Abstract:
PURPOSE : Globally, the pandemic had adverse consequences on the engagement and overall well-being of individuals. From a positive
psychological perspective, this study drew on processes of social exchange, Kahn’s theory on personal engagement and crossover
theory, to explore the impact of mutual influences among academic staff and students on the engagement of both parties. Subsequently,
the study explored the positive outcomes of engagement for both academic staff and students.
PARTICIPANTS AND METHODS : Purposive, non-probability sampling was used, and cross-sectional data were collected through
electronic surveys. The sample consisted of a total of 1594 students who were nested within 160 academic staff members.
RESULTS : Findings highlighted the influence of interpersonal factors such as high student leader–member exchange on student
engagement and the impact of students’ lack of reciprocity on the emotional engagement of academic staff. Findings further revealed
that student engagement was positively related to a deep-learning approach and negatively related to a surface-learning approach.
Furthermore, this study found a positive significant association between the emotional engagement and the psychological well-being of
academic staff.
CONCLUSION : Against the backdrop of the COVID-19 pandemic and to reduce the negative psychological and behavioural challenges
resulting from the pandemic, this research intended to inform policy-makers in higher education of the impact that mutual influences
among academic staff and students have on their engagement and the benefits of engagement in cultivating a culture of life-long
learning among students and improving the psychological well-being of academic staff.
