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• The Effect of Psychological Capital on Academic Success of College Students Mediated Through Student Engagement

  64-80

  Werede Tareke Gebregergis

  Karolina Eszter Kovács

  Csilla Csukonyi

  Views:

  104

  Although psychological capital is theorized to enhance academic success of college students, there is a lack of sufficient empirical evidence supporting this claim. Given this gap, the present study was conducted to explore the role of psychological capital in academic success of college students, mediated through student engagement. Undergraduate and postgraduate diploma students (N=502) were selected using a convenience sampling technique. The participants completed self-reported questionnaires assessing their psychological capital, student engagement, and academic success. To determine the statistical significance of the prediction, hierarchical multiple regression analyses were performed. PROCESS macro for SPSS was utilized for analyzing the mediation effect. Results obtained from the regression analyses revealed that psychological capital was positively and significantly related to both engagement and academic success. Notably, the mediation results also demonstrated that student engagement partially mediated the relationship between psychological capital and academic success. The results of the present study might contribute to the existing literature related to the importance of positive psychology in education by providing insight into the complicated relationship between psychological capital, student engagement, and academic success.

• The Challenges of Adopting a Learner-Centered Approach to On-Line English Teacher Education: A Teacher-Research Study on Jigsaw Reading and PeerTeaching in Cambodia

  60-71.

  Meyly Kheng

  Jonathan Newton

  Views:

  198

  In Cambodia, the shift to on-line learning due to Covid-19 reinforced an already overly teacher-centric approach to education, leading to the risk of greater learner disengagement. To address this problem, I3 embarked on a research project involving the redesign of the on-line delivery of a final year English teacher education course on ‘School and Society’, in which all lectures were replaced with jigsaw reading (JR) and peer teaching (PT) tasks. To track the impact of this innovation, I recorded class sessions, kept observation logs, and obtained data from students’ reflective journaling, interviews, and a focus group. This paper reports on the design principles behind the innovation and its impact on student motivation and engagement. The research has implications for on-line teacher education and the introduction of learner-centered pedagogies in global south contexts.

• College Begins in Kindergarten: A Path to Higher Education Through Family-School Partnerships in a K-5 School

  1-12.

  K. Kayon Morgan

  Views:

  161

  As income inequality rises in the United States, students from low-income backgrounds and other excluded identities are likelier to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is prime for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The exploration extends the literature on how schools prepare elementary-aged students to develop college-going aspirations. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing students and families regarding college-going attitudes and aspirations. The results have implications for curriculum and school culture to redefine the postsecondary conversation.