Effects of Class Orientation on Sense of Fulfillment and Self-Growth at the University Level: Mediated by Academic Engagement

Abstract

This study examines the influence of class orientation and academic engagement on students’ sense of fulfillment in learning and self-growth at the university level. A total of 212 university students were asked which idea of class orientation suited them better: “I like classes where it is easier to get units even if I am not interested in classes,” or “I like classes where I am interested even if it is difficult to get units.” They were also administered a scale that measured academic engagement, sense of fulfillment in learning, and self-growth at the university level. The findings revealed that holding a more autonomous idea of class orientation promotes academic engagement, specifically cognitive and social engagement (for friends), which then leads to a sense of fulfillment in learning and self-growth at the university level.