Identity Salience and Classroom Engagement: The Mediating Role of Academic Self-Concept Among University Students

Abstract

Classroom engagement is an important indicator of students’ active participation in the learning process. However, the psychological processes underlying such engagement in the university setting need further investigation. Drawing on identity theory and the academic self-image perspective, this study examined whether academic self-image mediates the association between the salience of social and personal identity and classroom engagement among university students. The present study adopted a quantitative cross-sectional correlational design. The sample comprised 224 university students aged 18-30 years. Participants completed standardized questionnaires on the importance of social and personal identity, academic self-image and classroom engagement. In reliability testing, all scales showed good to excellent internal consistency. Pearson correlation analysis showed significant positive correlations between social and personal identity prominence, academic self-image, and classroom engagement. Multiple regression analysis results suggested that both social and personal identity prominence and academic self-image were significant predictors of classroom engagement. In addition, mediation analysis using PROCESS Model 4 showed that academic self-image partially mediated the relationship between the centrality of social and personal identity and classroom engagement. These results imply that students who attach more importance to their personal and social traits are more likely to have a better academic self-image, which leads to more engagement in the classroom. The present study contributes to educational psychology by integrating identity salience and academic self-image as psychological resources to enhance university students’ classroom engagement.