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

Aibao Zhou, Xiangli Guan, Md Zahir Ahmed, Oli Ahmed, Mary C. Jobe and Fatema Akhter Hiramoni
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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
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

Sustainability, 2021, vol. 13, issue 10, 1-11

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.

Keywords: school climate; study engagement; self-concept; self-regulation; self-concept clarity; learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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