ArticleJournal of education and health promotion2026
The impact of pedagogical environment and instructor support on classroom interaction and cognitive engagement among medical students.
Article in Journal of education and health promotion, 2026. 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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Who cites it
1 citing paper in PubMed.
- Development and validation of the intelligent digital learning student engagement influencing factor scale for medical students.International journal of nursing sciences · 2026Article
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Authors and funding
3 authors.
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Abstract
backgroundCognitive engagement predicts student achievement, yet mechanisms remain underexamined. Using SEM in Vietnam, we test direct and mediated effects of instructor support on engagement via interaction. This study is among the first SEM-based investigations in Vietnamese medical education that quantifies both direct and mediated effects of instructor support on cognitive engagement via classroom interaction. To examine the associations among pedagogical learning environment, instructor support, classroom interaction, and cognitive engagement in medical students, and to test classroom interaction as a mediator. MATERIALS AND
methodsIn 2025, a cross-sectional descriptive study surveyed 434 fourth-year medical students (51.2% female; 22.15 ± 0.89 years) at Can Tho University of Medicine and Pharmacy, Vietnam. Classroom interaction, instructor support, and cognitive engagement were measured using validated, context-adapted scales comprising 39 Likert items: Situational Cognitive Engagement Questionnaire (4; H = 0.88), UWES-S (9), USEI (15), and 6 instructor-support items. Internal consistency was excellent (Cronbach's
resultsThe SEM demonstrated acceptable-to-good model fit (
conclusionInstructor support influenced cognitive engagement both directly (56.9%) and indirectly via classroom interaction (43.1%), supporting a complementary "both-and" model. Medical schools should invest in faculty development to strengthen autonomy-supportive teaching while redesigning learning activities to create structured interaction opportunities. Optimizing engagement likely requires simultaneous reinforcement of both instructional support and interactive classroom conditions.
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