Student engagement and its development in university education: A three-year follow-up study

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-06-22 DOI:10.1016/j.lindif.2024.102465

Vesa Korhonen , Elina Ketonen , Auli Toom

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引用次数: 0

Abstract

The starting point of this study has been to follow the engagement development of the same cohort of students in Finland for three academic years. A dynamic model of student engagement and specially designed Engagement Evaluation Questionnaire (EEQ) has been utilised for the study. Altogether 974 students representing different disciplines from all 13 research-intensive Finnish universities responded to the survey during the three-year follow-up. Four engagement profiles (overall engaged, personally engaged, socially engaged, and disengaged) were identified in the analyses. The engagement profiles were relatively stable across the three time points, despite some maladaptive and adaptive changes found in the analyses. The validity of the extracted latent profile patterns across time was investigated by testing their associations with priority of students' study fields, withdrawal intentions and register data on academic achievement.

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大学教育中的学生参与及其发展：为期三年的跟踪研究

本研究的出发点是跟踪芬兰同一批学生在三个学年中的参与发展情况。研究采用了学生参与度动态模型和专门设计的参与度评估问卷（EEQ）。在为期三年的跟踪调查中，共有来自芬兰 13 所研究密集型大学不同学科的 974 名学生参与了调查。分析确定了四种参与情况（整体参与、个人参与、社会参与和脱离参与）。尽管在分析中发现了一些不适应和适应性变化，但在三个时间点上，参与度特征相对稳定。通过检验学生学习领域的优先次序、退学意向和学业成绩登记数据之间的关联，研究了所提取的潜在特征模式在不同时期的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).