Predicting intellectual engagement from academic resilience: mediating moderating role of academic diligence and learning support
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 9 October 2023
Issue publication date: 27 November 2024
Abstract
Purpose
The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.
Design/methodology/approach
Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc.
Findings
Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement.
Practical implications
This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance.
Originality/value
This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.
Keywords
Citation
Azila-Gbettor, E.M. (2024), "Predicting intellectual engagement from academic resilience: mediating moderating role of academic diligence and learning support", Journal of Applied Research in Higher Education, Vol. 16 No. 5, pp. 1596-1613. https://doi.org/10.1108/JARHE-01-2023-0008
Publisher
:Emerald Publishing Limited
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