Academic engagement: assessment, conditions, and effects—a study in higher education from the perspective of the person-situation interaction

Abstract

This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency, behavior, cognition, and emotion—are affected by the interaction with several learning situations, listening to a lecture, carrying out practical tasks alone, reading a text while studying, working in groups, or participating in practical classes. The second is to test its relationships with potential moderator variables—motivation, self-efficacy, emotion self-regulation, and stress—and its potential effects on performance and satisfaction. Participants were 531 university students. They filled in a questionnaire that allowed testing alternative theoretical models on the person-situation hypothesis using confirmatory factor analyses. Results showed that if items refer both to engagement modalities and learning situations, the traditional hierarchical model that considers that engagement depends on a personal disposition with four components does not fit well. Instead, the multitrait model does. It shows that engagement, as a general disposition, is activated by the set of situations and that each of its components only plays a role in some of them. The hypotheses on the relationship between engagement and the rest of the variables received positive support. These results open new perspectives for studying and improving engagement.

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

“…In this sense, medical residents face two main problems in their professional and academic development during the pandemic: (1) Their services and performance are affected by the circumstances and the risk of transmission that exists in their places of work (hospitals that host their residency program) and during their commute to the hospital which may involve public transportation; (2). Their performance is also affected by the tutoring and support they receive during training.…”

“…Inequality of opportunity to access virtual environments and unequal availability of technological resources in the hospitals that host residency programs can be determining factors for the differences in academic growth and professional performance of medical residents. Thus, residency program hosts or venues can hinder equality of opportunity to access training and experience professional growth through virtual environments [1][2][3]5,6], contributing to inequality in higher-level specialized medical education.…”

“…Adding virtual education to programs that were essentially in-person could have been based on a democratic perspective looking to diversify opportunities and access to education for students and college students [1]. However, virtuality has differentially impacted the college student population, configuring different situations and contexts [2,3], some of which have been negative for many students.…”

Gendered perceptions and adaptations to climate change in Ghana: what factors influence the choice of an adaptation strategy?

“…The significant difference in education level between men and women farmers was further reinforced by statistically significant (p < 0.001) difference between average number of schooling years completed by men (7) and women (3). Therefore, educational attainment could possibly indicate potential gender differences in engagement in learning about climate change, resulting in differences in choice of climate change adaptation strategies used by men and women (Alonso-Tapia et al, 2023).…”

Artificial Intelligence in Higher Education: A Predictive Model for Academic Performance

“…Fredricks, Blumenfeld, and Paris' academic engagement theory focuses on students' engagement and active participation in their learning and school [34]. The time devoted to academic activities is related to this theory, as it can positively influence students' academic engagement; the more time devoted to study, the better academic results they tend to achieve [35]. In the technological framework, Dhiman's [36] study revealed that usage time of 30 min to 3 h a day spent on social networking sites and mobile applications negatively affected students' academic performance; therefore, there is an inverse relationship between the use of social networking sites and their academic performance.…”