Abstract
Context: Academic engagement structure includes learning‑related behaviors and teaching methods.
Aims: The purpose of this study was to investigate mediating role of learning experience in the relationship between transformational teaching methods with academic engagement in student.
Settings and Design: The research method was descriptive‑correlational and, in particular, structural equation modeling.
Materials and Methods: The statistical population of the study was 571 high school students in the city of Mahmoudabad in 2019. Three hundred and thirty students were selected through a cluster sampling method of two stages. Furthermore, Beauchamp et al. (2010) transformational teaching methods Questionnaire, Fredricks, Blumenfeld, and Paris (2004) academic engagement Questionnaire, and the Hänze and Berger (2007) Learning Experience Questionnaire were used. In this research, data analysis was done by structural equation modeling in SPSS 18 and Amos 23.
Statistical Analysis Used: The collected data were analyzed using structural regression equations using SPSS 18 and Amos 23 software.
Results: The results showed that there is a significant direct relationship between transformational teaching methods with learning experience with academic engagement (P ≤ 0.01). The research model was fit and validated, and 0.428 of the variance of academic engagement was explained by transformational teaching methods and learning experience. Learning experience in the relationship between transformational teaching methods with learning experience with academic engagement was mediating (P ≤ 0.01).
Conclusions: Academic engagement changes on the basis of direct, transformational teaching methods of teachers, and indirect learning experience of students can be explained.
Aims: The purpose of this study was to investigate mediating role of learning experience in the relationship between transformational teaching methods with academic engagement in student.
Settings and Design: The research method was descriptive‑correlational and, in particular, structural equation modeling.
Materials and Methods: The statistical population of the study was 571 high school students in the city of Mahmoudabad in 2019. Three hundred and thirty students were selected through a cluster sampling method of two stages. Furthermore, Beauchamp et al. (2010) transformational teaching methods Questionnaire, Fredricks, Blumenfeld, and Paris (2004) academic engagement Questionnaire, and the Hänze and Berger (2007) Learning Experience Questionnaire were used. In this research, data analysis was done by structural equation modeling in SPSS 18 and Amos 23.
Statistical Analysis Used: The collected data were analyzed using structural regression equations using SPSS 18 and Amos 23 software.
Results: The results showed that there is a significant direct relationship between transformational teaching methods with learning experience with academic engagement (P ≤ 0.01). The research model was fit and validated, and 0.428 of the variance of academic engagement was explained by transformational teaching methods and learning experience. Learning experience in the relationship between transformational teaching methods with learning experience with academic engagement was mediating (P ≤ 0.01).
Conclusions: Academic engagement changes on the basis of direct, transformational teaching methods of teachers, and indirect learning experience of students can be explained.
Keywords
Academic engagement Learning experience Students Transformational teaching methods
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© 2020, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.