A Qualitative Study of Digital WellBeing Practices Shaping Students Academic Engagement

Developing adequate English as a Foreign Language (EFL) academic writing skills is of paramount importance for students’ success in higher education in Oman. The traditional teaching approaches adopted in writing courses often lead to students’ disengagement, however. Although several studies have examined students and teachers’ perceptions of flipped instruction in various EFL courses, no study has examined the impact of flipping on students’ engagement in writing courses. This practice-based research project, where the instructor was the researcher, explored the impact of flipped teaching on 57 General Foundation Program (GFP) EFL learners’ behavioural, cognitive, emotional and agentic engagement in academic writing in a higher education institution in Oman, and the variations that exist in students’ engagement according to gender, age, English language proficiency and technology skills. The study adopted a mixed-methods design and used a student engagement questionnaire, focus group interviews and participant observations to collect data. Descriptive and inferential statistics and deductive and inductive analytical procedures were used to analyse the quantitative and qualitative data respectively. The study presents new practicable knowledge about the implementation and implications of flipped instruction for Omani EFL students’ engagement in academic writing at the GFP level. It proposes flipping as an instructional approach which helps to address GFP students’ lack of 4 behavioural, cognitive, emotional and agentic engagement in writing courses in the Omani context. Behaviourally, students in the flipped classroom experience increased effort, improved concentration levels, persistence, communication and collaboration, and amelioration in their attitude to class attendance. It is reasonable to conclude that learners undergo cognitive growth and develop self-regulatory strategies and meta-cognitive awareness. At the level of emotional engagement, learners initially experience negative emotions such as anger and frustration, and then more positive emotions such as contentment and increased interest in the subject as they adapt to the flipped teaching-learning model. Flipping also seems to influence students’ autonomy and ability to ask questions and express opinions. It appears, however, that this approach does not influence students’ capacity to contribute to their own learning resources and activities. This study makes a valuable contribution to knowledge about students’ engagement in EFL writing courses. It revealed that a strong positive correlation exists between students’ behavioural, cognitive and emotional engagement, and that a positive correlation exists between students’ technology skills and linguistic proficiency and several aspects of their engagement. The study demonstrated, however, that no correlation exists between gender and age and students’ engagement in the flipped classroom. Furthermore, this practice-based research indicated that although flipped instruction helps to address the problem of students’ disengagement in writing courses in our context, factors such as students’ linguistic proficiency and technology skills should be taken into consideration before implementing this instructional approach in the current setting.

Teacher-student relationships (TSRs) are positively related to students’ academic engagement across different countries. However, the mediation mechanism between TSRs and academic engagement remains unclear, and research is needed to completely understand this association. Therefore, the present study aimed to investigate the association between TSRs and academic engagement and the mediating role of basic psychological needs satisfaction. A sample of 494 primary school students in China completed self-reported questionnaires on TSRs, basic psychological needs satisfaction, and academic engagement. The results showed that TSRs were positively associated with academic engagement (behavioural, emotional, and cognitive engagement). Moreover, the satisfaction of the need for autonomy was a mediator between TSRs and emotional and cognitive engagement, but not behavioural engagement; TSRs were related to the students’ three subdimensions of engagement through the need for relatedness; the need for competence was a mediator only between TSRs and behavioural engagement, but not emotional and cognitive engagement. These results help uncover the mechanisms behind the role of TSRs on academic engagement.

The present study investigates the impact of assistive technologies (ATs) on academic engagement among students with disabilities in mainstream inclusive schools. Recognizing the increasing adoption of ATs as tools to enhance accessibility and participation, this research examines how these technologies influence behavioural, cognitive, and emotional engagement, alongside the role of institutional and pedagogical support. A quantitative descriptive–correlational design was employed, involving a sample of 35 students with diverse disabilities and five special subject teachers from inclusive schools in Kota. Data were collected using validated instruments, including an Assistive Technology Utilization Scale, a Student Academic Engagement Scale, and a Teacher Questionnaire. Descriptive analysis indicated moderate to high overall academic engagement, with cognitive engagement being the highest (M = 3.85). Correlation analysis revealed significant positive relationships between AT use and behavioural (r = .52, p .01), cognitive (r = .58, p .01), and emotional engagement (r = .46, p .05). Independent samples t-tests demonstrated that students who regularly used ATs exhibited significantly higher engagement than those with limited use. Multiple regression analysis further identified AT use (β = .49, p .01) and teacher training (β = .32, p .05) as significant predictors of academic engagement, highlighting the importance of supportive institutional environments. Findings suggest that ATs serve not only as access tools but also as facilitators of meaningful learning, autonomy, and social participation. The study underscores the need for strategic integration of ATs, teacher professional development, and institutional support to foster equitable and effective inclusive education.

<sec> <title>BACKGROUND</title> Medical graduate education increasingly uses blended and online delivery, although students' academic self-regulation may be shaped by different motivational and cognitive processes across learning contexts, with emotional factors potentially playing a complementary role. Understanding how these mechanisms operate and whether their structural relationships differ between online/blended and face-to-face formats can inform targeted educational supports. </sec> <sec> <title>OBJECTIVE</title> The present investigation developed and tested a comparative causal model of academic self-regulation among medical graduate students in online/blended versus face-to-face programs. We examined how key motivational constructs (eg, academic self-efficacy, task value, future orientation, perfectionism, and academic help-seeking), positive achievement emotions, and cognitive factors (cognitive academic engagement and need for closure) relate to academic self-regulation, and whether these relationships differ by learning context. </sec> <sec> <title>METHODS</title> The design was cross-sectional, comparative causal modeling. Participants were master’s-level students at Shahid Beheshti University of Medical Sciences enrolled in either face-to-face (population n=1554; sample n=310) or blended/online (population n=449; sample n=205) programs selected using cluster sampling. Data were collected using validated instruments measuring academic self-regulation (Bouffard scale), academic self-efficacy (Midgley et al), academic engagement (Schaufeli &amp; Bakker), multidimensional perfectionism (Frost), academic help-seeking (Ryan &amp; Pintrich), task value (Pintrich), future orientation (Seginer), need for closure (DeBacker &amp; Crowson), and achievement emotions (AEQ; Pekrun et al). Data were analyzed using path analysis/structural equation modeling. Model fit was evaluated using χ²/df, CFI, GFI, AGFI, and RMSEA. Direct, indirect, and total effects were estimated for each group, and comparative interpretation focused on effect patterns and explained variance. </sec> <sec> <title>RESULTS</title> The hypothesized causal model reached an acceptable fit in both face-to-face and blended/online groups (χ²/df approximately &lt;3; CFI/GFI/AGFI in the acceptable range; RMSEA approximately 0.02–0.05). In both groups, most of the specified direct effects reached statistical significance, while the indirect effects of exogenous variables on academic self-regulation through intermediate constructs were supported overall. Cognitive academic engagement and academic self-efficacy were important proximal predictors of academic self-regulation. The need for closure had a negative direct effect with regard to academic self-regulation. However, a previously specified direct effect from need for closure to self-regulated learning strategies could not be retained in the final revised model. In both cohorts, the indirect pathway from positive achievement emotions to academic self-regulation via cognitive engagement was not supported, indicating that positive emotions alone were insufficient to increase self-regulation through cognitive engagement. The model explained a substantial proportion of variance in academic self-regulation in both groups—being approximately 0.44 in face-to-face and 0.46 in blended/online students—indicating comparable overall explanatory power across learning contexts. </sec> <sec> <title>CONCLUSIONS</title> A comparative causal model integrating motivational, emotional, and cognitive pathways provided an adequate explanation of academic self-regulation among medical graduate students in both face-to-face and blended/online formats. Findings highlight the central role of cognitive engagement and academic self-efficacy as proximal levers for supporting self-regulation across contexts. The lack of a supported indirect effect from positive emotions to self-regulation via cognitive engagement suggests that emotional experiences may not be enough unless they are accompanied by cognitively engaged learning behaviors. Considering motivational and cognitive mechanisms that together shape self-regulation within different delivery modes, educational interventions in medical graduate programs should focus on strengthening self-efficacy beliefs and cognitively engaged learning practices. </sec>

Boarding school students must participate in online learning due to the COVID-19 pandemic. Student engagement is an important aspect that must be considered in online learning. This study aims to determine: (1) the level of student engagement of boarding school students, (2) to investigate the effect of simultaneous behavioral engagement, emotional engagement, and cognitive engagement on learning achievement, and (3) to determine the relationship between behavioral, emotional and cognitive engagement with learning achievement, (4) to measure the relative and effective contribution of behavioral, emotional and cognitive engagement on learning achievement. This research is quantitative research with an ex post facto type. 182 boarding school students participated in this study. The data collection instrument used is the engagement scale from Fredricks &amp; McCloskey. Data processing using descriptive and inferential statistics. The inferential test used is multiple linear regression and Pearson correlation. This study’s results indicate a significant influence between behavioral, emotional, and cognitive engagement on the learning achievement. The influence of these three variables on learning achievement is 46.7%. While the results of the correlation test showed that there is a significant relationship between the variables of behavioral, emotional, and cognitive engagement in learning achievement.

With the expansion of industrialisation and rapid development of economy in China, migration of the rural population to the urban areas in seek of employment has resulted in changes in the family structure and increased number of left-behind children (LBC) in China. Numerous studies on LBC have concluded the critical issues among the children related to their overall well- being and their performance at school. The current study aimed to investigate the impact of emotional, cognitive and behavioural engagement of the LBC on the academic achievement of the left behind children. Quantitative research method was used and the sample were 186 left- behind children in Henan Province, China. To measure school engagement, the instrument developed by Finlay (2006) was used. Correlation and hierarchical multiple regression analyses were conducted to examine the relationship between the various predictors and academic achievement. The findings concluded that emotional, cognitive and behavioural engagement of the LBC at school were significantly correlated with academic achievement. The hierarchical regression findings concluded that emotional engagement (&amp;beta;= .268; t= 3.593, p&amp;lt;0.000, cognitive engagement (&amp;beta;= .245; t= 3.284, p&amp;lt;0.000 and care takers (&amp;beta;= .132; t= 2.009, p&amp;lt;0.05) were significant predictors of academic achievement of the LBC.

The COVID-19 pandemic had forced medical students to study at home, transitioning to an emergency remote learning mode of instruction. Its impact on students was unknown and likely to be of concern. Therefore, this study assessed cognitive, emotional and behavioural engagements of medical students during emergency remote learning, and examined its associations with regard to their age, gender, stages of study and ethnic groups. A self-administered questionnaire was distributed to undergraduate medical students at one public medical school in Malaysia. Emergency remote learning was conducted via Microsoft Teams (synchronous) and web resources (asynchronous). The questionnaire consisted of four sections: demographic background, emotional, behavioural, and cognitive engagements with emergency remote learning. Three hundred twenty-nine students (n = 329) completed the questionnaire. The three engagement dimension scores were 3.36/4.00 (behaviour – act), 3.16 (cognition – think) and 3.07 (emotion – feel), respectively. There was a significant difference between the engagement dimension scores (paired data), implying that what students feel, think and act on emergency remote learning did not seem to align. Next, engagements of these students were not significantly associated with their age, stages of study, and ethnic groups, but male students had higher dimension mean scores for cognitive and emotional engagements. Emergency remote learning had a considerable impact on student engagements. The study calls for continuing efforts in improving effectiveness and equity in learning engagements among medical students in the post-pandemic era.

Introduction This study applies Reeve’s four-dimensional student engagement framework to a medical education context to elucidate the relationship between behavioral, emotional, cognitive, and agentic engagement and learning outcomes. Meanwhile, we categorize learning outcomes in knowledge and skills, and added taxonomies to the cognitive education objectives for the knowledge part, including memorization, comprehension, and application. Methods We used the China Medical Student Survey to investigate student engagement, and combined it with the Clinical Medicine Proficiency Test for Medical Schools results as a standardized measurement of learning outcomes. We performed multivariate regression analyses to delve into the effectiveness of different types of student engagement. Moreover, we evaluated the moderating roles of gender and the National College Entrance Examination (NCEE) within the relationships between student engagement and learning outcomes. Results We observed that emotional engagement is most effective in promoting learning outcomes in basic medical knowledge and basic clinical skills. Emotional engagement and cognitive engagement could effectively contribute to learning outcomes in all three aspects of basic medical knowledge. In contrast, behavioral and agentic engagement showed negative effects on learning outcomes. Besides, we found that the results of the NCEE played a positive moderating role. Conclusion This study provides robust evidence for the effectiveness of emotional engagement and cognitive engagement in promoting learning outcomes. Whereas behavioral and agentic engagement may not be good predictors of learning outcomes in macro-level general competence tests. We suggest a combined effort by students and institutions to promote student engagement and bridge the distance between general competency tests and daily learning activities.

This study investigates how millennials respond to digital content marketing in the tourism industry. The measurement is based on the respondent's emotional and cognitive engagement with the presented content. People generally use social media for tourism purposes, and it quickly changes customer behavior when traveling in the digital era. Traditional content marketing has now turned into digital content marketing. The more people view digital content, the more it affects customer engagement. It is critical to investigate how social media marketing can promote destinations in Indonesia, particularly as the country attempts to improve its tourism industry, which is currently suffering significant losses due to the pandemic. Digital content marketing on social media often facilitates customer engagement, but none of these trends has been thoroughly studied. There is a need for recommendations for tourism organizations. Also, customer engagement is widely discussed in education, psychology, and work, but it is still rare to find a more detailed discussion in the marketing field. This study conducted a pre-experimental survey with 132 respondents and applied Structural Equation Modelling to test the extent of customer engagement. The results show that digital content marketing has the most substantial influence on emotional engagement, and cognitive engagement has the most influence on planning trip behaviors. This study can contribute to digital content marketing concepts, consumer engagement, and tourism-related literature.

This study examines the impact of WeChat-mediated task-based language teaching (TBLT) on Chinese EFL learners’ reading comprehension and engagement in a higher education context. Anchored in Sociocultural Theory and a multidimensional framework of engagement (behavioral, cognitive, emotional), the study explores how digital tasks mediated through WeChat shape learners’ reading development. An explanatory sequential mixed-methods design was adopted. Quantitative data were collected through a quasi-experimental procedure involving pre- and post-tests on reading comprehension and engagement, followed by semi-structured interviews. Results show significant improvement in reading comprehension and in behavioral and emotional engagement, while cognitive engagement showed only modest gains. Qualitative data suggest that WeChat’s functions - such as group chats, voice messaging, and resource sharing - supported learner participation, reduced communicative anxiety, and enhanced perceived task relevance. However, cognitive engagement appeared less responsive to the platform, indicating the need for deeper pedagogical structuring. The study proposes a differentiated model of engagement in digital TBLT contexts and highlights the dual mediating role of mobile platforms as both social and cognitive scaffolds. Findings contribute to research on mobile-supported language learning and offer pedagogical implications for designing socially situated reading tasks that align with learners’ digital practices.

The present study aimed to examine whether and to what extent university student online learning performance was influenced by individual-technology fit (ITF), task-technology fit (TTF), environment-technology fit (ETF), and whether the influence was mediated by their behavioral, emotional, and cognitive engagement. A theoretical research model was developed by integrating the extended TTF theory and student engagement framework. The validity of the model was assessed using a partial least squares structural equation modeling approach based on data collected from 810 university students. Student learning performance was influenced by TTF (β = 0.25, p < 0.001), behavioral engagement (β = 0.25, p < 0.001), and emotional engagement (β = 0.27, p < 0.001). Behavioral engagement was affected by TTF (β = 0.31, p < 0.001) and ITF (β = 0.41, p < 0.001). TTF, ITF, and ETF were observed as significant antecedents of emotional engagement (β = 0.49, p < 0.001; β = 0.19, p < 0.001; β = 0.12, p = 0.001, respectively) and cognitive engagement (β = 0.28, p < 0.001; β = 0.34, p < 0.001; β = 0.16, p < 0.001, respectively). Behavioral and emotional engagement served as mediators between fit variables and learning performance. We suggest the need for an extension to the TTF theory by introducing ITF and ETF dimensions and demonstrate the important role of these fit variables in facilitating student engagement and learning performance. Online education practitioners should carefully consider the fit between the individual, task, environment, and technology to facilitate student learning outcomes.

School engagement predicts academic achievement and attainment, yet remains under‐theorized in the sociological literature. While psychologists describe three distinct yet mutually reinforcing categories of school engagement (behavioral, emotional, and cognitive engagement), sociologists have largely neglected to analyze cognitive engagement. Drawing on ethnographic observations and interviews with members of two debate teams in Chicago Public Schools, I demonstrate that behavioral engagement in the form of debate team participation helped foster debaters' cognitive and emotional engagement in school. Through the activity, debaters developed strong relationships with peers and their adult coaches, and strengthened their appreciation for challenging aspects of the learning process. Although many debaters felt that the learning environment of the debate context was more stimulating than the learning environments of their classes, they nevertheless applied the skills and attitudes they acquired in the activity to the “core” curriculum of the school. These factors help explain why debaters have been shown to outperform comparable peers in terms of academic achievement and attainment. These findings suggest that cognitive engagement is one mechanism driving the positive impact of certain extracurricular activities on students' school performance.

The humanistic approach is an educational strategy that focuses on entire growth, including emotional, moral, and cognitive development (Amini et al., 2025). Which foster respect, empathy, and personal growth, emphasizing the individual's overall development. This study used a qualitative phenomenological research approach and was conducted in three public schools in Davao del Sur, Philippines. The study's participants are six teachers with over 10 years of experience teaching in Davao del Sur public schools. The study comprises all teachers who have taught at levels 1–10. The questions are open-ended, allowing respondents to respond in their own words. The interview guide was developed through study and validated by the researcher's adviser. Braun and Clarke's theme analysis was the primary research analytic method employed. The following aims guide this study: (1) to determine how these methods affect student motivation and engagement, and (2) to give recommendations on how these strategies might be improved further to produce high-quality training. As a result, the following questions were addressed in this study: (1) How do teachers implement humanistic approaches in the classroom to support learning? (2) What is the perceived impact of humanistic teaching strategies on students’ academic motivation and engagement? (3) What strategies can they recommend to further enhance the use of humanistic approaches to improve students’ learning experiences? According to this qualitative study, humanistic teaching methods are largely interpersonal and learner-centered, emphasizing emotional affirmation, autonomy, and meaningful participation. Teachers use humanistic pedagogy to provide tailored interactions that encourage group learning, affirmation, psychological safety and belonging, and reflection exercises. These tactics increase student involvement, academic confidence, and self-motivation.

<title>Abstract</title> <italic>In the context of growing concerns over learners’ mental health and disengagement in test-driven environments, there is an urgent need to reimagine assessment as a catalyst for holistic development. This study examined the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment on pupil well-being, academic engagement, resilience, and mental health outcomes in basic schools across Ghana. Conducted in six public schools from three geographically diverse regions (urban, peri-urban, and rural), the study utilized a pre-test/post-test control group design involving 360 pupils aged 10–15 years. Participants were randomly assigned to either an intervention group (n = 180), which received SEL-integrated assessment practices, or a control group (n = 180), which continued with traditional assessments. Standardized psychometric instruments the MHC–SF, SEI, CD-RISC-10, and DASS-21 were used to assess key outcomes at two time points. Results showed significant improvements in overall well-being in the SEL group (F(1, 357) = 15.62</italic> , p <italic>&lt; .001, η² = 0.08</italic> , d <italic>= 0.57), with increases across emotional (η² = 0.07), social (η² = 0.06), and psychological (η² = 0.07) subdomains. Regression analysis indicated that SEL exposure significantly predicted higher well-being (β = 0.42</italic> , p <italic>&lt; .001</italic> , R² <italic>= 0.24), with stronger effects among females (β = 0.19</italic> , p <italic>= .045). Academic engagement also improved substantially (F(1, 357) = 18.74</italic> , p <italic>&lt; .001, η² = 0.09</italic> , d <italic>= 0.61), with gains in cognitive (β = 0.37), behavioral (β = 0.35), and emotional (β = 0.40) engagement (</italic> R² <italic>= 0.26). Teacher–pupil relationships (β = 0.38) and peer collaboration (β = 0.36) were also significantly enhanced. Regarding resilience, the SEL group scored higher overall (F(1, 357) = 10.45</italic> , p <italic>= .001, η² = 0.06</italic> , d <italic>= 0.49), particularly in emotional regulation (β = 0.33), adaptability (β = 0.32), and confidence under pressure (β = 0.38). Most critically, SEL-integrated assessment significantly reduced pupils’ mental health symptoms, including stress (F = 10.83, β = -0.34), anxiety (F = 11.67, β = -0.36), and depression (F = 12.90, β = -0.38), with an overall reduction in emotional distress (F(1, 357) = 12.78</italic> , p <italic>&lt; .001, η² = 0.07</italic> , d <italic>= 0.52). Resilience was found to significantly moderate the relationship between SEL exposure and improved mental health (β = -0.31</italic> , p <italic>= .004</italic> , R²Δ <italic>= 0.05). These findings affirm the transformative power of embedding SEL competencies into assessment practices, offering robust evidence for policy adoption in Ghana’s basic education system under SDG 4.7. The study recommends teacher training and systemic alignment to foster holistic development across cognitive, emotional, and psychosocial domains.</italic>

Despite the best intentions of many educators, scholars have theorized that systemic racism and sexism are major impediments to the academic engagement of African American males. The current study explored a potential pathway to address this issue. In a sample of 223 African American male high school students, this study examined the relationship between hope and school belonging to all three aspects of academic engagement (i.e., behavioral engagement, emotional engagement, and intellectual engagement) to better understand how these psychosocial perceptions relate to, and might be a potential pathway to increase, the academic engagement of African American males. Utilizing a series of hierarchical regressions, results indicated that hope and school belonging accounted for around 24% to 46% of all three aspects of African American males’ academic engagement. Given that hope and school belonging have been found to be easily increased, these results suggest a potential path forward to increased engagement for African American males. Impact Statement African American males combat pervasive gender and racial discrimination within the school context. This discrimination suppresses their academic engagement via extinguishing their hope and sense of belonging within the academic domain. The current study proposes a way forward.