Exploring Student Engagement Predictors for Working Students: The Role of Self-Esteem and Social Support with Resilience As Mediator
DOI:
https://doi.org/10.25217/0020247473300Keywords:
resilience, self-esteem, social support, student engagementAbstract
This research uses structural equation modelling (SEM) technique to investigate and comprehend the dynamics of student engagement among working students, with a particular emphasis on the effects of self-esteem and social support mediated by resilience. It also aims to discover the complex relationships between those variables and to identify the mechanisms that help to improve student engagement. Total numbers (n)=340 working students were taken as sample, self-report questionnaire was applied. Research known that self-esteem don’t affect student engagement directly, but indirect results of the study showed that resilience significantly mediated the relationship between self-esteem and student engagement. Social support also had a significant direct effect on student engagement, and resilience significantly mediated the relationship between social support and student engagement.
References
Artika, M. Y., Sunawan, S., & Awalya, A. (2021). Mindfulness and Student Engagement: The Mediation Effect of Self Esteem. Jurnal Bimbingan Konseling, 10(2), 89–98. https://doi.org/10.15294/jubk.v10i2.47991
Bauldry, S. (2015). Structural Equation Modeling. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition. https://doi.org/10.1016/B978-0-08-097086-8.44055-9
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593–604. https://doi.org/10.1111/josh.12186
Christenson, S. L., Wylie, C., & Reschly, A. L. (2012). Handbook of Research on Student Engagement. Handbook of Research on Student Engagement, 1–840. https://doi.org/10.1007/978-1-4614-2018-7
Daly, B. P., Shin, R. Q., Thakral, C., Selders, M., & Vera, E. (2009). School engagement among urban adolescents of color: Does perception of social support and neighborhood safety really matter? Journal of Youth and Adolescence, 38(1), 63–74. https://doi.org/10.1007/s10964-008-9294-7
Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38–50. https://doi.org/10.1016/j.econedurev.2013.10.004
Espejo, B., Martín-Carbonell, M., Checa, I., Paternina, Y., Fernández-Daza, M., Higuita, J. D., Albarracín, A., & Cerquera, A. (2022). Psychometric Properties of the Diener Satisfaction With Life Scale With Five Response Options Applied to the Colombian Population. Frontiers in Public Health, 9(January), 1–11. https://doi.org/10.3389/fpubh.2021.767534
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2020). Students’ motivation and engagement in higher education: the importance of attitude to online learning. Higher Education, 0123456789. https://doi.org/10.1007/s10734-020-00657-5
Feser, M. S., Haak, I., & Rabe, T. (2023). VeSP-Be – Vergleich von Studieneingangsphasen in Physik hinsichtlich des Sense of Belonging von Studierenden. Dokumentation der Erhebungsinstrumente und deren deskriptive, quantitative Ergebnisse. 8. https://doi.org/10.25656/01
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
Guindon, M. H. (2009). Self-esteem across the lifespan: Issues and interventions. In Self-Esteem Across the Lifespan: Issues and Interventions. https://doi.org/10.4324/9780203884324
Hair, J.F., William, Jr.C., BlackBarry, J., Babin, R.E., & Anderson, S. E. (2014). Multivariate data analysis. 734.
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33–38. http://www.ncbi.nlm.nih.gov/pubmed/25512916%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC4235534
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53–83. https://doi.org/10.1016/j.jsp.2007.01.002
Nonis, S. A., & Hudson, G. I. (2006). Academic Performance of College Students: Influence of Time Spent Studying and Working. Journal of Education for Business, 81(3), 151–159. https://doi.org/10.3200/JOEB.81.3.151-159
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, 48(2), 326–340. https://doi.org/10.1007/s10964-018-0952-0
Raykov, T., & Marcoulides, G. A. (2004). Using the delta method for approximate interval estimation of parameter functions in SEM. Structural Equation Modeling, 11(4), 621–637. https://doi.org/10.1207/s15328007sem1104_7
Raykov, T., Marcoulides, G. A., & Patelis, T. (2015). The Importance of the Assumption of Uncorrelated Errors in Psychometric Theory. Educational and Psychological Measurement, 75(4), 634–647. https://doi.org/10.1177/0013164414548217
Rudd, G., Meissel, K., & Meyer, F. (2021). Measuring academic resilience in quantitative research: A systematic review of the literature. Educational Research Review, 34(July), 100402. https://doi.org/10.1016/j.edurev.2021.100402
Streiner, D. L. (2006). Building a better model: An introduction to structural equation modelling. Canadian Journal of Psychiatry, 51(5), 317–324. https://doi.org/10.1177/070674370605100507
Veselska, Z., Geckova, A. M., Orosova, O., Gajdosova, B., van Dijk, J. P., & Reijneveld, S. A. (2009). Self-esteem and resilience: The connection with risky behavior among adolescents. Addictive Behaviors, 34(3), 287–291. https://doi.org/10.1016/j.addbeh.2008.11.005
Wang, N., & Lane, S. (1996). Detection of Gender-Related Differential Item Functioning in a Mathematics Performance Assessment. Applied Measurement in Education, 9(2), 175–199. https://doi.org/10.1207/s15324818ame0902_6
Wood, A. M., Maltby, J., Gillett, R., Linley, P. A., & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854–871. https://doi.org/10.1016/j.jrp.2007.11.003
Wrench, A., Garrett, R., & King, S. (2014). Managing health and well-being: Student experiences in transitioning to higher education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(2), 151–166. https://doi.org/10.1080/18377122.2014.906059
Xerri, M. J., Radford, K., & Shacklock, K. (2018). Student engagement in academic activities: a social support perspective. Higher Education, 75(4), 589–605. https://doi.org/10.1007/s10734-017-0162-9
Yıldırım, M., & Tanrıverdi, F. Ç. (1998). Research Article. Nordic Studies on Alcohol and Drugs, 15(1), 53–53. https://doi.org/10.1177/145507259801500103
Zhoc, K. C. H., Webster, B. J., King, R. B., Li, J. C. H., & Chung, T. S. H. (2019). Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence. Research in Higher Education, 60(2), 219–244. https://doi.org/10.1007/s11162-018-9510-6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Anizar Rahayu, Teguh Fachmi, Mohammad Daffa Burhanudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
