A Network Analysis-Driven Sequential Mediation Analysis of Students’ Perceived Classroom Comfort and Perceived Faculty Support on the Relationship between Teachers’ Cognitive Presence and Students’ Grit—A Holistic Learning Approach

Tiberiu Dughi, Dana Rad, Remus Runcan, Roxana Chiș, Gabriela Vancu, Roxana Maier, Alina Costin, Gavril Rad, Sabin Chiș, Chinaza Uleanya, Macovei Crenguța Mihaela

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

The interaction between teachers and students is critical to the learning process. Student success and learner satisfaction have consistently improved in educational situations where instructors and students connect frequently and meaningfully. The Community of Inquiry (CoI) framework, as well as the sense of belonging concept, have received a significant amount of attention from researchers investigating online learning since its debut. The current study focuses on the CoI framework in general, and in particular on studies on teaching, social, and cognitive presences in connection to students’ feeling of belonging and grit enhancement. This research investigated the opinion of 310 students at the Aurel Vlaicu University of Arad regarding their satisfaction with their teachers’ presences, their academic sense of belonging, and their grit. Our methodology followed an innovative approach. First, we employed a network analysis on all subscales’ mean scores, and then we performed a sequential mediation analysis based on both the network analysis results and the conclusions from the literature review. We tested whether students’ perceived classroom comfort and perceived faculty support sequentially mediated the relationship between teacher’s cognitive presence and students’ grit. According to the scientific literature, teacher’s cognitive presence consists of four fundamental categories: triggering events, exploration, integration, and resolution, which specifically the validation of knowledge by cooperation and reflection in a community of inquiry. We further tested if sense of belonging might mediate the relationship between teachers’ cognitive presence and students’ grit. The results show that students’ perceived classroom comfort and perceived faculty support partially and significantly sequentially mediate the relationship between teachers’ cognitive presence triggering events and students’ grit. The results are then further used to suggest possible recommendations for designing holistic learning environments in Romanian higher education institutions.

Original languageEnglish
Article number147
JournalBehavioral Sciences
Volume13
Issue number2
DOIs
Publication statusPublished - Feb 2023
Externally publishedYes

Keywords

  • cognitive presence
  • community of inquiry
  • grit
  • holistic learning and teaching practices
  • network analysis
  • sense of belonging
  • sequential mediation analysis

ASJC Scopus subject areas

  • Ecology, Evolution, Behavior and Systematics
  • Development
  • Genetics
  • General Psychology
  • Behavioral Neuroscience

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