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An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception

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  • Aibao Zhou

    (School of Psychology, Northwest Normal University, Lanzhou 730070, China)

  • Xiangli Guan

    (School of Psychology, Northwest Normal University, Lanzhou 730070, China
    School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Md Zahir Ahmed

    (School of Psychology, Northwest Normal University, Lanzhou 730070, China)

  • Oli Ahmed

    (Department of Psychology, University of Chittagong, Chattogram 4331, Bangladesh)

  • Mary C. Jobe

    (Department of Psychological and Brain Sciences, The George Washington University, Washington, DC 20052, USA)

  • Fatema Akhter Hiramoni

    (Department of Economics, Sheikh Hasina University, Netrokona, Bangladesh)

Abstract

Predominantly, a school provides pedagogical support to its students, though perceptions about the school’s internal environment can incessantly influence a student’s aggregated learning experience. The present study aims to investigate the impact of the campus environment on students’ study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students’ campus environment perceptions positively predicted adolescents’ study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students’ study engagement that in turn promotes quality learning.

Suggested Citation

  • Aibao Zhou & Xiangli Guan & Md Zahir Ahmed & Oli Ahmed & Mary C. Jobe & Fatema Akhter Hiramoni, 2021. "An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception," Sustainability, MDPI, vol. 13(10), pages 1-11, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:10:p:5475-:d:554180
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    References listed on IDEAS

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    1. Alexandra M. Freund & Paul B. Baltes, 2002. "The Adaptiveness of Selection, Optimization, and Compensation as Strategies of Life Management," The Journals of Gerontology: Series B, The Gerontological Society of America, vol. 57(5), pages 426-434.
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    Cited by:

    1. Yafei Liu & Siyu Di & Yixianzhi Zhang & Chao Ma, 2023. "Self-Concept Clarity and Learning Engagement: The Sequence-Mediating Role of the Sense of Life Meaning and Future Orientation," IJERPH, MDPI, vol. 20(6), pages 1-12, March.
    2. Carolina Gonzálvez & Mariola Giménez-Miralles & María Vicent & Ricardo Sanmartín & María José Quiles & José Manuel García-Fernández, 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature," Sustainability, MDPI, vol. 13(13), pages 1-12, July.

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