International journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN:2313-626X

Frequency: 12

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 Volume 5, Issue 9 (September 2018), Pages: 39-46

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 Original Research Paper

 Title: Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain

 Author(s): Umair Ahmed 1, Waheed Ali Umrani 2, *, Muhammad Asif Qureshi 3, Abdul Samad 3

 Affiliation(s):

 1Administrative Sciences, Gulf University, Sanad, Bahrain
 2Business Administration Department, School of Business, Sukkur IBA University, Sindh, Pakistan
 3School of Business Management, Universiti Utara Malaysia, Sintok, Kedah, Malaysia

 https://doi.org/10.21833/ijaas.2018.09.008

 Full Text - PDF          XML

 Abstract:

The core drive of the current study was to investigate that how individual psychological capital resources including academic efficacy and academic resilience influence student engagement. Secondly, the study was also intended to test the direct and moderating role of teachers’ support on the prior relationships. This study was designed to assess the masters’ students in the Kingdom of Bahrain due to the dearth of research in the domain. Hence, we collected students’ 350 responses from a total of five private universities in the Kingdom of Bahrain. We employed structural equation modeling for the analysis purpose using SmartPLS software. Drawing upon Conservation of Resource Theory, the findings suggested significant positive impact of academic efficacy and academic resilience on student engagement. Accordingly, the results also landed support for significant positive relationship between teachers support and student engagement. Notably, the bootstrapping procedures also reported significant moderation of teachers’ support on the relationship of academic efficacy and academic resilience with student engagement. The presented study attempted to fill a void by examining such relationships due to the reason that previous researchers have largely ignored the role teachers’ support towards furthering the capitalization of individual psychological resources for better student engagement. Our study, lastly forwards robust recommendations and suggestions for future researchers. 

 © 2018 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Student engagement, Teachers’ support, Academic self-efficacy, Academic resilience, University students

 Article History: Received 22 April 2018, Received in revised form 4 July 2018, Accepted 14 July 2018

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2018.09.008

 Citation:

 Ahmed U, Umrani WA, and Qureshi MA et al. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9): 39-46

 Permanent Link:

 http://www.science-gate.com/IJAAS/2018/V5I9/Ahmed.html

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