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

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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 organization: Teacher Education
Faculty of Law
Faculty of Theology
Department of Chemistry
The Centre for University Teaching and Learning (HYPE)
Research Group for Educational Psychology
Teachers' Academy
Date: 2016-10
Language: eng
Number of pages: 8
Belongs to series: Learning and Individual Differences
ISSN: 1041-6080
DOI: https://doi.org/10.1016/j.lindif.2016.08.017
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
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: acceptedVersion


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