Understanding the multidimensional nature of student engagement during the first year of higher education

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http://hdl.handle.net/10138/302470

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Korhonen , V , Mattsson , M , Inkinen , M & Toom , A 2019 , ' Understanding the multidimensional nature of student engagement during the first year of higher education ' , Frontiers in Psychology , vol. 10 , 1056 . https://doi.org/10.3389/fpsyg.2019.01056

Title: Understanding the multidimensional nature of student engagement during the first year of higher education
Author: Korhonen, Vesa; Mattsson, Markus; Inkinen, Mikko; Toom, Auli
Contributor organization: TRU (Traffic Research Unit)
The Centre for University Teaching and Learning (HYPE)
Education of Education
Department of Education
University Management
Date: 2019-05-10
Language: eng
Number of pages: 15
Belongs to series: Frontiers in Psychology
ISSN: 1664-1078
DOI: https://doi.org/10.3389/fpsyg.2019.01056
URI: http://hdl.handle.net/10138/302470
Abstract: In the description of the complex relationship between individual students and their education context, as well as understanding of questions related to progression, retention or dropouts in higher education, student engagement is considered the primary construct. In particular, the significance of the first year of higher education in terms of engagement is decisive. We aim at developing a multidimensional conceptualization of engagement and utilized network analysis. Data were collected as part of the annual Student Barometer survey in Finland during the 2012-2013 academic year, and we gathered a nationally representative sample (n = 2422) of first-year students in different disciplines at 13 Finnish universities. Network analysis confirmed the multidimensional process model of engagement and its six dimensions. The central dimensions of engagement are identity and sense of belonging, which develop in the interplay between individual and collective dimensions as a long-term process. Additional network analyses with covariates identified positive and negative factors that affect engagement. The study adds new perspectives to existing knowledge of engagement. It is important to understand the process-like nature of engagement and make visible factors affecting the process. Based on these findings, we provide novel practical recommendations for interventions for university students who struggle with engagement during their first year.
Subject: EXPERIENCES
IF
INTELLIGENCE
NETWORKS
QUALITY
TRANSITION
engagement
first year experience
higher education
network analysis (NA)
retention
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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