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Factors Influencing Academic Engagement: A Social Support Perspective

Beasley, Balwinder Kaur
http://orcid.org/0000-0001-5276-8490
http://rave.ohiolink.edu/etdc/view?acc_num=casedm1651607848766644

Abstract Details

2022, Doctor of Management, Case Western Reserve University, Weatherhead School of Management.
This mixed-methods study examined what factors drive student success among undergraduate business students and using that knowledge to promote positive academic outcomes for all students. The literature posits that academic engagement is associated with high performance levels (Fredin, Fuchsteiner, & Portz, 2015; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Pace, 1980). However, engagement does not work alone in predicting success. Many other significant factors predict higher engagement levels. According to Karki, Chaudhury, and Patangia (2020), the interplay of external variables alongside individual or psychological aspects of students leading to academic engagement is still not fully understood. This study begins to address this knowledge gap. Using a sequential explanatory design, data were collected in two phases: a qualitative phase followed by a quantitative phase. Phase I consisted of qualitative interviews of twenty-eight participants from a private liberal arts college. The questions explored what factors they felt contributed most to their college success during a first-year accounting sequence. The most significant finding was that all participants reported some form of social support as essential for their success level and necessary for their belief that they could succeed in accounting. A quantitative study was then conducted using a hypothesized model to explore the causal relationships of cohort support and family support on engagement as mediated by self-esteem. The quantitative results were positively correlated between both forms of support and engagement and between competence and engagement. A mediating role for self-esteem was also proven between social support and engagement. The quantitative and qualitative data illustrate variables such as social support and self-esteem predict higher levels of engagement and ultimately positive academic outcomes.
Kalle Lyytinen, Ph.D. (Advisor)
Yunmei Wang, Ph.D. (Advisor)
147 p.
Accounting; Education; Educational Psychology; Educational Theory; Management; Organizational Behavior; Social Research
academic engagement; academic success; social support; peer support; family academic support; self-esteem; social networks

Recommended Citations

Citations

  • Beasley, B. K. (2022). Factors Influencing Academic Engagement: A Social Support Perspective [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1651607848766644

    APA Style (7th edition)

  • Beasley, Balwinder. Factors Influencing Academic Engagement: A Social Support Perspective . 2022. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=casedm1651607848766644.

    MLA Style (8th edition)

  • Beasley, Balwinder. "Factors Influencing Academic Engagement: A Social Support Perspective ." Doctoral dissertation, Case Western Reserve University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1651607848766644

    Chicago Manual of Style (17th edition)

casedm1651607848766644
644
© 2022, some rights reserved.Creative Commons License Factors Influencing Academic Engagement: A Social Support Perspective by Balwinder Kaur Beasley is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Case Western Reserve University Doctor of Management and OhioLINK.