How to improve academic achievement of students? The influence of academic emphasis on academic achievement with the mediating roles of school belonging, student engagement, and academic resilience

Basit Öğe Kaydı
dc.contributor.authorBas, Gokhan
dc.date.accessioned2024-11-07T13:24:09Z
dc.date.available2024-11-07T13:24:09Z
dc.date.issued2024
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe purpose of this research was to examine the influence of academic emphasis on academic achievement, with the mediating roles of school belonging, student engagement, and academic resilience. The research adopted a cross-sectional model, with a sample of 452 participants selected through a two-stage stratified sampling procedure from public primary, middle, and high schools, including students (n = 400) and school principals (n = 52). The research adopted Academic Emphasis Scale, School Belonging Scale, Student Engagement Scale, and Academic Resilience Scale as data collection tools. Also, for determining academic achievement, students' grade point average scores in reading, mathematics, and science were used. Structural equation modeling was used to test the hypothetical model created based on the research variables, by using Mplus 8.3. The results of the research indicated that there were positive associations between variables. The research also showed that the measurement model provided a good fit to the data, with displaying statistically significant paths. The research suggested that academic emphasis has a positive influence on academic achievement, with school belonging, student engagement, and academic resilience playing mediating roles. School academic emphasis, school belonging, student engagement, and academic resilience together play an important role in improving students' academic achievement. School academic emphasis emerged as a significant contributor of students' academic achievement. School belonging, student engagement, and academic resilience acted as mediating variables in the interplay between academic emphasis and academic achievement.
dc.identifier.doi10.1002/pits.23326
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.scopus2-s2.0-85206269141
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1002/pits.23326
dc.identifier.urihttps://hdl.handle.net/11480/13946
dc.identifier.wosWOS:001332263700001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofPsychology in the Schools
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectacademic achievement
dc.subjectacademic emphasis
dc.subjectacademic resilience
dc.subjectcross-sectional research
dc.subjectschool belonging
dc.subjectstudent engagement
dc.titleHow to improve academic achievement of students? The influence of academic emphasis on academic achievement with the mediating roles of school belonging, student engagement, and academic resilience
dc.typeArticle

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