Student Engagement as the Factor of Math Mastery in University: The Relationship Between Social Factor and Learning Practices

The main aim of math teaching at the higher level is to form students’ competency to prepare them for other courses that require mathematical skills and professional task solving. The challenge today is to develop student engagement in math learning. Thus, this study examined the relationship between social factors, student learning practices, and student engagement in math learning. A survey through questionnaires was distributed to 284 bachelor's degree students at a private university in Malaysia. For data analysis, descriptive statistics and Structured Equation Modeling were applied. The results obtained revealed that there were significant relationships between: a) teaching practices and attentive listening, note-taking, working on in-class problems, b) peer influence and attentive listening, c) parental involvement and working on in-class problems, and the amount of homework completed. The results also show that seating location, attentive listening, note-taking, working on in-class problems, and homework completion have a significant relationship with student engagement in math learning.


Introduction
Learning math is believed to be the best way to form logical thinking that help student face professional challenges today (Maron, 2016). By learning math, thinking creatively, critically, and practically in solving any issue can be developed. Given that math skills are needed in advanced learning and the occupational world, student engagement in math concourses highly important. Student engagement can ensure the mastery of knowledge and skills (Wang & Degol, 2014). Behavior engagement, cognitive engagement, and affective engagement can increase the learning outcome's quality (Fredricks et al., 2004;Lam et al., 2016). Behavioral engagement refers to student engagement in-class activities, attendance, and the effort to understand learning (Gerber et al., 2013). Cognitive engagement encompasses gaining a better understanding, mastering the concept or skills on the materials taught (Witkowski & Cornell, 2015). Meanwhile, the student's reactions to the lecturer, peers, course content, or class environment are affective engagement (Gunuc & Kuzu, 2015).
Usually, learning at the university involves a big lecture hall, and students are more passive or less engaged during the teaching process (Ketonen et al., 2016). Student engagement, especially early on, is crucial during the university entrance because the low achievement in the introductory course and the pre-requirement courses like algebra can lead to course drop and students lagging . Student engagement improves the learning outcome and becomes the platform to enhance the relationship between the lecturer or classmates, and it will be fun to learn (Conner, 2016;Gunuc & Kuzu, 2015). Besides being in the class, student engagement on academic tasks outside class hours is also essential ( This study looks into student engagement in math learning based on student's learning practices. Throughout the learning process, the practice can picture student engagement level (Reschly & Christenson, 2012; Salmela-Aro et al., 2016; . Among the learning practices that can be employed to measure the level of student engagement are the seating location, note-taking, attentive listening, and working on in-class problems . Classroom research shows that the learning practices can impact the quality of the learning outcome . Other than that, the practice of submitting complete homework can also measure student engagement, as the amount of homework completed has a significant relationship with student engagement (Núñez, Suárez, Cerezo et al., 2015).
However, past studies (e.g., Núñez, Suárez, Cerezo et al., 2015) establish that the amount of homework completed and the time management quality of the homework decrease when the students' learning phase is increasing. Student engagement management through the amount of homework is also emphasized in Valle et al. (2016). Thus, we seek to identify how far the university students can carry out their math tasks and any relationship between homework completion and student engagement in math learning at the university level.

Social Factors
In math learning, student engagement is associated with: teacher factor ( Vansteenkiste et al., 2012) show that the teaching practice influences the perception and student engagement on the course they take. Teaching practice refers to the lecturer's ways to create a positive environment in the class, build relationships with the students, and increase students' understanding (Skilling, 2014 Vollet et al., 2017) found that peers can also influence the learning practices in class. Peers refer to friends from the same age group that forms moral, personal, and behavioral developments (Lynch et al., 2013). Other than that, students' needs for their parents' involvement do not end, although they have entered the university and into adulthood (Arshad & Shahzadi, 2016). Parents' involvement refers to their support in emotional, informational, and physical aspects of their children's learning (Lowe & Dotterer, 2018). Parents are the most crucial social agent in the students' lives (Wang & Eccles, 2012). Thus, parents' involvement influences the formation of students' engagement (Deka, 2016;Harper et al., 2012;Svoboda et al., 2016;Wang & Eccles, 2012). To conclude, social support from lecturers, peers and parents can fulfill the needs for relationships, competency, and autonomy required to develop student engagement in learning (Deci & Ryan, 1985. Student engagement is a dynamic process which means that it is constantly changing. Studies on the learning practices can understand student engagement level (Salmela-Aro et al., 2016; Shernoff et al., 2013;. This knowledge improves the quality of student engagement and their learning experience. . This study will give a specific input about the learning practices to guide students who are weak in math until they achieve vital mastery. Understanding the social factor can help the development of student engagement in math learning. The exploration into the learning aspect and the social element can also contribute to implementing learning math strategy to achieve a quality outcome. Thus, it can lead to excellence in math. This study will add value to a limited research topic related to learning practices, social factors, and student engagement.

Research Question
In this study, student engagement refers to the three-dimensional construct of engagement: behavior, cognitive and affective specified in math learning. The structure model is analyzed using SEM to identify the relationship between learning practices and student engagement. At the same time, we also seek to understand the extent of the relationship between the teaching practices, peer influence, and parental involvement in all the five ways put forth. Based on the structure model on the data obtained, the following questions have been formulated: • Do the seating location, attentive listening, note-taking, working on in-class problems, and homework completed affect student engagement in math learning?
• Is there any relationship between teaching practices, peer influence, and parental involvement with seating location, attentive listening, note-taking, working on in-class problems, and the amount of homework completed? Figure 1 shows the hypothesis path model.

Methodology
This study leans on the Flow Theory, a fundamental concept structure that is dynamic and useful in describing students' engagement levels. Several studies have used flow Theory (e.g., Gunuc Csikszentmihalyi (1990) explained the flow, which is the engagement on the optimal level when doing an activity. The flow is formed from the motivation or aim that has been set. When there is a flow, individuals will pay great attention to the activity done with a disregard to the time, tiredness, or other selfneeds. Student engagement is the existence of flow, seeing this interest and fun to keep learning . For instance, the current flow of accomplishing the tasks favored shows the formation of affective and cognitive engagement on the given tasks (Shernoff & Csikszentmihalyi, 2009). Other than that, the Flow Theory also can relate to high engagement levels, teacher factors, and quality of learning outcomes (Csikszentmihalyi, 2014). Despite the complex and challenging learning tasks, the flow increases if students are clear with the requirement and expectation for the activity or task assigned (Gunuc, 2014;Shernoff et al., 2016). Thus, the balance between learning challenges and teaching practices is vital to increase students' quality of the flow experience. In math, learning, problem-solving, and task completion are essential components. Finding the answers for mathematical problems requires axiom, algorithms, and exact steps that are sometimes confusing and intricate. Although self-regulation and the existing mathematical knowledge are crucial to mathematical learning, if it is assumed that students can feel excited about learning math, the flow can be increased. This study adopts the learning practices measurement from  to measure student flow in math learning. Additionally, the impact of the social factors on the learning practices was also examined. The measurement of this relationship is important so that an appropriate learning practice can be practiced among students.

Sample
The sample selection is carried out using the stratified random sampling technique based on the math course offered in June 2019. Data were gathered from a sample of 284 bachelor's degree students aged between 19 and 24 years old. From the sample, 218 (76.8%) males and 66 (23.2%) are female. In terms of the study found, the majority of the students (159, 56%) funded by parents, while 92 (32.4%) students use loan facility, followed by 23 students (8.1%) paying for their fees and only 10 (3.5%) students received a scholarship.

Procedure
Three hundred students who registered for the math course in the semester of June 2019 and were interested in participating in the study were asked to sign and return a consent form. Data were collected through a selfadministered questionnaire which took approximately 20 minutes to complete. This data collection took place in designated math classrooms in one of the private universities in Malaysia with the lecturer in attendance.

Student engagement in math learning
The level of student engagement was assessed based on three dimensions, i.e., behavioral engagement (e.g., "I don't participate in math class," "I spend enough time doing math assignments"), cognitive engagement (e.g., "Whenever learning math becomes tough, I only study the easy part," "I do the best in my math assignments"), and affective engagement (e.g., "I feel that the math class is boring," "I get worried when I learn new things about math"). Items of this construct were adapted from the studies by Wang et al. (2016) and Flunger et al. (2015). The instrument is rated on a 5-point Likert scale with responses ranging from "1" strongly disagree to "5" strongly agree. The reliability of the scale was very good (α = 0.90).

Social Factors
Teaching practices were measured using the instrument developed by Oliver et al. (2008) and were adapted and modified. For this study, only a subscale of teaching practices (i.e., readiness and concern) was used. Examples of items are: "My math lecturer was reasonably accessible for help" and "My math lecturer makes sure I understand before he/she goes on." Meanwhile, the measurement of peer influence is obtained from responses to the item adapted from the study by Uzezi and Deya (2017). Examples of items are: "My math understanding is better when I study with my friends," "I learn more in math while doing exercises with my friends than when I do it alone." Students also responded to several items regarding their perception of parents' involvement. These items were adapted from the work of Liu et al. (2010) (e.g., "My parents encourage me to keep on trying when I get stuck in math assignments," "My parents ask me to get help whenever I have a math problem is hard to be solved"). Students responded to all the items based on a 5-point Likert scale ranging from "1" strongly disagree to "5" strongly agree. The reliability of all scales were good, where teaching practices (α = 0.88), peer influence (α = 0.82) and parental involvement (α = 0.85).

Learning Practices.
Learning practices were measured based on five items, i.e., seating location, attentive listening, note-taking, working on in-class problems, and amount of math assignments completed. The first four were adapted and modified from the instrument developed by . However, the fifth item was adapted from the study conducted by Fernández-Alonso et al. (2015). The seating location was obtained from the answer to the question, "Where were you seated during the survey?". Choices given to students were (5) First row, (4) Second to third row, (3) Middle section, (2) Third to second row, and (1) Last row. Students were also requested to state their level of agreement with the following: "In math class, I listen to the lecturer attentively," "In math class, I jot down notes," "I worked on math problems given by the lecturer during class." The responses for the three questions were classified as (5) Strongly agree, (4) Agree, (3) Sometimes agree, (2) Disagree, and (1) Strongly disagree. Lastly, students were asked to evaluate the amount of homework completed which was "The amount of math assignments I usually complete is…". Choices available for the students were (5) All, (4) Almost all, (3) Half, (2) A little, and (1) None.

Data Analysis
This study used AMOS 23 to analyze data. Confirmatory factor analysis was conducted to assess the degree to which the structure of student engagement, teaching practices, peer influence, and parental involvement fits the data. Structural Equation Modeling (SEM) was used to answer the research questions. Firstly, data was examined, and a total of 1.7% of the data was discarded due to incomplete responses (over 10% missing). Other responses with missing values not exceeding 10% were replaced with the median value (Allison, 2003;Zhang, 2016). Next, based on the kurtosis and skewness obtained (Table 1)

Descriptive Analysis
The correlation between variables in the hypothesized model is shown in Table 1. Teaching practices have a significant positive relationship with attentive listening, note-taking, and working on in-class problems. In comparison, peer influence shows a negative relationship with attentive listening. There was a positive relationship between parental involvement and working on in-class issues and homework completion. All these learning practice variables are shown to have an impact on student engagement. The descriptive analysis reported the following findings, which are (a) a medium level of engagement in math learning (M = 2.81, SD = .60); (b) preferred to sit in the middle section during math class (40.8%), reported an attentive listening (82.4%), did notetaking (76.3%), did worked on in-class problems (73.2%), and usually submitting incomplete math assignments (63.7%).

Testing the Paths between Learning Practices and Student Engagement in Math Learning
Referring to Table 2, a significant positive relationship exists between attentive listening (β = 0.244, p < 0.01), note-taking (β = 0.31, p = 0.00), working on in-class problems (β = 0.48, p = 0.00), and the amount of homework completed (β = 0.51, p = 0.00) with student engagement. While the relationship between seating location and student engagement is a significantly negative relationship (β = 0.22, p < 0.01). The findings indicated that all five learning practices studied gives an impact on student engagement in learning math.

Testing the Paths between Social Factors and Learning Practices
The analysis results as tabulated in Table 3 does not indicate a significant relationship between seating location with teaching practices (β = 0.04, p > 0.05), peer influence (β = -0.01, p > 0.05) and parental involvement (β = 0.07, p > 0.05). This finding indicates that social factors do not influence students' seating locations during class. Attentive listening is shown to have a significant positive relationship with teaching practices (β = 0.47, p = 0.00), a significant negative relationship with peer influence (β = -0.14, p < 0.05), and no relationship with parental involvement. On the other hand, note-taking shows a significant positive relationship with only teaching practice (β = 0.47, p = 0.00), and no other relationships with other social factors. Working on in-class problems showed a significant positive relationship with teaching practices (β = 0.37, p = 0.00) and parental involvement (β = 0.13, p < 0.05) but no relationship with peer influence. Finally, the amount of homework completed showed a significant positive relationship with parental involvement (β = 0.14, p < 0.05), but no indications of relationships with other social factors.

Relationship between Learning Practices and Student Engagement in Math Learning
This study provides an insight into learning practices that can impact student engagement in math learning. These findings can also add to the understanding of students' perceptions towards social factors and the matters that should be emphasized to increase student engagement. This study aims to examine the relationship between learning practices and student engagement in math learning. Findings indicate that the level of student engagement in learning math is at a medium level. Following the results obtained, most students' seating location is found to be in the middle of the classroom. They jot down notes, attentively listened, and worked on in-class problems; however majority of the students handed in incomplete homework.
Other researchers (e.g., Jover & Ramírez, 2018) have found that university students would generally choose to shy away from sitting in the first row. This seating location significantly impacts the students' attention flow, seeing that sitting near the lecturer would reduce learning interruption . Seating locations also proved to influence students' behavior and discussion with the lecturer. Student engagement during class is critical to ensure students' mastery (Wang & Degol, 2014) and to increase the quality of learning outcomes (Fredricks et al., 2004;Lam et al., 2016). Therefore, sitting near the lecturer is the best position as the distance is closer, reducing the risk of interrupted attention towards learning (Montello, 1988). A suitable seating location can provide comfort, visual clarity, and better students' movement during face-to-face learning (Meeks et al., 2013).
In this study, attentive listening and note-taking have a significant positive relationship with student engagement suggest that positive dimensions of learning practices reflect student engagement. Note-taking that requires a flow towards the lesson helps to increase the understanding of the matter being taught (Csikszentmihalyi, 2014;Pintrich & De Groot, 1990)-increased knowledge of lessons increases learning motivation (Csikszentmihalyi, 2014;Pintrich & De Groot, 1990) which will give an impact on student engagement. Note-taking and attentive listening may also increase the student's power of thought (Carter & Van Matre, 1975;Fisher dan Harris, 1974;Kiewra, 1989;Kiewra et al., 1991), therefore providing an impact among students. In this case, measuring the attentive listening and note-taking offers an insight into student behavioral engagement . Through this study, we can ascertain that the method of note-taking, whether through writing or taking pictures, has a significant positive impact on engagement in math learning. This finding verifies the importance of note-taking techniques and the degree of perfection of the recorded notes when mastering a lesson (Kiewra, 1989;Kiewra et al., 1991). Therefore, the trend of note-taking through taking photos will help students gain more perfect notes and may be able to bring about change in student engagement.
Current findings also suggest that working on in-class problems shows an increased impact on student engagement. The more learning challenges can be solved, the higher student engagement . This occurrence demonstrates that mastering and applying the skills learned will increase students' motivation, thus paving the way to growing their engagement towards learning (Csikszentmihalyi, 2014;Pintrich & De Groot, 1990). Fitting with the nature of learning math requires plenty of practice in problem-solving. This finding suggests giving math problems during class will increase student engagement and their understanding of new lessons. Simultaneously, the given situation's difficulty level should be planned, seeing that too easy or too difficult issues may inhibit students' engagement .
Next, the relationship between the amount of homework completed with student engagement found is in line with the findings by Flunger et al. (2017), which showed that the amount of completed homework indicated the level of student engagement. The low percentage of students submitting incomplete assignments indicates a moderate level of engagement in math learning. Results revealed that most students in this study did not answer all the questions given in the assignments. This finding confirms that the amount of homework completed by students at a higher education decreases in line with the decrease in their time management quality (Núñez, Suárez, Cerezo et al., 2015;Fan et al., 2017). Based on student feedback, they often submit incomplete assignments as they do not understand what is being taught during class, and some of them assume that problems given are complex (Razali et al., 2015). Therefore, the perception that math is complicated is abstract and requires a higher level of thinking to be given attention to develop engagement towards homework implementation. Concerning that, measuring the amount of completed homework will provide knowledge on student engagement and clarify the level of competence for self-regulation and setting student learning goals ( As a whole, choosing seating location, attentive listening, note-taking, and working on in-class problems explained the moderate level of engagement among private university students towards learning math. Therefore, this study suggests that the efforts to emphasize cultivating acceptable learning practices should be carried out to increase student engagement when learning math.

Relationship between Social Factors and Learning Practices
In this study, teaching practices influence attentive listening, note-taking, and working on in-class problems, confirming the need for relatedness (student-lecturer) and autonomy (working on in-class problems) to develop student engagement as stated in the Self Determination Theory by Ryan (1985, 2000). Descriptive analysis results reveal that a fair and approachable attitude builds a positive student perception towards the lecturer. This matter shows that students like to build good relationships between lecturer and student, thus encouraging student engagement towards learning (Durksen et al., 2017). The findings also show that readiness in helping learning and showing concern towards their learning progress promotes positive learning practices during class. Students hope lecturers will ensure that the materials taught will be understood before moving on to the following lessons. The mastery of a delivered lesson can build self-confidence, create a feeling of appreciation towards the value of knowledge, and retain student engagement (Durksen et al., 2017).
Meanwhile, for seating location and the amount of homework completed, findings indicate that teaching practices do not significantly impact learning practices. Therefore, a student's seating location choice does not depend on the lecturer factor, as homework is completed. Inversely, both these items may be influenced by the students' factors. This study exhibits that teaching practices do not affect the amount of math homework completed by the student and incomplete or not submitted assignments. Based on the findings, it is revealed that the understanding of teaching practices can explain the level of student engagement in terms of attitude, affective and cognitive . Current findings also revealed that teaching practices in the form of
Findings from this study show that peer influence has a significant negative relationship with attentive listening, which means that peers affect the focus towards the lecturer's teachings. Typically, peer influence occurs as students regularly share similar activities on campus. Therefore a close bond among students may impact their learning (Molloy et al., 2011). Consequently, every unique peer relationship plays a role in influencing student adaptability towards learning styles in university and forming learning practices during class (Molloy et al., 2011). These findings are concurrent with Lynch et al. (2013), who showed that peer influence is more substantial over friends who are less involved with lecturers. Peer influence is more vital in students at a higher education level (Molloy et al., 2011). In other words, peers can increase or even decrease student engagement (Vollet et al., 2017). Distraction towards a lecturer's teaching happens typically when a student is more attracted to listen, verbally reply, or reply to Whatsapp messages from their friends (Sathappan & Sathappan, 2017). This study reveals that students consider their friends the most important source to obtain information and aid learning. This dependence on their peers to understand difficult subjects is the cause of this notion (Furrer et al., 2014). With that, the implementation of group activities will help develop student engagement in math learning, group collaboration, and exchanging views to attract students to be more involved in education (Min & Chau, 2012;Stebleton et al., 2014). Other than that, positive peer relationships may also help students handle university challenges and drive acceptable learning practices (Ribera et al., 2017). Next, there is no correlation between peer influence with seating location, note-taking, in-class math problem solving, and homework completion. Current findings also suggest that all four learning practices are not influenced by peers but depend on individual factors such as awareness towards the importance of learning math. These findings fit those by Gunuc (2014), Heng (2014b), Leach (2016), and Valle et al. (2016), who all found that learning practices are the result of self-regulation and appreciation of the value of learning. In terms of note-taking, having a smartphone to capture pictures or record the lecturer's presentation may well be among why the dependence on peers for notes is no longer significant (Mfaume et al., 2018).
Results showed a significant positive relationship between parental involvement with working on in-class problems and the amount of homework completed. This indicates that parental involvement brings a positive impact on student's attitudes and behaviors in their learning. In line with past studies (e.g., Jelas et al., 2016;Mehdinezhad, 2011), current finding shows that parental involvement is crucial in every education level. Parental support can form self-regulation and learning strategies in the student. Parental involvement such as behavioral involvement, interaction, and academic support increases students' motivation, encouraging them to get involved in academic tasks (Grolnick & Slowiaczek, 1994). Usually, parental involvement seems to decrease as the child approaches adulthood as they perceive their adult children to be more capable in handling their learning (Abd Razak & Noraini, 2011). However, current findings show that parental support for the students always to be positive towards math assignments shows a significant impact. Students also believe that parental involvement increases their confidence to overcome challenges in learning math and encourages them to solve math problems as well as possible. That is, parental involvement from a social, emotional, informational, and physical aspect shows an increased impact on their child's learning (Lowe & Dotterer, 2018). Support and motivation from parents not only will aid students in handling academic and social pressure during their university period but may also influence their child's perception towards the educational institution and their behavior in class (Arshad & Shahzadi, 2016). Therefore, the parents' trust and hope in their child will increase their self-efficacy, self-worth, and the student's tendency to exhibit positive behavior in their learning (Khajehpour, 2011). Parental concern towards learning problems, current performance, and engagement in academic tasks influences the student engagement in their child's math learning (Jelas et al., 2016;Lowe & Dotterer, 2018;Mehdinezhad, 2011). Based on this study's findings, the responsibility to repay parents may also be among the reasons why there is a relationship between parental involvement with working on in-class problems and the amount of homework completed. Seeing that students are now adults and that most of them are supported by their parents, parental gratitude and empathy may contribute significantly to moderate student engagement in math learning.

Conclusion
Overall, this study suggests that adequate learning practice studies, i.e., seating location, attentive listening, note-taking, working on in-class problems, and the amount of homework completed, can increase student engagement in math learning. In terms of social factors, teaching practices show a significant relationship with attentive listening, note-taking, and working on in-class math problems. In comparison, parental involvement can influence their child's learning practices linked to solving math problems inside or outside of class. Even though many learning activities are shared with their peers, these only influence a student's attentive listening. Findings were evocative of social factors' role in the relationship between learning practices and student engagement in math learning.

Study Implications
Through this study, the five dimensions of learning practices that can increase student engagement when learning math are identified. Students' acceptable learning practices demonstrate that the student factor is the most significant and can affect their engagement. As stated in the Self Determination Theory, a precise learning aim can move the student to perform a task (Deci & Ryan, 1985. Other than that, learning aims can also motivate students to manage time effectively to complete their academic tasks (Valle et al., 2016).
The Flow Theory suggests a balance between students' perception of learning challenges and their teaching skills to improve the learning experience quality. The findings are concurrent with the concept of credit in the Flow Theory related to the lecturer's role in forming acceptable learning practices and student engagement. Therefore, the results obtained are found to add value to past studies. The findings from this study suggest the teaching that encompasses the readiness to help and the concern towards developing the student's learning in math. Among the learning practices that assist in math learning is an easily contactable lecturer and is fair in his or her evaluations. With these methods, an excellent lecturer-student relationship can be built by promoting student engagement ( Moreover, a lecturer who shows concern towards the student's learning is also seen as able to push student engagement and commitment towards learning math. Although peers influence only attentive listening, the data analysis results indicated that peers must learn math. It is found that some students require assistance from their friends with work related to learning math in university. Therefore, this study suggests more learning activities that involve group work to increase student engagement in math. This suggestion is highlighted as the excellent relationship between students can provide a more enjoyable learning experience and university life (Zhang et al., 2015). From a parental involvement side, the support in physical, informational, and encouragement is crucial. The study findings reveal that parental involvement positively impact towards mathematical problem solving and implementation of tasks.
This study contributes to the literature on the role acceptable learning practices play and the relationship with social factors such as student engagement indicators in learning math at a university level. Based on the student sampled in this study, the findings offer empirical support for the hypothesis that student perception towards social factors influences their learning practices and the hypothesis that learning practices influence student engagement when learning math. In conclusion, the knowledge obtained from this study contributes towards new input to the researchers in math and can be used as a basis for research expansion in the future.

Limitations and Suggestion
Several limitations restrict generalization found in this study. Firstly, this study focuses on social factors, learning practices, and student engagement in learning math. Secondly, the sample chosen was limited to degree students undertaking math courses offered at the study site. Therefore, this study's findings may not be suitable to be generalized for all courses or even other levels. Third, these study findings are based on the correlated data that excluded the researcher from inferencing the relationship between the variables. Therefore, a long-term longitudinal study would help provide more substantial validity for the current findings.
The engagement in classes and academic tasks and the engagement with the lecturers and peers are included as the student engagement concept that can impact academic achievement. Thus, future studies might need to explore the characteristics of 1) lecturer readiness and concern, 2) peers' positive influence through group learning activities, and 3) parental support, and if these can be applied to other academic circles or younger students.