{"title":"大学教育中的学生参与及其发展：为期三年的跟踪研究","authors":"Vesa Korhonen , Elina Ketonen , Auli Toom","doi":"10.1016/j.lindif.2024.102465","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"113 ","pages":"Article 102465"},"PeriodicalIF":3.8000,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S104160802400058X/pdfft?md5=59a8ecd8d6004b095c61aec5d2fec5fd&pid=1-s2.0-S104160802400058X-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Student engagement and its development in university education: A three-year follow-up study\",\"authors\":\"Vesa Korhonen , Elina Ketonen , Auli Toom\",\"doi\":\"10.1016/j.lindif.2024.102465\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"113 \",\"pages\":\"Article 102465\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-06-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S104160802400058X/pdfft?md5=59a8ecd8d6004b095c61aec5d2fec5fd&pid=1-s2.0-S104160802400058X-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S104160802400058X\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S104160802400058X","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Student engagement and its development in university education: A three-year follow-up study
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.
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).
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