Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education

Frontiers in Psychology

article

Vesa Korhonen¹  Markus Mattsson²  Mikko Inkinen²  Auli Toom² 

[1] Faculty of Education and Culture, Tampere University;Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki

关键词: engagement;    higher education;    retention;    first year experience;    network analysis (NA);   

DOI  :  10.3389/fpsyg.2019.01056

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY