Explaining the Factors Influencing Academic Engagement and Its Implications for Learning Persistence
Keywords:
Academic engagement, Learning persistence, Intrinsic motivation, Self-regulated learning, Educational environmentAbstract
The aim of this study was to identify and explain the factors influencing academic engagement and analyze its implications for enhancing learning persistence in students. This research is a qualitative review study based on a systematic analysis of 15 peer-reviewed scientific articles. Data were collected solely from published sources and analyzed using qualitative content analysis. The analytical process involved open, axial, and selective coding in NVivo 14, continuing until theoretical saturation was achieved. The findings indicate that academic engagement is influenced by individual factors, including self-regulated learning, intrinsic motivation, self-efficacy, and goal orientation; educational and school-related factors, including teacher–student interaction quality, active teaching methods, and classroom structure; and social and familial factors, including parental support, social capital, and family learning culture. Academic engagement, in turn, leads to sustained motivation, deep and meaningful learning, improved academic performance, self-directed learning, reduced academic dropout, and enhanced academic adaptability. The results suggest that strengthening students’ academic engagement can increase learning persistence and improve learning quality. A combination of individual, school-based, and familial interventions is recommended to enhance academic engagement, and the findings provide practical guidance for educators and policymakers in designing educational programs and supportive interventions.
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