Please use this identifier to cite or link to this item: http://hdl.handle.net/11718/21902
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dc.contributor.authorGupta, Manish-
dc.contributor.authorPandey, Jatin-
dc.date.accessioned2019-05-21T03:34:50Z-
dc.date.available2019-05-21T03:34:50Z-
dc.date.issued2016-
dc.identifier.citationGupta, M., & Pandey, J. (2016). Impact of Student Engagement on Affective Learning : Evidence from a Large Indian University, Current Psychology. DOI 10.1007/ sl 2144-016-9522-3en_US
dc.identifier.urihttp://hdl.handle.net/11718/21902-
dc.description.abstractThis study has two objectives. The first objective is to examine the mediating role of intellectual engagement in the relationship between online engagement and affective learning. The second objective is to investigate the mediating role of academic engagement in the relationship between intellectual engagement and affective learning as well as between online engagement and affective learning. The study sample comprises of undergraduate students studying in a large private Indian university. The results of structural analysis using 280 responses collected from the undergraduate students support the hypotheses that academic and intellectual engagement constructs mediate the relationship between online engagement and affective learning. Moreover, it was found that compared to intellectual engagement, the role of online engagement is statistically more central to enhancing academic engagement and in turn affective learning. The findings encourage educators to provide academic settings backed by online resources instead of depending only on online resources.en_US
dc.publisherSpringeren_US
dc.subjectAffective learning.en_US
dc.subjectIntellectual engagementen_US
dc.subjectAcademic engagementen_US
dc.titleImpact of student engagement on affective learning: evidence from a large Indian universityen_US
dc.title.alternativeCurr Psycholen_US
dc.typeArticleen_US
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