ArticleFrontiers in psychology2024
Predictors of academic engagement of high school students: academic socialization and motivational beliefs.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- How Peers Inform Adolescents' Academic Self-Concept and Achievement: A Three-Wave Random-Intercept Cross-Lagged Panel Analysis.Journal of youth and adolescence · 2026Article
- Social support and adolescent normative behavior in the context of rule of law education: the mediating role of educational expectations among Chinese students.Frontiers in psychology · 2026Article
- Parent-Adolescent Congruence and Incongruence in Parental Involvement and Academic Achievement: The More, the Better?Journal of youth and adolescence · 2025Article
- From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls.Journal of Intelligence · 2025Article
- The Mediating Role of Self-Efficacy and Outcome Expectations in the Relationship Between Peer Context and Academic Engagement: A Social Cognitive Theory Perspective.Behavioral sciences (Basel, Switzerland) · 2025Article
- Academic buoyancy and academic engagement in English speaking learning among Chinese college students: the mediation of enjoyment and the moderation of anxiety.Frontiers in psychology · 2025Article
- Motivational pathways from perceived teacher support to student engagement in EFL classes.Frontiers in psychology · 2025Article
- Do scientific attitude and intelligence affect motivation towards STEM? Structural equation modelling.Frontiers in psychology · 2024Article
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1 author.
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Abstract
The potential of academic engagement to enhance academic outcomes and well-being has been empirically supported, yet studies addressing its predictors are too limited. Hence, the current study collected self-report cross-sectional data from randomly selected 614 (male = 323) high school students in Ethiopia and examined the relations of academic socialization (parental and peer), self-efficacy, and outcome expectations in explaining variance in academic engagement, guided by an integrative model of engagement. Structural equation modeling with the maximum likelihood method indicated that (a) the hypothesized model fit the data well, (b) direct paths from parental and peer academic socialization to self-efficacy, outcome expectations, and academic engagement were positive and significant, (c) the relationships of the constructs in the model explained a significant portion of the variance in academic engagement, and (d) self-efficacy and outcome expectations significantly and positively but partially mediated the pathway from academic socialization to academic engagement. The findings' implications for boosting student academic engagement were forwarded.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.