Overall institutional support for academic engagement has an extremely strong positive relationship with overall academic engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In a structural equation model, the regression path from Support for Academic Engagement to Academic Engagement was significant (p < .001) with β = 0.915. → Graham 2023

Evidence¶

Graham 2023¶

Graham, C., Borup, J., Tuiloma, S., Martínez Arias, A., Parra Caicedo, D., Larson, R. (2023). Institutional support for Academic Engagement in online and blended learning environments: Exploring affective, behavioral, and cognitive dimensions. Online Learning, 27(3), 4-40. https://doi.org/10.24059/olj.v27i3.4001

q3 · i3 · associational · r2

SEM with n = 1253 (Figure 6) tested the structural path between the two superfactors; the overall SEM met all fit cutoffs (Table 8: CFI 0.951, RMSEA 0.046). The authors state the path is "statistically significant (p < .001)" with β = 0.915, an extremely strong effect expected by theory.

"the causal regression path from Support for Academic Engagement and Academic Engagement is statistically significant (p < .001) and of a high magnitude (β = 0.915)."

Discussion¶

Related Claims¶

• The ACE-HE measurement model of affective, behavioral, and cognitive engagement fits online/blended survey data well — related
• The ACE-HE measurement model of institutional support for ABC engagement also fits the data well — related
• Only support for affective engagement predicts its matching engagement dimension; behavioral and cognitive support do not, contradicting the ACE framework's alignment — a narrower finding that bears on this claim