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The study examines a mediated, moderated process of students' intellectual engagement from optimism, academic self-efficacy and academic burnout.

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.

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.

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.

This paper aims to assess the relationship between academic burnout-student engagement relationships on management students of the Delhi-NCR region of Northern India. It further attempts to study the moderating impact of internal locus of control and mediating impact of loneliness on the academic burnout-student engagement relationship.

The data was collected using standardized instruments from 264 respondents. Descriptive statistics, correlation and moderated-mediated regression analysis were used to test the hypotheses.

The study found a negative association between student engagement and academic burnout and loneliness. A positive association between academic burnout and loneliness and a moderating impact of internal locus of control on academic burnout and student engagement relationship. Loneliness acted as a partial mediator for the moderated relationship between the academic burnout-student engagement relationship.

Sample size and sampling units are the limitations of the study.

The conclusion of the presented study offers different inferences including validating the self-determination theory (Ryan and Deci, 2000) and possible courses of actions to be taken by academic institutions and students themselves. It ranges from careful investigation of student’s behaviors, design and implements collaborative projects along with student’s involvement in social networking based groups for collaborations and help.

With the help of the study, the society including parents, family, friends, officials and academicians at educational institutions can offer useful insights to students through recreational and social activities for behavior modifications.

The major contribution of the study is to understand the psyche of the budding professionals perceiving increased stress and pressure. Limited studies are found in the Indian context and no studies in the past have used the study variables together. Internal locus of control as a personality variable has not been studied with respect to student’s burnout and engagement. Furthermore, none of the studies done in the past have deliberated upon loneliness with respect to the student community.

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.

The proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.

The findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.

Researchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.

Educationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.

The authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.

The phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.

The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance.

A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS.

No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance.

This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

The purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup.

A convenience sample of 376 respondents from a technical university in Ghana took part in the study by completing self-reported questionnaire. Data were analysed using descriptive statistics and partial least square-based structural equation modelling (PLS-SEM).

Findings suggest academic self-efficacy and perceived lecturer support are positive and significant predictors of study engagement. In addition, perceived lecturer support was a significant moderator between academic self-efficacy and study engagement.

This paper is one of the first to have tested a model including academic self-efficacy, study engagement and perceived lecturer support in a technical university setup from a developing country perspective.

The purpose of this paper is to investigate the impact of servant leadership on work engagement and affective commitment among academics in higher education. Moreover, the paper highlights the role of job satisfaction as an intervening mechanism among the examined variables.

Self-administered questionnaires were distributed to academics working in the Palestinian higher education sector. We used structural equation modelling to examine the hypotheses.

A positive relationship was found between servant leadership and affective commitment. The relationship between servant leadership and work engagement is fully mediated by job satisfaction, whereas partial mediation was found between servant leadership and affective commitment. Both work engagement and affective commitment have a positive impact on academics’ job performance.

The paper provides a fertile ground for higher education managers concerning the role of leadership in stimulating work engagement and organisational commitment among academics.

First, the paper is one of the few studies that empirically examines servant leadership in higher education using data coming from a non-Western context because most of the servant leadership research is conducted in the Western part of the world (Parris and Peachey, 2013). Second, we empirically provide evidence for the argument that servant leadership is needed in higher education. Third, the paper contributes to the limited body of research on work engagement and commitment in the higher education sector.

Online learning is an effective training strategy to help students, as one of the success factors is academic engagement. Therefore, the use of online training courses to influence academic engagement and performance in emotional intelligence learning experiences is worthy of investigation. This study explores the influence of emotional intelligence as an online training course and its impact on academic engagement and learning outcomes–performance.

The authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest–posttest measurements of the online training. The emotional intelligence online training (for the experimental group) was conducted during a single semester, with eight hours of training. The methodology of reflective, role-playing, case study and group work was followed. Measurements of student academic engagement and emotional intelligence were collected before (one week before the training) and after the intervention (on the last training session). Performance was measured after the intervention.

The mean scores improved for all the variables, with the differences being statistically significant. The students assessed their learning positively. The results also showed that emotional intelligence was positively related to academic engagement but not to performance. This means that emotional intelligence training was effective in increasing the academic engagement of university students.

The results are promising in terms of the students retaining the competencies acquired. Therefore, this type of online training is recommended for the emotional intelligence and academic engagement of future human resources professionals. Moreover, according to the results, it would be possible to use emotional intelligence training programs in schools, besides other programs, to promote the academic engagement and performance of students.

The design of the study provides evidence that is an added value for higher education institutions.

In the recent times social media is considered as the most popular tool of communication among the students in India. Based on the assumption that the usage of social media is going to reinforce the academic performance among the medical students, the purpose of this paper is to investigate the mediating effect of student engagement on the use of SM and AP of medical students of India.

The students were selected from the top three public-funded medical colleges of India. Almost 250 medical students took part in the survey. A self-administered structured questionnaire was used for the collection of the data. Structural equation modelling was used for the analysis of the final data.

The results of the study show that student engagement is a multi-dimensional construct. It was found that the behavioural and emotional engagement did not mediate the relationship between usage of social media and academic performance, whereas, the cognitive engagement did mediate the relationship. The outcome of the study depicts that the usage of the social media has a potential impact on the learning environment and enhances the cognitive engagement among the medical students and eventually their academic performance.

This paper contributes to the existing body of knowledge on the effectiveness of social media in higher education learning among medical students. Furthermore, the study also looks at the mediating effect of Student engagement between usage of social media and academic performance. This will be helpful for the educator to know how social media can be useful for conducive learning.

The usage of the social media is claimed to enhance learning among the students but there is hardly any empirical evidence of the same. Therefore, the present paper looks at the combined effect of two distinct sets of literature, i.e., the influence of usage of social media on student engagement, and student engagement and academic performance. Linking the two studies the present paper looks at the usage of the social media, student engagement and academic performance among the medical students of India.

Social media is a popular communication tool for college students in many countries including Malaysia. Even though the literature indicates that the use of social media in a higher learning environment is likely to enhance academic performance of college students, the mechanism that explains such association is yet to be explored. Based on the claims that the integration of social media use is purposeful to enhance student engagement, the purpose of this paper is to investigate the role of student engagement as a potential mediator between social media use and academic performance of college students in Malaysia.

A total number of 227 business students in one of the public universities in Malaysia were randomly chosen to participate in this study. Questionnaire was used as the main data collection technique, which was personally administered during class sessions. Data were analyzed using structural equation modeling-partial least square (SEM-PLS).

The result showed the multidimensionality of student engagement. It also indicated that cognitive engagement mediated the relationship between social media and academic performance, but not behavioral, emotional, or agentic engagement. The result suggests that social media has the potential to be used in a learning environment as it promotes cognitive engagement of students in class and subsequently their academic performance and success.

One of the limitations of the present study is that the generalizability of the finding to a much larger population of students may be limited as the sampled students were recruited from business students in one of the public universities in Malaysia only. Students of different academic programs in different universities may have a different pattern of using the social media.

This study will help higher learning institutions and educators think of ways to integrate the use of social media in learning activities to help students achieve better academic performance. As shown by the findings, such use can encourage students to be cognitively engagedt in class in which the students can be more active learners.

The present study adds to the literature in social media use by addressing the issue of how it helps enhance academic performance of college students in a single model. Past studies tended to examine the role of social media and student engagement and the effect of student engagement on academic performance separately. Furthermore, this study took into consideration various types of social media used by college students who tend to have multiple accounts.

In studies related to education, sociology and economics, the relationship between students’ social relationships and their academic performance is one of the most important research topics; a large number of research studies have focused on it. This study aims to analyze the previous studies about social interaction and academic performance and attempts to reveal the underlying mechanism.

This study uses CiteSpace to analyze 1,843 articles on social relationships and academic performance from 2001 to 2019. According to the co-cited literature network results in CiteSpace, this study proposes an adapted conceptual framework of the relationship between social relationships and academic performance. This paper further examines more studies about the two most-cited articles in the co-cited literature network for better understanding.

From the results of the co-cited literature network, this study determines that school engagement is an important mediator between social relationships and academic performance. This paper further examines studies on school engagement and determine that, along with the self-determination theory, school engagement is influenced by multiple components of self-determination theory: autonomy, competence and relatedness.

According to the visual result in CiteSpace, this study examines a research trend in which researchers scholars start to conduct micro and detailed empirical research on the impact of the specific social networks on academic performance because of the progress of information technology. Therefore, based on the previous literature that we have analyzed, this study predicts that the trend of using information technology, such as data mining or data analysis, in this academic field will become a mainstream practice in the future.