Am I in the right place? : Academic engagement and study success during the first years at university

Show full item record



Permalink

http://hdl.handle.net/10138/297756

Citation

Ketonen , E E , Haarala-Muhonen , A , Hirsto , L , Hänninen , J J , Wähälä , K & Lonka , K 2016 , ' Am I in the right place? Academic engagement and study success during the first years at university ' , Learning and Individual Differences , vol. 51 , pp. 141-148 . https://doi.org/10.1016/j.lindif.2016.08.017

Title: Am I in the right place? : Academic engagement and study success during the first years at university
Author: Ketonen, Elina E.; Haarala-Muhonen, Anne; Hirsto, Laura; Hänninen, Jari J.; Wähälä, Kristiina; Lonka, Kirsti
Contributor: University of Helsinki, Teacher Education
University of Helsinki, Faculty of Law
University of Helsinki, Faculty of Theology
University of Helsinki, Department of Chemistry
University of Helsinki, Teacher Education
Date: 2016-10
Language: eng
Number of pages: 8
Belongs to series: Learning and Individual Differences
ISSN: 1041-6080
URI: http://hdl.handle.net/10138/297756
Abstract: Entrance to university does not automatically lead to high academic engagement and success, and there may be individual differences in student engagement. In the present study, university students' (N = 668) academic engagement and disengagement profiles, and the differences between them in terms of academic achievement, were investigated. Students from introductory courses were classified by Latent Profile Analysis (LPA) into homogenous groups having similar patterns according to the following variables: study engagement, study-related exhaustion, lack of interest, lack of self-regulation, and uncertainty of one's career choice. Four groups of students were identified: engaged, disengaged, undecided, and alienated. Engaged students received the highest grades, with disengaged and undecided students performing most poorly. In addition, the profiles were related to the behavioral indicators of engagement (i.e., ECTS credits). Even after two years of studying, engaged students were performing better than disengaged students. The study's implications for both research and practice are discussed. (C) 2016 Elsevier Inc. All rights reserved.
Subject: 516 Educational sciences
Academic engagement
Self-regulated learning
Academic achievement
University students
Latent profile analysis
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
Ketonen_et_al._ ... _s_Accepted_Manuscript.pdf 186.0Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record