Student engagement and its development in university education: A three-year follow-up study

Vesa Korhonen; Elina E. Ketonen; Auli Toom

doi:10.1016/j.lindif.2024.102465

Student engagement and its development in university education: A three-year follow-up study

Vesa Korhonen, Elina E. Ketonen, Auli Toom

Research output: Contribution to journal › Article › Scientific › peer-review

Abstract

The starting point of this study has been to follow the engagement development of the same cohort of students in Finland for three academic years. A dynamic model of student engagement and specially designed Engagement Evaluation Questionnaire (EEQ) has been utilised for the study. Altogether 974 students representing different disciplines from all 13 research-intensive Finnish universities responded to the survey during the three-year follow-up. Four engagement profiles (overall engaged, personally engaged, socially engaged, and disengaged) were identified in the analyses. The engagement profiles were relatively stable across the three time points, despite some maladaptive and adaptive changes found in the analyses. The validity of the extracted latent profile patterns across time was investigated by testing their associations with priority of students' study fields, withdrawal intentions and register data on academic achievement.

Original language	English
Article number	102465
Journal	Learning and Individual Differences
Volume	113
Number of pages	13
ISSN	1041-6080
DOIs	https://doi.org/10.1016/j.lindif.2024.102465
Publication status	Published - Jun 2024
MoE publication type	A1 Journal article-refereed

Fields of Science

516 Educational sciences
Student engagement
Engagement profiles
Priority of study field
Withdrawal intentions
Academic achievement

Access to Document

10.1016/j.lindif.2024.102465Licence: CC BY

1-s2.0-S104160802400058X-mainFinal published version, 1.22 MBLicence: CC BY

Cite this

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title = "Student engagement and its development in university education: A three-year follow-up study",

abstract = "The starting point of this study has been to follow the engagement development of the same cohort of students in Finland for three academic years. A dynamic model of student engagement and specially designed Engagement Evaluation Questionnaire (EEQ) has been utilised for the study. Altogether 974 students representing different disciplines from all 13 research-intensive Finnish universities responded to the survey during the three-year follow-up. Four engagement profiles (overall engaged, personally engaged, socially engaged, and disengaged) were identified in the analyses. The engagement profiles were relatively stable across the three time points, despite some maladaptive and adaptive changes found in the analyses. The validity of the extracted latent profile patterns across time was investigated by testing their associations with priority of students' study fields, withdrawal intentions and register data on academic achievement.",

keywords = "516 Educational sciences, Student engagement, Engagement profiles, Priority of study field, Withdrawal intentions, Academic achievement",

author = "Vesa Korhonen and Ketonen, {Elina E.} and Auli Toom",

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language = "English",

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journal = "Learning and Individual Differences",

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AU - Korhonen, Vesa

AU - Ketonen, Elina E.

AU - Toom, Auli

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N2 - The starting point of this study has been to follow the engagement development of the same cohort of students in Finland for three academic years. A dynamic model of student engagement and specially designed Engagement Evaluation Questionnaire (EEQ) has been utilised for the study. Altogether 974 students representing different disciplines from all 13 research-intensive Finnish universities responded to the survey during the three-year follow-up. Four engagement profiles (overall engaged, personally engaged, socially engaged, and disengaged) were identified in the analyses. The engagement profiles were relatively stable across the three time points, despite some maladaptive and adaptive changes found in the analyses. The validity of the extracted latent profile patterns across time was investigated by testing their associations with priority of students' study fields, withdrawal intentions and register data on academic achievement.

AB - The starting point of this study has been to follow the engagement development of the same cohort of students in Finland for three academic years. A dynamic model of student engagement and specially designed Engagement Evaluation Questionnaire (EEQ) has been utilised for the study. Altogether 974 students representing different disciplines from all 13 research-intensive Finnish universities responded to the survey during the three-year follow-up. Four engagement profiles (overall engaged, personally engaged, socially engaged, and disengaged) were identified in the analyses. The engagement profiles were relatively stable across the three time points, despite some maladaptive and adaptive changes found in the analyses. The validity of the extracted latent profile patterns across time was investigated by testing their associations with priority of students' study fields, withdrawal intentions and register data on academic achievement.

KW - 516 Educational sciences

KW - Student engagement

KW - Engagement profiles

KW - Priority of study field

KW - Withdrawal intentions

KW - Academic achievement

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DO - 10.1016/j.lindif.2024.102465

M3 - Article

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JO - Learning and Individual Differences

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