English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88987/118697 (75%)
Visitors : 23577339      Online Users : 266
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/127144
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/127144


    Title: School support: Unmasking the mediating role of teachers, peers, and school administrators support towards the promotion of student engagement
    Authors: 胡悅倫
    Hu, Yueh-Luen
    Ching, Gregory
    Contributors: 教育系
    Keywords: student engagement;mediation;student-faculty interaction;peer support;teacher support;administrators support
    Date: 2019-01
    Issue Date: 2019-10-30 10:23:42 (UTC+8)
    Abstract: The relationship of quality education and student engagement has long been in discussion. Researches have proven the persistent effects of student engagement in higher education participation and completion rate. In Taiwan, the research within the concept of student engagement is also important. Previous research using the Taiwan Survey of Student Engagement (TSSE) on students of Chinese academies called Shuyuan have proven the mediating effects of student-faculty interaction between the student engagement factors and students’ educational outcome gains. With the concept of support deemed as also a key factor in student-faculty interaction, the current study focuses on proving this hypothesis. Participants of the study are 2,451 undergraduate students enrolled in four residential colleges in Taiwan. Students are from the National Tsing Hua University, Tung Hai University, National Chung Cheng University, and National ChengChi University are surveyed. Structural equation modelling was used to compute for the mediational effects. Results show that teachers, peers, and administrators supports are all crucial in mediating the effects of student engagement. Although statistical analysis shows that school support only partially mediate the educational outcome gains, the current study proves that quality school interaction should not only be limited to faculty towards students. More important, quality positive interactions should be encouraged among students and school administrators.
    Relation: International Journal of Research Studies in Education, Vol.8, pp.47-58
    Data Type: article
    DOI 連結: https://doi.org/10.5861/ijrse.2019.4000
    DOI: 10.5861/ijrse.2019.4000
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    226.pdf189KbAdobe PDF18View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback