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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 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.

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.

The purpose of this paper is to examine relationships between perceived bullying, work engagement and work performance among Estonian academics. Specifically, it details what forms of bullying affect work engagement and performance. Moreover, the study explores the relationship between engagement and performance among bullied academics.

A total of 864 faculty members from nine Estonian universities participated in an e-mail survey in Spring 2014. Bullying was measured using the Negative Acts Questionnaire-Revised (NAQ-R22), and work engagement was assessed using the nine-item Utrecht Work Engagement Scale. Respondents’ perceived performance and productivity were measured on a ten-point rating scale. Structural equation modelling was used to analyse the relationship between bullying, engagement and performance.

Perceived bullying – especially “professional understating” – decreased work engagement and work performance among Estonian academics. The decrease in performance preceded the decrease in engagement or vice versa. The decrease in engagement was followed by lowered performance.

A longitudinal study is needed to prove the specific one-way effect of (decreased) performance (because of perceived bullying) on engagement.

Preventing bullying and further increasing engagement and performance among Estonian academics requires getting out of policy of professional understating.

The authors need to determine why Estonian academics experience professional understating, which includes being ordered to perform tasks below one’s level of competence and having key areas of responsibility removed or replaced with more trivial or unpleasant tasks.

The present results prove that it is possible to differentiate between specific forms of bullying in a specific context and further reveal those factors specifically that affect work performance and work engagement. Among Estonian academics – revealed in this study – “professional understating” seems to be such a factor.

Many researchers have reported that vitamin D can affect brain development as well as brain function. The prevalence of vitamin D deficiency in the Saudi population is 81% and it is more among women than among men. Though many studies have been done to find out the factors influencing the academic performance of Health sciences students, there is not adequate evidence regarding the influence of vitamin D level on academic performance. Therefore, this study aims to find out the association if any, between the vitamin D level and academic performance of health sciences students.

After obtaining the ethical committee approval, the data was collected from 86 female medical students, 70 female applied medical sciences students and 57 nursing students of Northern Border University. The detailed questionnaire contained the aim of the study, demographic characteristics and academic performance predictors such as self-efficacy, academic motivation, academic engagement and social engagement. The vitamin D levels were measured by an enzyme-linked immunosorbent assay (ELISA) machine (BioTek) which is available in the local hospital. The multiple linear regression analysis was used to find out the association between vitamin D levels and academic performance.

This study showed that vitamin D level had a significant association with the overall performance of the students as well as their self-efficacy.

Since there is a lot of stress among health sciences students due to subject overload and inadequacy of time, the health aspects are often overlooked. This study emphasizes the importance of early screening of vitamin D levels and early intervention in those with low vitamin D levels for better academic performance.

There is very little awareness of the impact of vitamin D deficiency on academic motivation, academic engagement, social engagement and self-efficacy among medical and health sciences students. This study can increase awareness.

There are very few studies done to find out the association between Vitamin D level and academic performance. This study is unique as it has highlighted the association between vitamin D level and grade point average (GPA) and also the association between vitamin D level and academic predictors such as self-efficacy, academic motivation, academic engagement and social engagement.

The purpose of this paper is to investigate the impact of design of e-servicescapes on student engagement in distance education (DE), and examine whether this impact is mediated by student experience quality.

Quantitative research approach based on cross-sectional survey design was adapted where data were collected using a structured questionnaire. Sample consisted of 252 undergraduates registered in the DE platform in Sri Lanka and was drawn using a simple random sampling technique. Collected data were analysed using the structural equation modelling.

Data analysis revealed that there is a direct significant impact of e-servicescapes on student engagement while this impact is partially mediated by student experience quality in the Sri Lankan context. Meantime, the social presence feature of e-servicescapes has the highest impact on student engagement.

Findings of the study provide an empirically validated model to boost up the student engagement and significantly contribute to the designing of the e-servicescapes of the DE institutes in order to offer a superior service to a wide array of stakeholders.

Even though e-servicescapes have been recognised as a driver of customer behaviour, the concept is fairly unexplored in the educational context. Due to its practical applicability in the DE context, this study contributes to the existing knowledge by presenting a novel conceptual model developed based on multiple theories to identify its impact on student behaviour.

Not all first-year university students possess the academic self-concept necessary for an effective transition from high school to university. This may impact their aptitude for learning so negatively that their engagement in lifelong learning (LLL), a prerequisite for success at and beyond university, may be limited. Therefore, the relationship between self-concept and LLL tendency is critical. This paper aims to describe this relationship among Arab first year university students. 149 students (77 males and 72 females) in two consecutive courses were involved in the study. Data were collected using two surveys, one on students’ self-concept, and another on their LLL tendency. Comparisons were made to determine whether gender and courses attended played a role in students’ academic self-concept and LLL tendency. The relationship between academic self-concept and LLL tendency was also analyzed. Results showed that students possessed a relatively high academic self-concept and that their LLL tendency scores were higher than the scale midpoint. The female students’ scores for academic effort (a sub-scale of self-concept), and for curiosity (a sub-scale of LLL), were comparatively higher than those for males. The courses attended did not make a significant difference in students’ perception of their academic self-concept; however, students in the second level course scored higher for self-regulation, a sub-scale of LLL, therefore receiving a slightly higher rating for LLL. Results also indicated a positive relationship between self-concept and LLL scores. The association between the academic effort and self-regulation domains of the scales was noteworthy. Recommendations are made to enhance students’ academic self-concept and LLL tendency, with an aim to strengthen the relationship between the two concepts.

ﻻ ﯾﻣﺗﻠ ك ﺟﻣﯾ ﻊ طﻼب اﻟ ﺳﻧﺔ ا ﻷوﻟ ﻰ ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ ﻣﻔﮭوم اﻟذا ت ا ﻷﻛﺎدﯾﻣ ﻲ اﻟ ﺿ رور ي ﻟ ﻼﻧﺗﻘﺎ ل اﻟﻔﻌﺎ ل ﻣ ن اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾﺔ إﻟ ﻰ اﻟ ﺟﺎ ﻣﻌﺔ. ﻗد ﯾؤ ﺛ ر ھذا ﻋﻠ ﻰ ا ﺳﺗ ﻌدا دھم ﻟﻠﺗ ﻌﻠ م ﺑ ﺷﻛ ل ﺳﻠﺑ ﻲ ﻟ د رﺟﺔ أ ن ﻣ ﺷﺎ رﻛﺗ ﮭم ﻓ ﻲ اﻟﺗ ﻌﻠ م ﻣد ى اﻟ ﺣﯾﺎة ) LLL (، وھ و ﺷرط أ ﺳﺎ ﺳﻲ ﻟﻠﻧ ﺟﺎ ح ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ وﺧ ﺎ رﺟﮭﺎ، ﻗد ﯾ ﻛو ن ﻣ ﺣدودًا. وﻟ ذﻟ ك، ﻓﺈن اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔﮭوم اﻟ ذا ت واﺗ ﺟ ﺎه LLL أﻣر ﺑﺎﻟ ﻎ ا ﻷھﻣﯾ ﺔ. ﺗ ﮭد ف ھذه اﻟ ورﻗﺔ إﻟ ﻰ و ﺻ ف ھذه اﻟﻌ ﻼ ﻗﺔ ﺑﯾ ن ط ﻼ ب اﻟﺟ ﺎ ﻣﻌﺎ ت اﻟﻌر ب ﻓﻲ اﻟﺳ ﻧ ﺔ ا ﻷ و ﻟ ﻰ . ﺷ ﺎ ر ك ﻓ ﻲ اﻟد ر ا ﺳ ﺔ 149 ط ﺎ ﻟ ﺑًﺎ ) 77 ﻣن اﻟذﻛور و 72 ﻣن اﻹ ﻧﺎ ث( ﻓ ﻲ دورﺗﯾ ن ﻣﺗ ﺗﺎﻟﯾﺗﯾ ن. ﺗم ﺟﻣﻊ اﻟﺑﯾﺎﻧﺎ ت ﺑﺎ ﺳﺗ ﺧدا م ﻣﺳ ﺣﯾن ، أﺣدھﻣﺎ ﻋن ﻣﻔ ﮭوم اﻟ ذا ت ﻟ د ى اﻟط ﻼ ب ، وا ﻵﺧر ﻋن اﺗ ﺟﺎه LLL . أ ﺟرﯾ ت ﻣﻘﺎ رﻧﺎ ت ﻟﺗ ﺣدﯾد ﻣ ﺎ إ ذ ا ﻛ ﺎ ن ا ﻟ ﺟ ﻧ د ر و ا ﻟ د و ر ا ت ا ﻟ ﺗ د ر ﯾ ﺑ ﯾ ﺔ ﻗ د ﻟ ﻌ ﺑ ت د و ر اً ﻓ ﻲ ﻣ ﻔ ﮭ و م ا ﻟ ط ﻼ ب ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ا ﻟ ذ ا ﺗ ﻲ و ا ﺗ ﺟ ﺎ ه LLL . ﻛﻣﺎ ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔ ﮭوم اﻟذا ت ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ و اﺗ ﺟ ﺎه LLL . أ ظ ﮭر ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ط ﻼ ب ﯾ ﻣ ﺗ ﻠ ﻛ و ن ﻣ ﻔ ﮭ و ﻣً ﺎ ذ ا ﺗ ﯾًﺎ ﻋ ﺎ ﻟ ﯾًﺎ ﻧ ﺳ ﺑ ﯾًﺎ ، وأ ن د رﺟﺎ ت ﻣﯾﻠ ﮭم ﻟﻠﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ ز ﯾ ﺔ ﻛﺎﻧ ت أﻋ ﻠ ﻰ ﻣ ن ﻣﻧﺗ ﺻ ف اﻟﻧ طﺎ ق. ﻛﺎﻧ ت ﻧﺗﺎﺋ ﺞ اﻟ طﻼب ا ﻹﻧﺎ ث ﻟﻠ ﺟﮭد ا ﻷﻛﺎدﯾ ﻣ ﻲ )ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻟ ﻣﻔﮭوم اﻟ ذا ت(، وﻓﺿ ول )ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻣ ن LLL (، أﻋ ﻠ ﻰ ﻧ ﺳﺑﯾﺎ ﻣ ن ﺗﻠ ك ﺑﺎﻟﻧ ﺳﺑ ﺔ ﻟﻠ ذﻛور. ﻟ م ﺗ ؤد اﻟ دورا ت اﻟﺗ ﻲ ﺣ ﺿ رو ھﺎ ﻓ رق ﻛﺑﯾ ر ﻓ ﻲ إ د را ك اﻟ طﻼب ﻟ ﻣﻔ ﮭوﻣﮭم اﻟ ذاﺗ ﻲ اﻷﻛﺎدﯾ ﻣ ﻲ؛ وﻣ ﻊ ذﻟك ، ﻓﺈن اﻟ ط ﻼ ب ﻓ ﻲ دورة اﻟ ﻣ ﺳ ﺗ و ى اﻟﺛﺎﻧ ﻲ ﺣ ﺻ ﻠ وا ﻋ ﻠ ﻰ د رﺟ ﺎ ت أ ﻋ ﻠ ﻰ ﻓ ﻲ اﻟﺗﻧ ظ ﯾم اﻟذاﺗ ﻲ ، وھ و ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻟـ LLL ، وﺑ ﺎﻟﺗﺎﻟ ﻲ ﺣ ﺻ ﻠ و ا ﻋ ﻠ ﻰ ﺗ ﺻ ﻧ ﯾ ف أ ﻋ ﻠ ﻰ ﻗ ﻠ ﯾ ﻼً ﻟ ﻠ ـ LLL . أ ﺷﺎ ر ت اﻟﻧﺗﺎﺋ ﺞ أﯾ ﺿ ﺎ إﻟ ﻰ وﺟود ﻋﻼ ﻗﺔ إﯾ ﺟﺎﺑﯾ ﺔ ﺿ ﻌﯾﻔﺔ ﺑﯾن ﻣﻔﮭوم اﻟذا ت وﻧﺗ ﺎﺋﺞ ا ل LLL . ﻛﺎ ن ا ﻻ ر ﺗ ﺑ ﺎ ط ﺑ ﯾ ن ا ﻟ ﺟ ﮭ د ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ و ﻣ ﺟ ﺎ ل ا ﻟ ﺗ ﻧ ظ ﯾ م ا ﻟ ذ ا ﺗ ﻲ ﻓ ﻲ ا ﻟ ﻣ ﻘ ﺎ ﯾ ﯾ س ﺟ د ﯾ رً ا ﺑ ﺎ ﻟ ﻣ ﻼ ﺣ ظ ﺔ . ﻟذ ا ﻧ و ﺻ ﻲ ﺑﺄ ھﻣﯾ ﺔ ﻟ ﺗﻧﻣﯾ ﺔ ﻣﻔ ﮭوم اﻟ طﻼب ا ﻷﻛﺎ دﯾ ﻣ ﻲ اﻟذاﺗ ﻲ و اﺗ ﺟ ﺎه ال LLL ، ﺑﮭ د ف ﺗﻌزﯾ ز اﻟ ﻌ ﻼﻗﺔ ﺑﯾ ن اﻟ ﻣﻔ ﮭوﻣﯾ ن.

Since the onset of the COVID-19 pandemic in China, student engagement in online learning has been a critical issue for all educational institutions. The university student engagement inventory (USEI) is the most used scale for assessing the construct of student engagement. The present study aimed to evaluate the psychometric properties of the USEI among 1504 Chinese university students who completed a survey through an online platform between December 2020 and January 2021.

In this cross-sectional study, content validity, construct validity and reliability of the scale were assessed.

The results supported the three-factor model with acceptable goodness of fit (χ² (71) = 369.717, p = 0.13, χ²/df = 5.207, comparative fit index (CFI) = 0.967, normed fit index (NFI) = 0.960, Tucker–Lewis index (TLI) = 0.958, standardized root mean square residual (SRMR) = 0.030, root mean square error of approximation (RMSEA) (90% CI) = 0.053 [0.049, 0.057]), good internal consistency and construct reliability (Cronbach's alpha and omega coefficient >0.70) and strong convergent validity. Also, the measurement invariance was confirmed across gender.

This study showed that the 3-factor structure of USEI with Chinese university students had good construct validity, internal consistency and reliability. It could help measure student engagement in online learning in China.

This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.

The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.

The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement.

Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

In a world where innovation became a “buzzword” and everyone within companies is required to foster innovation, the engagement of people toward innovation is fundamental to prompt individual motivation and actions to make innovation happen. However, despite the relevance of the relationship between engagement and innovation, the literature on the topic appears still fragmented. The purpose of this study is to provide an overview of the topic through a systematic literature review.

A final sample of 108 papers has been selected and analyzed through co-citation and text mining analyses. The former enabled the analysis of the structure of the theoretical foundation of the filed, while the latter facilitated a systematic and unbiased content-driven review of the literature.

The results of the analysis indicated two main areas of interest describing the relationship between engagement and innovation. On the one hand, there is the focus on “engagement as an attitude,” intended as the capacity of individuals to generate and realize innovation. On the other hand, there is a stream of literature focused on “engagement as involvement,” which refers to co-innovation paradigms, involving both internal and external stakeholders.

From an academic perspective, this paper highlights the relevance of the “human-side” of innovation, proposing avenues for future research that dig into the relationship between people's engagement and innovation dynamics. Moreover, it shows how the recent developments in the innovation management literature are coherent with this emerging relevance of the human perspective in innovation.

From a practitioner’s perspective, this paper helps managers by highlighting the two different approaches that they can have in terms of engagement. The study aims to help them in identifying the kind of engagement they are looking for in their employees and other innovation stakeholder having the support to find relevant studies in that direction.

The study unveils how the evolution of both areas over the years is strictly related to the megatrends of innovation fields, which are the main areas of knowledge not covered yet. Therefore, a research agenda is proposed.