Academic engagement: A diary study on the mediating role of academic support

Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day med...

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Bibliographic Details
Published in:Learning and individual differences 2020-05, Vol.80, p.101887, Article 101887
Main Authors: Robayo-Tamayo, Mauricio, Blanco-Donoso, Luis Manuel, Román, Francisco J., Carmona-Cobo, Isabel, Moreno-Jiménez, Bernardo, Garrosa, Eva
Format: Article
Language:English
Subjects:
Academic engagement
Academic support
Curiosity
Diary study
Self-efficacy
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Summary:Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day mediates the relationship between the levels of self-efficacy and curiosity, measured early in the day, and the level of academic engagement measured at the end of the day. Ninety-four undergraduates filled in a general questionnaire and subsequently completed a daily questionnaire, for 5 consecutive academic days (470 diary entries). The multilevel analysis showed a positive relationship between self-efficacy and curiosity and academic engagement. In addition, the results revealed a positive relationship between academic support and academic engagement. Finally, the results showed partial mediation of academic support in the relationship between self-efficacy and academic engagement and in the relationship between curiosity and academic engagement. The results can be used to improve teaching and learning programs in colleges and universities. •Academic support plays a partial mediator role in the relationship between self-efficacy and academic engagement.•Academic support also plays a partial mediator role in the relationship between curiosity and academic engagement.•The results can be used to improve teaching and learning programs in colleges and universities.
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2020.101887