://doi.org/10.3102/0034654320972186
  • Arseven, A. (1986). Çocukta benlik gelişimine ailenin etkisi ve çocuğun okuldaki başarısı. Eğitim ve Bilim, 10(60), 11-17.
  • Arslan, B. Z., Bulut, E., Özcan, B., Ural, F., & Yıldırım, F. B. (2023). Academic engagement experiences of pre-service teachers during the Covid-19 online education process. Journal of Educational Technology and Online Learning, 6(2), 315-328.
  • Bilgin, E., Bulca, Y., & Demirhan, G. (2020). Fiziksel aktivite düzeyi, fiziksel uygunluk, akademik başarı ve akademik benlik kavramı arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 45(202). http://dx.doi.org/10.15390/EB.2020.8343
  • Bingham, G.E.,& Okagaki, L. (2012). Ethnicity and student engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_4
  • Bong, M., & Skaalvik, E. M. (2003). Academic-self concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1-40.
  • Böheim, R., Knogler, M., Kosel, C., & Seidel, T. (2020). Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behaviour from a motivational perspective. Learning and Instruction, 65, 101250. https://doi.org/10.1016/j.learninstruc.2019.101250
  • Bracken, B. A. (1996). Handbook of self-concept: Developmental, social, and clinical considerations. John Wiley & Sons.
  • Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R. (2010). The structure of academic-self concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964. https://doi.org/10.1037/a0019644
  • Bums, R. B. (1979). The Self-concept in theory, measurement and behaviour. Longman.
  • Burns R.A., Crisp, D.A., & Burns R.B. (2020). Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks. British Journal of Educational Psychology, 90(1):77-91. https://doi.org/10.1111/bjep.12265
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. PegemA.
  • Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. American Psychological Association.
  • Cantekin, Ö. F. ve Gökler, R. (2019). Matovu Akademik Benlik Kavramı Ölçeği'nin Türkçeye uyarlanması. Social Sciences, 14(4), 1355-1366. https://doi.org/10.29228/TurkishStudies.22993
  • Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840). New York: Springer.
  • Cohen, M., Buzinski, S. G., Armstrong-Carter, E., Clark, J., Buck, B., & Reuman, L. (2019). Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment. Scholarship of Teaching and Learning in Psychology, 5(4), 265. https://doi.org/10.1037/stl0000147
  • Cokley, K. (2000). An investigation of academic-self concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, 26(2), 148-164. https://doi.org/10.1177/0095798400026002002
  • Cokley, K., & Patel, N. (2007). A psychometric investigation of the academic-self concept of Asian American college students. Educational and Psychological Measurement, 67(1), 88-99. https://doi.org/10.1177/0013164406288175
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: a motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, self-processes, and development (Vol. 23, pp. 43–77). Lawrence Erlbaum Associates.
  • Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth and Adolescence, 42(9), 1426–1442. https://doi.org/10.1007/s10964-013-9948-y
  • Coopersmith, S. (1982). The Antecedents of self-confidence. The Journal of Humanistic Education and Development, 21, 18-21. https://dx.doi.org/10.1002/j.2164-4683.1982.tb00207.x
  • Das, R. M., & Madhusudan, J. V. (2023). Collaborative learning and learner engagement within the community of inquiry model: A systematic review. International Journal of Computers in Education, 6(2), 60-68.
  • Ergün, E., & Kurnaz, F. B. (2017). Çevrimiçi öğrenme ortamlarında sınıf topluluğu hissi ve öğrenci bağlılığı arasındaki ilişki. Kastamonu Eğitim Dergisi, 25(4), 1515-1532.
  • Ergün, E., & Kurnaz Adıbatmaz, F. B. (2020). Exploring the predictive role of e-learning readiness and e-learning style on student engagement. Open Praxis, 12(2), 175-189. https://dx.doi.org/10.5944/openpraxis.12.2.1072
  • Ergün, E., & Usluel, Y. K. (2015). Çevrimiçi öğrenme ortamlarında öğrenci bağlılık ölçeği’nin türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 5(1), 18-33. https://doi.org/10.17943/etku.64661
  • Filiz, O. (2018). Öğretmen adaylarının dönüştürülmüş öğrenme ortamlarındakı deneyimlerinin eğitim teknolojisi standartlarına yönelik özyeterliklerine, yenilikçilik düzeylerine ve çevrimiçi bağlılıklarına etkisi. Phd Dissertation, Anadolu Üniversitesi.
  • Finn, J.D., Zimmer, K.S. (2012). Student engagement: What is it? Why does it matter?. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  • Fung, F., Tan, C. Y. & Chen, G. (2018). Student engagement and mathematics achievement: unraveling main and interactive effects. Psychology in the Schools, 55(7), 815–831. https://doi.org/10.1002/pits.22139
  • Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal, 7(4), 534-546.
  • Gottfried, A. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538. https://doi.org/10.1037/0022-0663.82.3.525
  • Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic-self concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124. https://doi.org/10.1037/0022-0663.95.1.124
  • Guo, J. P., Yang, L. Y., Zhang, J., & Gan, Y. J. (2022). Academic-self concept, perceptions of the learning environment, engagement, and learning outcomes of university students: Relationships and causal ordering. Higher Education, 83(4), 809-828. https://doi.org/10.1007/s10734-021-00705-8
  • Hansford, B. C. & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123-142. https://doi.org/10.3102/00346543052001123
  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53. https://doi.org/10.1016/j.compedu.2015.09.005
  • Herrera Torres, L., Al-Lal, M., & Mohamed Mohand, L. (2020). Academic achievement, self-concept, personality and emotional ıntelligence in primary education. Analysis by gender and cultural group. Frontiers in Psychology, 10:3075. https://doi.org/10.3389/fpsyg.2019.03075
  • Hospel, V., Galand, B., & Janosz, M. (2016). Multidimensionality of behavioural engagement: Empirical support and implications. International Journal of Educational Research, 77, 37-49. https://doi.org/10.1016/j.ijer.2016.02.007
  • Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls’ and boys’ verbal engagement in physics instruction. Learning and Instruction, 23, 33–42. https://doi.org/10.1016/j.learninstruc.2012.09.002
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik uygulamaları. Asil Yayınevi.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi (Beşinci baskı). 3A Araştırma Eğitim Danışmanlık.
  • Kenç, M. F., & Oktay, B. (2002). Akademik benlik kavramı ve akademik başarı arasındaki ilişki. Eğitim ve Bilim, 27(124).
  • Kornilova, T. V., Kornilov, S. A., & Chumakova, M. A. (2009). Subjective evaluations of intelligence and academic-self concept predict academic achievement: Evidence from a selective student population. Learning and Individual Differences, 19(4), 596-608. https://doi.org/10.1016/j.lindif.2009.08.001
  • Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50, 683–706. https://doi.org/10.1353/csd.0.0099
  • Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behaviour and Personality: An International Journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054
  • Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512. https://doi.org/10.1016/j.cedpsych.2007.08.001
  • Liu, W. C., & Wang, C. K. J. (2005). Academic-self concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6, 20–27. https://doi.org/10.1007/BF03024964
  • Lyon, M. A. (1993). Academic-self concept and its relationship to achievement in a sample of junior high school students. Educational and Psychological Measurement, 53(1), 201-210. https://doi.org/10.1177/0013164493053001022
  • Mac Iver, D. J., Stipek, D. J., & Daniels, D. H. (1991). Explaining within-semester changes in student effort in junior high school and senior high school courses. Journal Education Psychology, 83(2), 201– 211. https://doi.org/10.1037/0022-0663.83.2.201
  • Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic-self concept. Journal Educational Psychology, 84(1), 35–42. https://doi.org/10.1037/0022-0663.84.1.35
  • Marsh, H. W. (2014). Academic-self concept: Theory, measurement, and research. In Psychological perspectives on the self (pp. 59-98). Psychology Press.
  • Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123. https://doi.org/10.1207/s15326985ep2003_1
  • Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic-self concept and achievement. American Educational Research Journal, 34(4), 691–720. https://doi.org/10.3102/00028312034004691
  • Matovu, M. (2014). A structural equation modelling of the academic-self concept scale. International Electronic Journal of Elementary Education, 6(2), 185-198.
  • McNeill, P. (2006). Research methods. Routledge.
  • Muijs, R. D. (1997). Predictors of academic achievement and academic self‐concept: A longitudinal perspective. British Journal of Educational Psychology, 67(3), 263-277. https://doi.org/10.1111/j.2044-8279.1997.tb01243.x
  • Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), 185–189. https://doi.org/10.3200/CTCH.54.1.185-189
  • O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5–13. https://doi.org/10.1016/j.learninstruc.2016.11.003
  • Özen, E., & Karaca, N. (2021). Investigating learner motivation in online education in terms of self-efficacy and self-regulation. Journal of Educational Technology and Online Learning, 4(4), 745-758. https://doi.org/10.31681/jetol.1016530
  • Pinxten, M., Marsh, H. W., de Fraine, B., van den Noortgate, W., & van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology, 84(1), 152–174. https://doi.org/10.1111/bjep.12028
  • Rady, H., Kabeer, S., & El-Nady, M. T. (2016). Relationship between academic-self concept and students’ performance among school age children. American Journal of Nursing Science, 5(6), 295-302. https://doi.org/10.11648/j.ajns.20160506.19
  • Redmond, P., Abawi, L., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. https://doi.org/10.24059/olj.v22i1.1175
  • Rosenberg, M. (1989). Self-concept research: A historical overview. Social Forces, 68(1), 34-44. https://doi.org/10.1093/sf/68.1.34
  • Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic-self concept and achievement. European Journal of Psychology of Education, 36(3), 627-652. https://doi.org/10.1007/s10212-020-00500-6
  • Shavelson, R. J. (1976). Chapter XI: Teachers' Decision Making. Teachers College Record, 77(5), 372-414. https://doi.org/10.1177/016146817607700512
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.3102/00346543046003407
  • Skaalvik, E. M. (1998). Self-Enhancing and self-defeating ego-goals: Relations with task and avoidance goals, achievement, and self-perceptions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Skaalvik, E. M. & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58(2), 292-307.
  • Skaalvik, E. M., & Rankin, R. J. (1996). Studies of academic-self concept using a Norwegian Modification of the SDQ. Paper presented at the XXVI International Congress of Psychology, Montreal, Canada.
  • Skinner, E.A., Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_2
  • Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  • Uçar, A., & Sarıtepeci, M. (2022). How can student engagement be improved in Massive Open Online Courses?. Instructional Technology and Lifelong Learning, 3(2), 176-206. https://doi.org/10.52911/itall.1194260
  • West, C. K., Fish, J. A. & Stevens, R. J. (1980). General self-concept, self-concept of academic ability and school achievement: Implications for ‘causes’ of self-concept. Australian Journal of Education, 24(2), 194-213. https://doi.org/10.1177/0004944180024002
  • Wu, H., Guo, Y., Yang, Y., Zhao, L., & Guo, C. (2021). A meta-analysis of the longitudinal relationship between academic-self concept and academic achievement. Educational Psychology Review, 3, 1749–1778. https://doi.org/10.1007/s10648-021-09600-1
  • Zhan, Z., & Mei, H. (2013). Academic-self concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. Computers & Education, 69, 131-138. https://doi.org/10.1016/j.compedu.2013.07.002

Year 2024, Volume: 7 Issue: 2, 194 - 207, 31.05.2024

Fatma Betül Kurnaz , Esin Ergün , Mustafa Adıbatmaz

https://doi.org/10.31681/jetol.1394946

Abstract

References

  • Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32, 15– 20. https://doi.org/10.3102/0013189X032008015
  • Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001
  • Albayrak, A. S. (2006). Uygulamalı çok değişkenli istatistik teknikleri. Asil yayın dağıtım.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., & Brunner, M. (2021). The structure of academic self-concept: A methodological review and empirical illustration of central models. Review of Educational Research, 91(1), 34-72. https://doi.org/10.3102/0034654320972186
  • Arseven, A. (1986). Çocukta benlik gelişimine ailenin etkisi ve çocuğun okuldaki başarısı. Eğitim ve Bilim, 10(60), 11-17.
  • Arslan, B. Z., Bulut, E., Özcan, B., Ural, F., & Yıldırım, F. B. (2023). Academic engagement experiences of pre-service teachers during the Covid-19 online education process. Journal of Educational Technology and Online Learning, 6(2), 315-328.
  • Bilgin, E., Bulca, Y., & Demirhan, G. (2020). Fiziksel aktivite düzeyi, fiziksel uygunluk, akademik başarı ve akademik benlik kavramı arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 45(202). http://dx.doi.org/10.15390/EB.2020.8343
  • Bingham, G.E.,& Okagaki, L. (2012). Ethnicity and student engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_4
  • Bong, M., & Skaalvik, E. M. (2003). Academic-self concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1-40.
  • Böheim, R., Knogler, M., Kosel, C., & Seidel, T. (2020). Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behaviour from a motivational perspective. Learning and Instruction, 65, 101250. https://doi.org/10.1016/j.learninstruc.2019.101250
  • Bracken, B. A. (1996). Handbook of self-concept: Developmental, social, and clinical considerations. John Wiley & Sons.
  • Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R. (2010). The structure of academic-self concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964. https://doi.org/10.1037/a0019644
  • Bums, R. B. (1979). The Self-concept in theory, measurement and behaviour. Longman.
  • Burns R.A., Crisp, D.A., & Burns R.B. (2020). Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks. British Journal of Educational Psychology, 90(1):77-91. https://doi.org/10.1111/bjep.12265
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. PegemA.
  • Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. American Psychological Association.
  • Cantekin, Ö. F. ve Gökler, R. (2019). Matovu Akademik Benlik Kavramı Ölçeği'nin Türkçeye uyarlanması. Social Sciences, 14(4), 1355-1366. https://doi.org/10.29228/TurkishStudies.22993
  • Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840). New York: Springer.
  • Cohen, M., Buzinski, S. G., Armstrong-Carter, E., Clark, J., Buck, B., & Reuman, L. (2019). Think, pair, freeze: The association between social anxiety and student discomfort in the active learning environment. Scholarship of Teaching and Learning in Psychology, 5(4), 265. https://doi.org/10.1037/stl0000147
  • Cokley, K. (2000). An investigation of academic-self concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, 26(2), 148-164. https://doi.org/10.1177/0095798400026002002
  • Cokley, K., & Patel, N. (2007). A psychometric investigation of the academic-self concept of Asian American college students. Educational and Psychological Measurement, 67(1), 88-99. https://doi.org/10.1177/0013164406288175
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: a motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, self-processes, and development (Vol. 23, pp. 43–77). Lawrence Erlbaum Associates.
  • Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth and Adolescence, 42(9), 1426–1442. https://doi.org/10.1007/s10964-013-9948-y
  • Coopersmith, S. (1982). The Antecedents of self-confidence. The Journal of Humanistic Education and Development, 21, 18-21. https://dx.doi.org/10.1002/j.2164-4683.1982.tb00207.x
  • Das, R. M., & Madhusudan, J. V. (2023). Collaborative learning and learner engagement within the community of inquiry model: A systematic review. International Journal of Computers in Education, 6(2), 60-68.
  • Ergün, E., & Kurnaz, F. B. (2017). Çevrimiçi öğrenme ortamlarında sınıf topluluğu hissi ve öğrenci bağlılığı arasındaki ilişki. Kastamonu Eğitim Dergisi, 25(4), 1515-1532.
  • Ergün, E., & Kurnaz Adıbatmaz, F. B. (2020). Exploring the predictive role of e-learning readiness and e-learning style on student engagement. Open Praxis, 12(2), 175-189. https://dx.doi.org/10.5944/openpraxis.12.2.1072
  • Ergün, E., & Usluel, Y. K. (2015). Çevrimiçi öğrenme ortamlarında öğrenci bağlılık ölçeği’nin türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 5(1), 18-33. https://doi.org/10.17943/etku.64661
  • Filiz, O. (2018). Öğretmen adaylarının dönüştürülmüş öğrenme ortamlarındakı deneyimlerinin eğitim teknolojisi standartlarına yönelik özyeterliklerine, yenilikçilik düzeylerine ve çevrimiçi bağlılıklarına etkisi. Phd Dissertation, Anadolu Üniversitesi.
  • Finn, J.D., Zimmer, K.S. (2012). Student engagement: What is it? Why does it matter?. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  • Fung, F., Tan, C. Y. & Chen, G. (2018). Student engagement and mathematics achievement: unraveling main and interactive effects. Psychology in the Schools, 55(7), 815–831. https://doi.org/10.1002/pits.22139
  • Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal, 7(4), 534-546.
  • Gottfried, A. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538. https://doi.org/10.1037/0022-0663.82.3.525
  • Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic-self concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124. https://doi.org/10.1037/0022-0663.95.1.124
  • Guo, J. P., Yang, L. Y., Zhang, J., & Gan, Y. J. (2022). Academic-self concept, perceptions of the learning environment, engagement, and learning outcomes of university students: Relationships and causal ordering. Higher Education, 83(4), 809-828. https://doi.org/10.1007/s10734-021-00705-8
  • Hansford, B. C. & Hattie, J. A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123-142. https://doi.org/10.3102/00346543052001123
  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53. https://doi.org/10.1016/j.compedu.2015.09.005
  • Herrera Torres, L., Al-Lal, M., & Mohamed Mohand, L. (2020). Academic achievement, self-concept, personality and emotional ıntelligence in primary education. Analysis by gender and cultural group. Frontiers in Psychology, 10:3075. https://doi.org/10.3389/fpsyg.2019.03075
  • Hospel, V., Galand, B., & Janosz, M. (2016). Multidimensionality of behavioural engagement: Empirical support and implications. International Journal of Educational Research, 77, 37-49. https://doi.org/10.1016/j.ijer.2016.02.007
  • Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls’ and boys’ verbal engagement in physics instruction. Learning and Instruction, 23, 33–42. https://doi.org/10.1016/j.learninstruc.2012.09.002
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik uygulamaları. Asil Yayınevi.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi (Beşinci baskı). 3A Araştırma Eğitim Danışmanlık.
  • Kenç, M. F., & Oktay, B. (2002). Akademik benlik kavramı ve akademik başarı arasındaki ilişki. Eğitim ve Bilim, 27(124).
  • Kornilova, T. V., Kornilov, S. A., & Chumakova, M. A. (2009). Subjective evaluations of intelligence and academic-self concept predict academic achievement: Evidence from a selective student population. Learning and Individual Differences, 19(4), 596-608. https://doi.org/10.1016/j.lindif.2009.08.001
  • Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50, 683–706. https://doi.org/10.1353/csd.0.0099
  • Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behaviour and Personality: An International Journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054
  • Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512. https://doi.org/10.1016/j.cedpsych.2007.08.001
  • Liu, W. C., & Wang, C. K. J. (2005). Academic-self concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6, 20–27. https://doi.org/10.1007/BF03024964
  • Lyon, M. A. (1993). Academic-self concept and its relationship to achievement in a sample of junior high school students. Educational and Psychological Measurement, 53(1), 201-210. https://doi.org/10.1177/0013164493053001022
  • Mac Iver, D. J., Stipek, D. J., & Daniels, D. H. (1991). Explaining within-semester changes in student effort in junior high school and senior high school courses. Journal Education Psychology, 83(2), 201– 211. https://doi.org/10.1037/0022-0663.83.2.201
  • Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic-self concept. Journal Educational Psychology, 84(1), 35–42. https://doi.org/10.1037/0022-0663.84.1.35
  • Marsh, H. W. (2014). Academic-self concept: Theory, measurement, and research. In Psychological perspectives on the self (pp. 59-98). Psychology Press.
  • Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123. https://doi.org/10.1207/s15326985ep2003_1
  • Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic-self concept and achievement. American Educational Research Journal, 34(4), 691–720. https://doi.org/10.3102/00028312034004691
  • Matovu, M. (2014). A structural equation modelling of the academic-self concept scale. International Electronic Journal of Elementary Education, 6(2), 185-198.
  • McNeill, P. (2006). Research methods. Routledge.
  • Muijs, R. D. (1997). Predictors of academic achievement and academic self‐concept: A longitudinal perspective. British Journal of Educational Psychology, 67(3), 263-277. https://doi.org/10.1111/j.2044-8279.1997.tb01243.x
  • Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), 185–189. https://doi.org/10.3200/CTCH.54.1.185-189
  • O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5–13. https://doi.org/10.1016/j.learninstruc.2016.11.003
  • Özen, E., & Karaca, N. (2021). Investigating learner motivation in online education in terms of self-efficacy and self-regulation. Journal of Educational Technology and Online Learning, 4(4), 745-758. https://doi.org/10.31681/jetol.1016530
  • Pinxten, M., Marsh, H. W., de Fraine, B., van den Noortgate, W., & van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology, 84(1), 152–174. https://doi.org/10.1111/bjep.12028
  • Rady, H., Kabeer, S., & El-Nady, M. T. (2016). Relationship between academic-self concept and students’ performance among school age children. American Journal of Nursing Science, 5(6), 295-302. https://doi.org/10.11648/j.ajns.20160506.19
  • Redmond, P., Abawi, L., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. https://doi.org/10.24059/olj.v22i1.1175
  • Rosenberg, M. (1989). Self-concept research: A historical overview. Social Forces, 68(1), 34-44. https://doi.org/10.1093/sf/68.1.34
  • Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic-self concept and achievement. European Journal of Psychology of Education, 36(3), 627-652. https://doi.org/10.1007/s10212-020-00500-6
  • Shavelson, R. J. (1976). Chapter XI: Teachers' Decision Making. Teachers College Record, 77(5), 372-414. https://doi.org/10.1177/016146817607700512
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.3102/00346543046003407
  • Skaalvik, E. M. (1998). Self-Enhancing and self-defeating ego-goals: Relations with task and avoidance goals, achievement, and self-perceptions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Skaalvik, E. M. & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58(2), 292-307.
  • Skaalvik, E. M., & Rankin, R. J. (1996). Studies of academic-self concept using a Norwegian Modification of the SDQ. Paper presented at the XXVI International Congress of Psychology, Montreal, Canada.
  • Skinner, E.A., Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_2
  • Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  • Uçar, A., & Sarıtepeci, M. (2022). How can student engagement be improved in Massive Open Online Courses?. Instructional Technology and Lifelong Learning, 3(2), 176-206. https://doi.org/10.52911/itall.1194260
  • West, C. K., Fish, J. A. & Stevens, R. J. (1980). General self-concept, self-concept of academic ability and school achievement: Implications for ‘causes’ of self-concept. Australian Journal of Education, 24(2), 194-213. https://doi.org/10.1177/0004944180024002
  • Wu, H., Guo, Y., Yang, Y., Zhao, L., & Guo, C. (2021). A meta-analysis of the longitudinal relationship between academic-self concept and academic achievement. Educational Psychology Review, 3, 1749–1778. https://doi.org/10.1007/s10648-021-09600-1
  • Zhan, Z., & Mei, H. (2013). Academic-self concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. Computers & Education, 69, 131-138. https://doi.org/10.1016/j.compedu.2013.07.002
There are 78 citations in total.

Details

Primary Language English
Subjects Educational Technology and Computing, Learning Sciences
Journal Section Articles
Authors

Fatma Betül Kurnaz 0000-0002-7042-2159

Esin Ergün 0000-0002-1443-514X

Mustafa Adıbatmaz 0000-0003-0402-5654

Publication Date May 31, 2024
Submission Date November 24, 2023
Acceptance Date May 29, 2024
Published in Issue Year 2024 Volume: 7 Issue: 2

Cite

APA Kurnaz, F. B., Ergün, E., & Adıbatmaz, M. (2024). Exploring the effect of online learners’ academic self-concepts on student engagement. Journal of Educational Technology and Online Learning, 7(2), 194-207. https://doi.org/10.31681/jetol.1394946
 Download Cover Image


22029

JETOL is abstracted and indexed by ERIC - Education Resources Information Center.