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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1347163
This article is part of the Research Topic Culture and Emotion in Educational Dynamics - Volume II View all 7 articles

AntecedentsPredictors of Academic Engagement of High School Students: Academic Socialization and Motivational Beliefs

Provisionally accepted
Getachew T. Woreta Getachew T. Woreta *
  • Wollo University, Dessie, Ethiopia

The final, formatted version of the article will be published soon.

    The potential of academic engagement to enhance academic outcomes and well-being has been empirically supported, yet studies addressing its predictors antecedents are too limited.Hence, the current study collected self-report cross-sectional data from randomly selected 614 (male = 323) high school students in Ethiopia and examined the relations of academic socialization (parental & peer), self-efficacy, and outcome expectations in explaining variance in academic engagement, guided by an integrative model of engagement. Structural equation modeling with the maximum likelihood method indicated that (a) the hypothesized model fit the data well, (b) all direct paths from parental and peer academic socialization to self-efficacy, outcome expectations, and academic engagement were positive and significant, (c) the relationships of the constructs in the model explained a significant portion of the variance in academic engagement, and (d) self-efficacy and outcome expectations significantly and positively but partially mediated the pathway from academic socialization to academic engagement. The findings" implications for boosting student academic engagement were forwarded.

    Keywords: Academic engagement, academic socialization, Motivational beliefs, Selfefficacy, Outcome expectations, high school, Peer academic socialization, Parental academic socialization

    Received: 30 Nov 2023; Accepted: 25 Jun 2024.

    Copyright: © 2024 Woreta. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Getachew T. Woreta, Wollo University, Dessie, Ethiopia

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