Academic engagement: A diary study on the mediating role of academic support

Abstract

Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day mediates the relationship between the levels of self-efficacy and curiosity, measured early in the day, and the level of academic engagement measured at the end of the day. Ninety-four undergraduates filled in a general questionnaire and subsequently completed a daily questionnaire, for 5 consecutive academic days (470 diary entries). The multilevel analysis showed a positive relationship between self-efficacy and curiosity and academic engagement. In addition, the results revealed a positive relationship between academic support and academic engagement. Finally, the results showed partial mediation of academic support in the relationship between self-efficacy and academic engagement and in the relationship between curiosity and academic engagement. The results can be used to improve teaching and learning programs in colleges and universities.