ArticleBrain and behavior2025
The Mediating Role of Academic Engagement in the Relationship Between Academic Hope and Academic Adjustment of Undergraduate Students: The Role of Gender as a Moderator.
Article in Brain and behavior, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
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Abstract
purposeThe process of academic adjustment is crucial for students to effectively adjust to the demands of higher education. This study aimed to examine the mediating role of academic engagement in the relationship between academic hope and adjustment among university students. Despite extensive research on academic hope, engagement, and adjustment, no prior studies have explored this mediating relationship.
methodsA total of 402 undergraduate students (200 women and 202 men) were selected using cluster sampling. Data were analyzed using structural equation modeling, and construct validity was evaluated through confirmatory factor analysis. Path analysis with bootstrapping was conducted to test the mediation model, and multi-group analysis was used to assess gender as a moderating variable.
resultsFindings from path analysis indicated that academic engagement significantly mediated the relationship between academic hope and academic adjustment. The proposed model accounted for 63% of the variance in academic adjustment. Furthermore, a multi-group analysis revealed that the impact of academic hope on academic adjustment was stronger in men than in women.
conclusionsThis study showed that academic hope, mediated by academic engagement, is associated with students' academic adjustment. The structural model confirmed that this relationship differs by gender, with notable differences between male and female students. The results of this study will contribute to the formulation of effective interventions and educational programs aimed at improving students' academic adjustment.
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