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

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

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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

Titel: Am I in the right place? : Academic engagement and study success during the first years at university
Författare: Ketonen, Elina E.; Haarala-Muhonen, Anne; Hirsto, Laura; Hänninen, Jari J.; Wähälä, Kristiina; Lonka, Kirsti
Upphovmannens organisation: 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
Datum: 2016-10
Språk: eng
Sidantal: 8
Tillhör serie: Learning and Individual Differences
ISSN: 1041-6080
DOI: https://doi.org/10.1016/j.lindif.2016.08.017
Permanenta länken (URI): http://hdl.handle.net/10138/297756
Abstrakt: 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
Referentgranskad: Ja
Licens: cc_by_nc_nd
Användningsbegränsning: openAccess
Parallelpublicerad version: acceptedVersion


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