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

Show simple item record

dc.contributor.author Ketonen, Elina E.
dc.contributor.author Haarala-Muhonen, Anne
dc.contributor.author Hirsto, Laura
dc.contributor.author Hänninen, Jari J.
dc.contributor.author Wähälä, Kristiina
dc.contributor.author Lonka, Kirsti
dc.date.accessioned 2019-01-23T22:30:51Z
dc.date.available 2021-12-17T18:49:23Z
dc.date.issued 2016-10
dc.identifier.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
dc.identifier.other PURE: 68526008
dc.identifier.other PURE UUID: 36017491-bf70-4d26-b625-73e3f24fbb4b
dc.identifier.other Scopus: 84994341262
dc.identifier.other WOS: 000388156800015
dc.identifier.other ORCID: /0000-0003-4082-8622/work/40567773
dc.identifier.other ORCID: /0000-0002-9831-2023/work/29011632
dc.identifier.other ORCID: /0000-0001-5487-3964/work/30024029
dc.identifier.other ORCID: /0000-0002-8963-3036/work/52691235
dc.identifier.other ORCID: /0000-0002-6287-7890/work/67135665
dc.identifier.uri http://hdl.handle.net/10138/297756
dc.description.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. en
dc.format.extent 8
dc.language.iso eng
dc.relation.ispartof Learning and Individual Differences
dc.rights cc_by_nc_nd
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject Academic engagement
dc.subject Self-regulated learning
dc.subject Academic achievement
dc.subject University students
dc.subject Latent profile analysis
dc.title Am I in the right place? : Academic engagement and study success during the first years at university en
dc.type Article
dc.contributor.organization Teacher Education
dc.contributor.organization Faculty of Law
dc.contributor.organization Faculty of Theology
dc.contributor.organization Department of Chemistry
dc.contributor.organization The Centre for University Teaching and Learning (HYPE)
dc.contributor.organization Research Group for Educational Psychology
dc.contributor.organization Teachers' Academy
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1016/j.lindif.2016.08.017
dc.relation.issn 1041-6080
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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 simple item record