Multidimensional research on university engagement using a mixed method approach

Abstract

The commitment or academic implication (engagement) of universitystudents has become a fundamental element for their welfare and academicperformance and, furthermore, it is also related to their professional futureand social commitment. For this reason, the definition of the concept and theprovision of assessment strategies and tools are essential to know the learningexperiences that lead to enhancing the academic involvement of the students.To develop our research, we have used a mixed quantitative and qualitativemethodology: exploratory and confirmatory factor analysis on the one hand,and discussion groups using the nominal groups technique on the other hand.We have set three different objectives: first, to delve into the multidimensionalmodel of the construct; second, to validate a questionnaire that allows forevaluation of the students’ perception of the learning methodologies used inthe classroom; and third, to check the manageability of the nominal groupsas a qualitative method of analysis. The results demonstrate that our newproposal provides a statistically valid instrument aimed at determining theperceptions of own engagement and an effective, efficient and motivatingqualitative method for students. However, regarding the multidimensionalityof the construct, contrary to the more accepted theoretical point of view thatconsiders three dimensions of engagement (behaviour, cognition and emotion),our results only reveal two dimensions (cognitive-emotional and behavioural).In the discussion and comments section we give possible explanations for thiscontradiction.

Individual Interest of students in Physical Education and School Engagement in fostering Physical Culture inside the campus: The case of two prominent local colleges in Pampanga, Philippines

“…Students' engagement in school extends to the impetus they have to acquire and advance in their education (Charkhabi et al, 2019). In addition, this concept has been considered to encompass various domains encompassing cognitive (e.g., investment in mastering tasks, flexible problem-solving), affective (e.g., sense of identification, positive outlook toward school) and behavioral domains (e.g., students' participation in schooling, positive practices in schooling) (Benito Mundet et al, 2021). Based from these three domains, school engagement has three distinct features: Dedication (DE), Absorption (ABS), and Vigor (VI) (Jaya and Ariyanto, 2021).…”

Protecting Philippine Dance Traditions via Education of Tomorrow's Pedagogues: The Role of Individual Interest and School Engagement

“…Meanwhile, school engagement is a multifaceted notion comprising cognitive, affective, and behavioral aspects of a student's involvement in their educational experience (Benito Mundet et al, 2021). On the basis of these three elements, the concept of school engagement may be broken down into three distinct characteristics: (1) vigor (VI), ( 2) dedication (DE), and (3) absorption (AB) (Jaya & Ariyanto, 2021).…”

The importance of individual interest and school engagement to the advancement of physical culture promotion in schools of higher education

“…In this sense, students may have a high level of interest in Physical Education if it is a reflection of themselves and how it is abstracted based on experiences they have had in the past as well as how they should respond in the present circumstance. On the other hand, school engagement is a complex notion that includes cognitive, affective, and behavioral aspects of students' participation in school [46]. In addition to the three dimensions that it possesses, it also possesses the three components of vigor, dedication, and absorption [47].…”