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This study investigated the moderating role of gender in the influence of Economics students' self-esteem on their academic engagement. This quantitative research used a descriptive cross-sectional survey design with a sample of 422 senior high school Economics students. The Academic Engagement and Self-Esteem Scales served as the instruments for data collection in this study. The data were analysed using partial least squares structural equation modelling (PLS-SEM). The study revealed that there was a statistically significant positive influence of Economics students' self-esteem on their academic engagement. Specifically, it was found out that self-esteem had a significant positive influence on academic affective, behavioural and cognitive engagement. Also, it was discovered that gender did not moderate the influence of students' self-esteem on their academic affective, behavioural and cognitive engagement. Therefore, it was recommended that parents, guardians and Economics teachers should guide students to improve upon their self-esteem since high self-esteem will lead to high academic engagement.

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BACKGROUND: Identifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work. AIMS: This study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being (subjective vitality, behavioural engagement, professional growth) and turnover intentions. SAMPLE: Participants were 426 Australian school teachers. METHODS: Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses. RESULTS: The job resources were generally positively associated with the well-being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy-thwarting leadership and time pressure. There were no interaction terms retained in the final model. CONCLUSION: Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well-being and turnover intentions (beyond the role of background characteristics and personality factors).

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The COVID-19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID-19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions.

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BACKGROUND: Teacher-student relationships have been linked to various aspects of students' school functioning, including social-emotional well-being in school, but the underlying mechanisms need more investigation. AIMS: In this study, we analysed longitudinal data to test if students' classroom behavioural engagement was a potential mechanism of change that explained how teacher-student relationships affect student school satisfaction. SAMPLE: We used an archival dataset with a sample of seventh graders (ages 11-14, Mage  = 12.7 year) in a middle school in the Southeastern United States. METHODS: Adolescents completed self-report surveys across three waves over the course of 18 months. RESULTS: Longitudinal structural equation modelling analyses revealed that teacher-student relationships were positively associated with positive classroom engagement behaviours and school satisfaction, respectively, at each time, and positive classroom behaviours at Time 2 fully mediated the longitudinal association between teacher-student relationships (Time 1) and school satisfaction (Time 3). CONCLUSIONS: Taken together, results suggested that fostering positive teacher-student relationships to increase students' positive classroom behaviours could be an effective pathway to promote students' satisfaction with school. The applications of the results in educators' and psychologists' work, such as consultation and trainings with teachers, are discussed.

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The current paper addresses the need for making scientific knowledge easily accessible, comprehensible, and tailored for citizens, especially in urban-water habitats, enabling their behavioural change and consequent climate change resilience. It proposes a schema that integrates data from different sources and highlights their relevance to citizens (aiming to raise their awareness), the impact on the citizens' Quality of Life as well as the way they (will have to) perform various activities. Targeted bibliographical research through online digital libraries was conducted to capture the scientific coverage and validation of this need. As an outcome, the complexity and interdependencies of environmental and behavioural health issues growth has been confirmed, and public health programs have begun to identify the need for the integration of data from diverse sources. Therefore, the proposed schema could be used for enabling better design of public health policy making.

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Students' engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers' antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers' basic psychological needs' satisfaction and basic psychological needs' thwarting on students' behavioural engagement and on the relationship between perceived autonomy-support and the students' behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers' autonomy satisfaction might be significant in the explanation of students' engagement (ß = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (ß autonomy thwarting = -0.17, p < 0.01; ß competence thwarting = -0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers' practices which, in turn, might affect students' behavioural outcomes.

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BACKGROUND: Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. AIMS: This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. SAMPLE: The samples included 1,666 7th-grade students and their 85 teachers. Students answered questionnaires and tests at the beginning and the end of the school year. METHODS: Students' perceptions of the use of autonomy support and structure by their Language Arts teacher were aggregated at the classroom level. Students rated their sense of competence and task value in Language Arts class. Twice during the school year, they also reported three facets of their behavioural engagement (compliance, participation, and misbehaviour) and answered a reading comprehension test. Multilevel path analyses using Mplus7 allowed accounting for the nested structure of data. RESULTS: Student sense of competence mediated the association of student classroom-aggregated perceptions of teacher structure and autonomy support with self-reported participation in the classroom. Task value mediated the association between both teaching practices and student misbehaviour and compliance, as reported by students. Sense of competence was directly associated with later reading achievement, but the indirect effect of teaching practices was not significant. We found no significant interaction (synergistic effect) between teacher autonomy support and structure. CONCLUSION: Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement. However, we found no extra benefit of combining these two dimensions of teaching practices. The processes linking these teaching practices to the three facets of student behavioural engagement were different. As such, to support the various aspects of student engagement, the actions of teachers, as reported by their students, should tap into the mechanisms that are most strongly related to each type of behaviour.

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BACKGROUND: It is found that assigning students to a lower track during secondary education negatively affects their academic performance. As an explanation, it is often mentioned that an anti-school culture in lower tracks undermines students' effort and involvement. AIMS: This study assessed whether going to a lower track affects student engagement. For if an anti-school culture is to blame for limiting lower track students' performance, lower track assignment should reduce engagement. SAMPLE: A sample of a longitudinal cohort study during secondary education in Flanders (northern Belgium) was used to describe development in engagement with n = 5,417 students in 46 schools. Four tracks were investigated across four school years. METHOD: Two main methodological challenges were present in this study, different student intake in each track and many students changing from a higher to lower track over time. Accordingly, we used inverse probability treatment weights with marginal structural mean models to account for different student intake and track changes. A comparison was made per pair of tracks that are hierarchically consecutive by matching students who were comparable across these tracks. Accordingly, there were three pairwise comparisons. RESULTS: It was never found that being continuously in lower track negatively affects engagement. Only for one pairwise comparison, there was evidence that students who changed from the higher to lower track had lower engagement. CONCLUSIONS: We rejected the hypothesis that lower tracks negatively affect student engagement. This makes the anti-school culture as an explanation for lower track assignment negatively affecting academic performance implausible.

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Purpose Despite increasing empirical research into workaholism, no single definition or conceptualisation has emerged, and current understandings of workaholism are arguably problematic. The primary purpose of this paper is to clarify some of these issues, by defining and contextualising over-engagement in work that leads to severe negative consequences (i.e., workaholism) as a genuine behavioural addiction. Approach By conceptualising work behaviours as manifestations of behavioural engagement and placing them on a continuum from withdrawal/under-engagement (e.g., persistent absenteeism) to over-engagement (e.g., work conflicting with all other activity), this paper argues that workaholism is an extreme negative aspect of behavioural engagement. It then examines the extent to which workaholism can be viewed as a genuine addiction by using criteria applied to other more traditional behavioural addictions (e.g., gambling addiction, exercise addiction), before briefly outlining an approach towards a more global understanding of workaholism. Findings The framework presented here helps to contextualise over-engagement to work as a genuine addiction. It presents more comprehensive understanding of workaholism that takes into account the individual factors of the employee, situational factors of the working environment, and structural factors of the work activity itself. It provides theoretically derived links between workaholism and other work behaviours that can be empirically demonstrated. Practical implications Viewing workaholism as an addiction that comprises extreme and prolonged behavioural over-engagement can be invaluable for promoting healthy work engagement. A clearer understanding of the underpinnings of workaholism can allow for a better assessment and management by practitioners. Originality/value This paper is one the first to contextualise workaholism in relation to other work behaviours, conceptualise it as a genuine behavioural addiction, and to apply clinical criteria for addiction to understand workaholism as prolonged and extreme behavioural engagement.