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The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator

There is a growing body of literature on the predictors of student academic performance. The current study aims to extend this line of inquiry, and has linked stakeholders’ participation, goal directness and classroom context with students’ academic outcomes. Using the multistage sampling technique,...

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Autores principales: Sattar, Tehmina, Ullah, Muhammad Imdad, Ahmad, Bashir
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9344009/
https://www.ncbi.nlm.nih.gov/pubmed/35928408
http://dx.doi.org/10.3389/fpsyg.2022.875174
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author Sattar, Tehmina
Ullah, Muhammad Imdad
Ahmad, Bashir
author_facet Sattar, Tehmina
Ullah, Muhammad Imdad
Ahmad, Bashir
author_sort Sattar, Tehmina
collection PubMed
description There is a growing body of literature on the predictors of student academic performance. The current study aims to extend this line of inquiry, and has linked stakeholders’ participation, goal directness and classroom context with students’ academic outcomes. Using the multistage sampling technique, the researchers collected cross-sectional data from 2,758 high school students. This study has employed regression analysis (simple linear regression and hierarchical linear regression modeling) to test the study hypotheses. The results revealed that learning context produces highest variance in students’ engagement (R(2) = 59.5%) and their academic performance (R(2) = 42%). It is further evident that goal directness has the highest influence on students’ academic performance (Std. β = 0.419) while learning climate of the classroom frequently affects their engagement (Std. β = 0.38) in studies. Results also illustrated that students’ overall engagement (R = 99.1%: Model-5 = 0.849) and cognitive induction (R(2) = 79.2%: Model-5 = 0.792) yield highest variance in their academic performance. Although stakeholders’ participation causes low variance in students’ academic performance but the role of parents, teachers, peers and students (themselves) remained significant. Further, student engagement mediates the direct relationship (s) of independent and outcomes variable. The findings of the present research could be potentially useful for policymakers and schools to ensure the elevation in students’ engagement and their academic performance in studies.
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spelling pubmed-93440092022-08-03 The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator Sattar, Tehmina Ullah, Muhammad Imdad Ahmad, Bashir Front Psychol Psychology There is a growing body of literature on the predictors of student academic performance. The current study aims to extend this line of inquiry, and has linked stakeholders’ participation, goal directness and classroom context with students’ academic outcomes. Using the multistage sampling technique, the researchers collected cross-sectional data from 2,758 high school students. This study has employed regression analysis (simple linear regression and hierarchical linear regression modeling) to test the study hypotheses. The results revealed that learning context produces highest variance in students’ engagement (R(2) = 59.5%) and their academic performance (R(2) = 42%). It is further evident that goal directness has the highest influence on students’ academic performance (Std. β = 0.419) while learning climate of the classroom frequently affects their engagement (Std. β = 0.38) in studies. Results also illustrated that students’ overall engagement (R = 99.1%: Model-5 = 0.849) and cognitive induction (R(2) = 79.2%: Model-5 = 0.792) yield highest variance in their academic performance. Although stakeholders’ participation causes low variance in students’ academic performance but the role of parents, teachers, peers and students (themselves) remained significant. Further, student engagement mediates the direct relationship (s) of independent and outcomes variable. The findings of the present research could be potentially useful for policymakers and schools to ensure the elevation in students’ engagement and their academic performance in studies. Frontiers Media S.A. 2022-07-19 /pmc/articles/PMC9344009/ /pubmed/35928408 http://dx.doi.org/10.3389/fpsyg.2022.875174 Text en Copyright © 2022 Sattar, Ullah and Ahmad. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Sattar, Tehmina
Ullah, Muhammad Imdad
Ahmad, Bashir
The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator
title The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator
title_full The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator
title_fullStr The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator
title_full_unstemmed The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator
title_short The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator
title_sort role of stakeholders participation, goal directness and learning context in determining student academic performance: student engagement as a mediator
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9344009/
https://www.ncbi.nlm.nih.gov/pubmed/35928408
http://dx.doi.org/10.3389/fpsyg.2022.875174
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