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

Year 2024, , 194 - 207, 31.05.2024
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.

References

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Year 2024, , 194 - 207, 31.05.2024
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
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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

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


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