Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Presence of meaning in life and subjective well-being as mediators of association between sense of community and academic engagement
Presencia de significado en la vida y bienestar subjetivo como mediadores de la asociación entre sentido de comunidad y el compromiso académico
DOI:
https://doi.org/10.15446/rcp.v33n2.99606Keywords:
Academic engagement, Meaning in life, Sense of community, Subjective Well-being, Quality of life (en)Downloads
We examined the associations between sense of community (SoC) and multidimensional academic engagement, including whether meaning in life and subjective well-being mediate the relationships. Participants were Nigerian students who completed the Classroom Sense of Community Inventory–School Form (CSCI-SF), Meaning in Life Questionnaire’s (MLQ) Presence subscale, Brief Adolescent Subjective Well-being in School Scale (BASWSS), and Utrecht Work Engagement Scale – Student Version (UWES-S-9). Data was analysed using Model 6 of Hayes’ regression-based PROCESS module. Results showed that both presence of meaning and subjective well-being mediated the effects of aspects of SoC on vigour, dedication and overall academic engagement. The effects of SoC on absorption was only mediated by subjective wellbeing. Mediation pathways were not significant for the effects of learning SoC on absorption. In all cases, the strongest mediation existed in the paths linking social SoC to academic engagement through subjective wellbeing. Promotion of classroom SoC may facilitate presence of meaning in life and subjective wellbeing thereby enhancing academic engagement
Se examinaron las asociaciones entre el sentido de comunidad (SOC) y el compromiso académico multidimensional, incluyendo si el sentido de la vida y el bienestar subjetivo median en las relaciones. Los participantes fueron estudiantes nigerianos que completaron el Inventario de Sentido de Comunidad en el Aula-Formulario Escolar (CSCI-SF), la subescala de Presencia del Cuestionario de Sentido de Vida (MLQ), la Escala Breve de Bienestar Subjetivo del Adolescente en la Escuela (BASWSS), y la Escala de Compromiso con el Trabajo de Utrecht - Versión Estudiantil (UWES-S-9). Los datos se analizaron mediante el modelo 6 del módulo PROCESS de Hayes basado en regresión. Los resultados mostraron que tanto la presencia de significado como el bienestar subjetivo mediaron los efectos de los aspectos de la SOC sobre el vigor, la dedicación y el compromiso académico general. Los efectos de la SOC sobre la absorción sólo estaban mediados por el bienestar subjetivo. Las vías de mediación no fueron significativas para los efectos del aprendizaje de la RSC sobre la absorción. En todos los casos, la mediación más fuerte existió en las vías que vinculan la RSC social con el compromiso académico a través del bienestar subjetivo. La promoción de la RSC en el aula puede facilitar la presencia de sentido en la vida y el bienestar subjetivo, mejorando así el compromiso académico.
References
Ajaero, C.K. and De Wet, N (2017). Life satisfaction and internal migration intention in South Africa. Etude de la Population Africaine / African Population Studies, 31(1), 3679-3689.
Asher, S. R., & Weeks, M. S. (2015). Social relationships, academic engagement, and well- being in college: Findings from the Duke Social Relationships Project. Retrieved from http://sites.duke.edu/dsrp/DSRP-Report-FINALrev1
Ashok, J., & Swati, P. (2015). Impact of meaning in life on psychological well-being among street children. International Journal of Science and Research (IJSR), 6(1), 1244-1245.
Barbieri, I., & Zani, B. (2015). Multiple sense of community, identity, and well-being in a context of multi culture: A mediation model. Community Psychology in Global Perspective, 1(2), 40-60.
Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87-105. https://doi.org/10.1016/j.cedpsych.2018.01.002
Belfi, B., Goos, M., De Fraine, B., & Van Damme, J. (2012). The effect of class composition by gender and ability on secondary school students’ scholl well-being and academic self-concept: A literature review. Educational Research Review, 7(1), 62–74.
Bickford, D. J., & Wright, D. J. (2018). Community: The hidden context for learning. Retrieved from https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-4-community-hidden-context-learning
Bowman, N. A. (2010). The development of psychological well-being among first-yearcollege students. Journal of College Student Development, 51(2), 180–200.
Buyse, E., Verschueren, K., Verachtert, P., & Van Damme, J. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110(2), 119–141.
Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013).The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13, 33-39.
Chukwuorji, J. C., Abiama, E. E., Ifeagwazi, C. M., Iorfa, S. K., & Nwonyi, S. (2018). Psychometric properties of the Meaning in Life Questionnaire – Hausa version (MLQ-H) among internally displaced persons in Nigeria. Transcultural Psychiatry. First Online. doi:10.1177/1363461518794218.
Chukwuorji, J. C., Ifeagwazi, C. M., & Eze, J. E. (2017). Event centrality influences post-traumatic stress disorder symptoms via core beliefs among older adults. Aging & Mental Health. First Online. doi.: 10.1080/13607863.2017.1396580.
Chukwuorji, J. C., Ifeagwazi, C. M., Nwonyi, S. K., & Ujoatuonu, I. V. N. (2018). Sense of community and academic engagement in the seminary. Journal of Research on Christian Education, 27(1), 20-38. https://doi.org/10.1080/10656219.2018.1447412
Chukwuorji, J. C., Ituma, E. A., & Ugwu, L. E. (2017). Locus of control and academic engagement: Mediating role of religious commitment. Current Psychology. First online. https://doi.org/10.1007/s12144-016-9546-8
Cumming, G. (2014). The new statistics: Why and how. Psychological Science, 25(1), 7–29.
Demirbaş-Çelik, N. (2018). Mental well-being predictivity of personal meaning profile in various age groups. Journal of Education and Training Studies, 6(10), 198-206.
Diener, E., Lucas, R. E., Oishi, S. (2018). Advances and open questions in the science of subjective well-being. Collabra: Psychology, 4(1): 15. https://doi.org/10.1525/collabra.115
Diener, E., Oishi, S., & Lucas,R. E. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder and S. J. Lopez (Ed.), Handbook of positive psychology. Oxford and New York : Oxford University Press
Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18(3), 233–239. DOI:10.1111/j.1467-9280.2007.01882.x
García-Alandete, J. (2015). Does meaning in life predict psychological well-being? An analysis using the spanish versions of the Purpose-In-Life Test and the Ryff’s Scales. The European Journal of Counselling Psychology, 3(2), 89–98. doi:10.5964/ejcop.v3i2.27
Garrosa, E., Blanco-Donoso, L. M., Carmona-Cobo, I.,& Moreno-Jime´nez, B. (2017). How do curiosity, meaning in life, and search for meaning predict college students’ daily emotional exhaustion and engagement? Journal of Happiness Studies, 18(1), 17-40. doi: 10.1007/s10902-016-9715-3
Garrosa, E., Carmona-Cobo, I., Ladsta¨tter, F., Blanco, L. M., & Cooper-Thomas, H. D. (2013). The relationships between family-work interaction, job-related exhaustion, detachment, and meaning in life: A day-level study of emotional well-being. Journal of Work and Organizational Psychology, 29(3), 169-177. doi.: 10. 5093/tr2013a23
Grabel, B. F. (2017). The relationship between wellbeing and academic achievement: A systematic review. Master’s degree thesis. University of Twente.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY. Guilford Press.
Hittie, M. (2000, June 26). Building community in the classroom. Paper at the International Education Summit Detroit, Michigan.
Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in studentacademic and extracurricular engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387–401). New York, NY: Springer Science.
Khumalo, I., Wissing, M. P., & Schutte, L. (2014) Presence of meaning and search for meaning as mediators between spirituality and psychological well-being in a South African sample. Journal of Psychology in Africa, 24(1), 97-114. doi: 10.1080/14330237.2014.904095
King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. doi.: 10.1016/j.cedpsych.2015.04.002
Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81, 183–206.
Märtsin, M. (2019). Beyond past and present: meaning making, narrative self and future- orientation. Integrative Psychological and Behavioral Science. First online. doi.: 10.1007/s12124-019-09488-1
Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College Student Journal, 46(3), 483–491.
Newman, D. B., Nezlek, J. B., & Thrash, T. M. (2018). The dynamics of searching for meaning and presence of meaning in daily life. Journal of Personality, 86, 368–379. doi: 10.1111/jopy.12321
Phan, H. P. (2014). Situating psychosocial and motivational factors in learning contexts. Education, 4(3), 53–66.
Phan, H., & Ngu, B. (2015). Introducing the concept of optimized functioning in academic contexts: establishing evidence for further consideration. The International Journal of Pedagogy and Curriculum, 22(4), 1–19.
Phan, H. P., Ngu, B. H., & Alrashid, O. (2016). Role of student well-being: A study using structural equation modelling. Psychological Reports, 119(1), 77–105.
Qi, Q. & Minami, H. (2019). A dialogue-based approach to subjective well-being: co- interpreting the meaning of daily experiences. Integrative Psychological and Behavioral Science. First online. doi.: 10.1007/s12124-019-09491-6
Rovai, A. P. (2002). A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses. Journal of Asynchronous Learning Networks, 6(1), 41-56.
Rovai, A. P., Wighting, M. J., & Lucking, R. (2004). The Classroom and School Community Inventory: Development, refinement, and validation of a self-report measure for educational research. Internet and Higher Education, 7, 263–280.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M. & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166.
Ryff, C. D. (2018). Well-being with soul: Science in pursuit of human potential. Perspectives on Psychological Science, 13(2), 242–248.
Ryff, C. D., & Singer, B. H. (2006). Best news yet on the six-factor model of well-being. Social Science Research, 35(4), 1103-1119.
Schaufeli, W. B., Martı´nez, I. M., Marques Pinto, A., Salanova, M., & Bakker, A. B. (2002a). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology. doi: 10.1177/0022022102033005003.
Schaufeli, W. B., Salanova, M., Gonza´lez-Roma´, V., & Bakker, A. B. (2002b). The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. doi.:10.1023/A:1015630930326.
Schulenberg, S. E., Baczwski, B. J., & Buchanan, E. M. (2013). Measuring search for meaning: A factor analytic evaluation of the seeking of noetic goals test (SONG). Journal of Happiness Studies, 15(3), 693-715.
Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Free Press.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
Smithikrai, C., Homklin, T., Pusapanich, P., Wongpinpech, P., & Kreausukon, P. (2018). Factors influencing students’ academic success: The mediating role of study engagement. International Journal of Behavioral Science, 13(1), 1-14.
Steger, M. F. (2009). Meaning in life. In C. R. Snyder, & S. J. Lopez (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 679–687). Oxford: Oxford University Press.
Steger, M. F. (2012). Experiencing meaning in life: Optimal functioning at the nexus of well- being, psychopathology, and spirituality. In P. T. Wong (Ed.). The human quest for meaning (2nd ed., pp. 165–184). New York: Routledge.
Steger, M. F., Frazier, P., Oishi, S., & Kaler, M. (2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80–93.
Steger, M. F., Kashdan, T. B., Sullivan, B. A., & Lorentz, D. (2008). Understanding the search for meaning in life: Personality, cognitive style, and the dynamic between seeking and experiencing meaning. Journal of Personality, 76(2), 199–228.
Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology, 53, 106-122. doi.: 10.1016/j.cedpsych.2018.02.004
Tian, L., Wang, D., & Huebner, E. S. (2015). Development and validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS). Social Indicators Research, 120, 615–634. doi: 10.1007/s11205-014-0603-0
To, S., & Sung, W. (2017). Presence of meaning, sources of meaning, and subjective well- being in emerging adulthood: A sample of Hong Kong community college students. Emerging Adulthood, 5(1), 69-74.
Tough, P. (2014, May 15). Who gets to graduate? New York Times. Retrieved from http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?_r=0
Tovar, E. (2013). A conceptual model on the impact of mattering, sense of belonging, engagement/involvement, and socio-academic integrative experiences on community college students’ intent to persist (CGU Theses & Dissertations). Paper 81. Retrieved from http://scholarship.claremont.edu/cgu_etd/81
Ugwu, F. O., Onyishi, I. E., & Tyoyima, W. A. (2013). Exploring the relationships betweenacademic burnout, self-efficacy and academic engagement among Nigerian college students. The African Symposium: An Online Journal of the African Educational Research Network, 13(2), 37–45.
Urquijo, I., & Extremera, N. (2017). Academic satisfaction at university: The relationship between emotional intelligence and academic engagement. Electronic Journal of Research in Educational Psychology, 15, 553-573.
Van den Heuvel, M., Demerouti, E., Schreurs, B. H. J., Bakker, A. B., & Schaufeli, W. B. (2009). Does meaning-making help during organizational change? Development and validation of a new scale. The Career Development International, 14(6), 508-533. doi.: 10.1108/13620430910997277.
Vizoso, C., Rodríguez, C., & Arias-Gundín, O. (2018). Coping, academic engagement and performance in university students. Higher Education Research & Development. First online. doi.: 10.1080/07294360.2018.1504006
Wang, M., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23.
Whitington, V., & McInnes, E. (2017). Developing a 'classroom as community' approach to supporting young children's wellbeing. Australasian Journal of Early Childhood, 42(4), 22-29.
Wilson, D., Jones, D., Bocell, F., Crawford, J., Kim, M. J., Veilleux, N., Floy-Smith, T., Bates, R., & Plett, M. (2015). Belonging and academic engagement among undergraduate STEM students: A multi-institutional study. Research in Higher Education, 58(7), 750–776. doi: 10.1007/s11162-015-9367-x
Wong, P. T. P. (2012). Toward a dual-systems model of what makes life worth living. In P. T. P. Wong (Ed.), The human quest for meaning: Theories, research, and applications (pp. 3–22). New York: Routledge.
Xie, K., Heddy, B. C., & Vongkulluksn, V. W. (2019). Examining engagement in context using experience-sampling method with mobile technology. Contemporary Educational Psychology, 59, 101788. doi: 10.1016/j.cedpsych.2019.101788
Yalcın, I., & Malkoc¸ A. (2015). The relationship between meaning in life and subjective well-being: Forgiveness and hope as mediators. Journal of Happiness Studies, 16, 915–929. doi: 10.1007/s10902-014-9540-5
Yetim, N., & Yetim, Ü. (2014). Sense of community and individual well-being: A research on fulfillment of needs and social capital in the Turkish community. Social Indicators Research, 115(1), 93–115. doi.: 10.1007/s11205-012-0210-x
Zhou, L-H., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2019). Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator. Contemporary Educational Psychology, 58, 323-330. doi.: 10.1016/j.cedpsych.2019.05.001
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The RCP is published under the Creative Commons license and can be copied and reproduced according to the conditions of this license (http://creativecommons.org/licenses/by-nc-nd/2.5). RCP articles are available online at https://revistas.unal.edu.co/index.php/psicologia/issue/archive. If you would like to subscribe to the RCP as reader, please go to https://revistas.unal.edu.co/index.php/psicologia/information/readers and follow the instructions mentioned in the webpage. Additionally, a limited number of print journals are available upon request. To request print copies, please email revpsico_fchbog@unal.edu.co.
