{"id":3441,"date":"2024-02-29T11:30:21","date_gmt":"2024-02-29T06:00:21","guid":{"rendered":"https:\/\/journal.ipem.edu.in\/education\/?page_id=3441"},"modified":"2024-12-16T11:53:26","modified_gmt":"2024-12-16T06:23:26","slug":"social-engagement-academic-sphere","status":"publish","type":"page","link":"https:\/\/journal.ipem.edu.in\/education\/social-engagement-academic-sphere\/","title":{"rendered":"Social Engagement & Academic Sphere"},"content":{"rendered":"\t\t

\n\t\t\t\t\t\t

\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t

\n\t\t\t\t\t\t\t

\n\t\t\t\t\t

\n\t\t\t

\n\t\t\t\t\t\t\t

\n\t\t\t\t\t\t

\n\t\t\t\t

\n\t\t\t

Social Engagement & Academic Sphere<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t Dr. Ajita Singh<\/em><\/a>,\r\n\t Deepshikha <\/em><\/a>\r\n\r\n\r\n\r\n\r\n\r\n Vol 9 , Issue 1 , July 2024<\/a> | <\/span>Pages: 15-18\r\n <\/p>\r\n \t
DOI: 10.61691\/IPEM_CTE.23.2024.15-18<\/a><\/p> \r\n
Published Online: July, 2024<\/span><\/p>\r\n
Download Article<\/a><\/p>\r\n \t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t
\n
\n
\n
\n \n \n \n Author Affiliations<\/span> <\/li>\n
\n \n \n \n Abstract<\/span> <\/li>\n
\n \n \n \n References<\/span> <\/li>\n
\n \n \n \n Citation<\/span> <\/li>\n <\/ul>\n <\/div>\n \n
\n\t\t \n
\n\t\t\t\t
Author Details<\/b><\/p>
1. <\/b>Ajita Singh, Assistant Professor I.I.M.T. College Aligarh<\/div>
2.<\/b> Deepshikha, Research Scholar, D. S. College Aligarh<\/div><\/div> <\/div>\n\t\t \n
\n\t\t\t\t Academic and social engagement can be used to better motivate students to get involved with their Curriculum and other campus activities. Engagement can help students stay in university and graduate, help make the university experience a pleasant one, and help get good grades and learn. Though there is much information in the literature about the many benefits of being engaged and the characteristics of students\u2019 academic engagement, there is little about students\u2019 social engagement in a non- learning context. Even more, many changes may occur during university years but there is little research on how academic and social engagement may change for university students. This Paper presents a new measure that assesses social engagement in university students; it evaluates students\u2019 academic and social engagement, and models how the two engagement types may change across two academic quarters as a function of students\u2019 personality and daily activities. The findings show academic and social engagements are strongly related to each other. Academic engagement was predicted by conscientiousness, extraversion, openness to experience, time students spent studying and going to class. Additionally, those students who started off high on extraversion and openness showed an increase in academic engagement over time, and those students who started off low on each of the two traits showed a decrease in academic engagement. Social engagement was best predicted by extraversion and openness to experience, as well as time spent on activities with friends, exercising, and housework (negative relation). This preliminary exploratory information can help with a better understanding of what engages and motivates students for future studies.\n
Keywords<\/p>\n
Academic Sphere, Social Engagement, Negative Relation<\/p> <\/div>\n\t\t \n
\n\t\t\t\t
Mentoring Enhances Student Success in Higher Education. Birmingham:AstonUniversity(www.heacademy.ac.uk\/assets\/documents\/what-works-studentretention\/Aston_What_Works_Final_Report.pdf)<\/li>
Boyle, A., Allison, A. Archibald, K., Smales, K., Hopkins, C., Wysocki, L., Donbavand, S. and Stephenson, M. (2011) Good practice in student retention: an examination of the effects of student integration on non-completion. Sunderland: University of Sunderland (www.heacademy.ac.uk\/assets\/documents\/what-worksstudentretention\/Sunderland_What_Works_Final_Report.pdf)<\/li>
Boyle, J.T. (2004) The NATALIE (New Approaches to Teaching & Learning in Engineering) project. Available from www.engsc.ac.uk\/er\/features\/natalie.asp.<\/li>
Bradshaw, N. (2011) The University of Greenwich Maths Arcade, MSOR ConnectionsVol11,No3AutumnTerm2011,p269http:\/\/mathstore.ac.uk\/headocs\/Connections_11_3_Bradshaw.pdf, accessed 8th December 2011.<\/li>
Croft, D. (2011) Aberystwyth University \u2013 Retention matters: an holistic approach, in Thomas, L. and Jamieson-Ball, C. (eds) Engaging students to improve student retention and success in higher education in Wales. York: Higher Education Academy.<\/li>
Foster, E., Lawther, S., Keenan, C., Bates, N., Colley, B. and Lefever, R. (2012) The HERE project. Higher Education: Retention and Engagement 2008\u201311. Nottingham:NottinghamTrentUniversity(www.heacademy.ac.uk\/assets\/documents\/whatworksstudentretention\/HERE_Project_What_Works_Final_Report.pdf)<\/li>
Harding, J. and Thompson, J. (2011) Dispositions to stay and to succeed. Final report. Newcastle: Northumbria University(heacademy.ac.uk\/assets\/documents\/what-works<\/a><\/li><\/ol> <\/div>\n\t\t \n
\n\t\t\t\t
Singh,Ajita and Deepshikha. SOCIAL ENGAGEMENT & ACADEMIC SPHERE.\u00a0IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION<\/em>, 9(1), 15\u201318.<\/p> <\/div>\n\t\t <\/div>\n <\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/body>","protected":false},"excerpt":{"rendered":"
Social Engagement & Academic Sphere Dr. Ajita Singh, Deepshikha Vol 9 , Issue 1 , July 2024 | Pages: 15-18 […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"nf_dc_page":"","footnotes":""},"class_list":["post-3441","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/pages\/3441","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/comments?post=3441"}],"version-history":[{"count":5,"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/pages\/3441\/revisions"}],"predecessor-version":[{"id":3699,"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/pages\/3441\/revisions\/3699"}],"wp:attachment":[{"href":"https:\/\/journal.ipem.edu.in\/education\/wp-json\/wp\/v2\/media?parent=3441"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}