Optimism and Intellectual Engagement: A Mediating Moderating Role of Academic Self-Efficacy and Academic Burnout

Autor/inn/en	Azila-Gbettor, Edem Maxwell; Mensah, Christopher; Abiemo, Martin Kwasi; Agbodza, Mavis
Titel	Optimism and Intellectual Engagement: A Mediating Moderating Role of Academic Self-Efficacy and Academic Burnout
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 5, S.1370-1391 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Azila-Gbettor, Edem Maxwell) ORCID (Mensah, Christopher) ORCID (Abiemo, Martin Kwasi) ORCID (Agbodza, Mavis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-01-2022-0003
Schlagwörter	Learner Engagement; Self Efficacy; Positive Attitudes; Psychological Patterns; Burnout; Emotional Response; Foreign Countries; College Students; Student Attitudes; Ghana + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Emotionales Verhalten; Ausland; Collegestudent; Schülerverhalten
Abstract	Purpose: The study examines a mediated, moderated process of students' intellectual engagement from optimism, academic self-efficacy and academic burnout. Design/methodology/approach: Five hundred and twenty-seven participants who completed a self-reported questionnaire were selected using a convenient sampling technique. PLSc was used to test the proposed hypotheses. Findings: Results showed that optimism positively affects students' intellectual engagement and academic self-efficacy. Additionally, academic self-efficacy correlates positively with students' intellectual engagement and further mediates the relationship between optimism and intellectual engagement. Finally, the moderation effect of academic burnout was positive and non-significant. Originality/value: This paper is among the first to have tested a model including optimism, academic self-efficacy, intellectual engagement and academic burnout in a university setup from a developing country perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01