Robayo-Tamayo, MauricioBlanco-Donoso, Luis ManuelRomán, Francisco J.Carmona-Cobo, IsabelMoreno-Jiménez, BernardoGarrosa, Eva2025-01-272025-01-272020-05Robayo-Tamayo, M., Blanco-Donoso, L. M., Román, F. J., Carmona-Cobo, I., Moreno-Jiménez, B., & Garrosa, E. (2020). Academic engagement: A diary study on the mediating role of academic support. Learning and Individual Differences, 80, 101887.1041-6080DOI10.1016/j.lindif.2020.101887https://hdl.handle.net/10953/4416Based 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.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/Self-efficacyCuriosityAcademic supportAcademic engagementDiary studyinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccess