| With the rapid expansion of the scale of domestic higher education,the expansion of colleges and universities increases the educational opportunities of the nationals,but also increases the academic pressure of college students,which leads to a large difference and differentiation in the academic status of individual college students,and the number of underachievement students in difficulty also rises sharply.Academics is the primary task of students in school and the main goal of school education,which is related to both the success of college students and the level of college education.As an important index to measure the academic level of college students and the quality of talent cultivation in colleges and universities,the study input has become an important factor leading to the academic status of college students.The student engagement of college students is not only related to their academic development,but also profoundly affects the quality improvement of college education.As local undergraduate institutions,which occupy half of the general higher education in China,the number of underachievement students is even larger.Therefore,in view of the current academic situation of college students in local undergraduate institutions and the realistic needs of talent cultivation quality,it is important to conduct a study on the student engagement of underachievement students in local undergraduate institutions to improve the academic situation of college students and promote the development of education in local undergraduate institutions.In view of this,this study selects the student engagement and its influencing factors of underachievement students in local undergraduate institutions as the research object.Firstly,by combing the relevant domestic and foreign literature on underachievement students in institutions,student engagement and its influencing factors,the concept definition of student engagement and underachievement students in institutions is explained,the structural dimensions and measurement tools of student engagement are distinguished,and the influencing factors of student engagement are summarized.Secondly,under the guidance of Self-Authorship Theory and Institutional Influence Theory,a theoretical model was constructed to support the data analysis of student engagement and its influencing factors of underachievement students in local undergraduate institutions,and the three-dimensional structure of student engagement of rule-oriented engagement,Procedural engagement and intellectual engagement was determined.Finally,using the method of statistical analysis of data,descriptive statistics,analysis of variance,correlation and multiple linear regression analysis on student engagement and its influencing factors of underachievement students in local undergraduate institutions based on the questionnaire of local undergraduate institution students,the main conclusions of this study were obtained as follows:(1)Institution students in local undergraduate institutions have a low level of learning input overall,medium level of regular input and process input,and low level of independent input.(2)There are significant differences in regular input,process input and independent input between underachievement students and achievement students in local undergraduate institutions and the level of learning input in all three dimensions of underachievement students is lower than that of achievement students.(3)There are significant differences between the regular input of local underachievement students and achievement students in terms of gender,subject category,school category and family economic income;there are significant differences between the process input of local underachievement students and achievement students in terms of gender,whether they are only children,whether they are first-generation college students,subject category,school category and family economic income;there are significant differences between the autonomous input of local underachievement students and achievement students in terms of gender,whether they are first-generation college students,subject category,school category and family economic income.(4)The significant and positive correlations between rule-based,process-based and autonomous inputs of underachievement students in local undergraduate institutions and individual student factors and institutional environment factors indicate that motivation,critical thinking,self-efficacy,teacher teaching strategies,teacher-student interaction,academic challenge,the higher the level of campus environment support and interpersonal relationship support,the higher the input of underachievement students in both individual student factors and institutional environment factors in local undergraduate institutions.(5)The rule-based,process-based,and autonomy-based inputs of underachievement students in local undergraduate institutions were all influenced by individual students’ factors and institutional environment factors;except for campus environment support,which negatively influenced process-based and autonomy-based inputs,learning motivation,critical thinking,self-efficacy,teachers’ teaching strategies,teacher-student interaction,academic challenge,and interpersonal support,which negatively influenced rule-based,process-based,and autonomy-based inputs,respectively,The positive effects of process input and autonomy input were found in the following categories.Based on the results of the above empirical analysis,this paper summarizes and proposes countermeasures and suggestions to effectively promote the student engagement of in local undergraduate institutions in China,including: stimulating learning interest and improving intrinsic learning motivation;adjusting learning mindset and enhancing self-efficacy;strengthening teacher-student interaction and reforming teachers’ teaching strategies;strengthening cooperative learning and developing critical thinking;optimizing campus environment and strengthening interpersonal interaction. |
