Woreta Getachew Tassew, Zewude Girum Tareke, Józsa Krisztián
Department of Psychology, Wollo University, Dessie 1145, Ethiopia.
Institute of Education, University of Szeged, 6722 Szeged, Hungary.
Behav Sci (Basel). 2025 May 16;15(5):681. doi: 10.3390/bs15050681.
Student engagement in learning has well-recognized positive effects on both academic and non-academic aspects of development. However, there has been limited research on the factors that shape it. This study examined the influence of peers' academic norms, educational aspirations, and effort socialization on students' academic engagement, placing self-efficacy and outcome expectations as mediators. Grounded in Bandura's social cognitive theory, data were collected cross-sectionally from 596 high school students (male = 315) in Ethiopia. The results of the path analysis demonstrated a good model-data fit. Peers' academic norms, educational aspirations, and effort socialization positively predicted academic engagement. Bootstrap analysis with 5000 samples revealed that academic self-efficacy (β = 0.022, BC 95% CI = [0.008, 0.041], < 0.01) and outcome expectations (β = 0.053, BC 95% CI = [0.028, 0.086], < 0.001) partially mediated the relationship between peer educational aspirations and students' academic engagement. The partial mediated effects of peers' academic norms on academic engagement via self-efficacy (β = 0.030, BC 95% CI = [0.014, 0.054], < 0.001) and outcome expectations (β = 0.037, BC 95% CI = [0.014, 0.062], < 0.01) were also significant. Additionally, peer effort socialization showed significant positive indirect effects on academic engagement, mediated by academic self-efficacy (β = 0.024, BC 95% CI = [0.009, 0.044], < 0.01) and outcome expectations (β = 0.078, BC 95% CI = [0.050, 0.112], < 0.001). Overall, the mediation analysis revealed that outcome expectations and self-efficacy partially mediated the link between academic engagement and the peer context, highlighting the importance of these mediators in enhancing student engagement.
学生参与学习对学业发展和非学业发展的积极影响已得到广泛认可。然而，关于影响学生参与学习的因素的研究却很有限。本研究考察了同伴的学业规范、教育期望和努力社会化对学生学业参与的影响，并将自我效能感和结果期望作为中介变量。基于班杜拉的社会认知理论，对埃塞俄比亚的596名高中生（男生315名）进行了横断面数据收集。路径分析结果显示模型与数据拟合良好。同伴的学业规范、教育期望和努力社会化对学业参与有正向预测作用。对5000个样本进行的自助法分析表明，学业自我效能感（β = 0.022，BC 95% CI = [0.008, 0.041]，p < 0.01）和结果期望（β = 0.053，BC 95% CI = [0.028, 0.086]，p < 0.001）部分中介了同伴教育期望与学生学业参与之间的关系。同伴的学业规范通过自我效能感（β = 0.030，BC 95% CI = [0.014, 0.054]，p < 0.001）和结果期望（β = 0.037，BC 95% CI = [0.014, 0.062]，p < 0.01）对学业参与产生的部分中介效应也很显著。此外，同伴努力社会化通过学业自我效能感（β = 0.024，BC 95% CI = [0.009, 0.044]，p < 0.01）和结果期望（β = 0.078，BC 95% CI = [0.050, 0.112]，p < 0.001）对学业参与产生显著的正向间接效应。总体而言，中介分析表明结果期望和自我效能感部分中介了学业参与与同伴环境之间的联系，凸显了这些中介变量在提高学生参与度方面的重要性。
