Personal resources have a reciprocal relationship with study resources and relate to engagement and achievement¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On days students felt more self-efficacious and curious, they mobilized more social support, increasing their engagement. → Arnold B. Bakker 2024

Evidence¶

Arnold B. Bakker 2024¶

Arnold B. Bakker, Karina Mostert. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09940-8

q2 · i? · review · r2

The review reports, citing Robayo-Tamayo et al. (2020), a 5-day quantitative diary study in which daily self-efficacy and curiosity predicted mobilized social support and higher engagement.

"Robayo-Tamayo et al. (2020) investigated the influence of early-day personal resources on end-of-day student engagement through study resources. They used a 5-day quantitative diary study and showed that on the days students felt more self-efficacious and curious, they mobilized more social support from their professors and peers, increasing their engagement."

Discussion¶

Related Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning — related
• Most studies show social and emotional competencies are positively associated with student engagement and negatively associated with disengagement across school levels and backgrounds — related
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related