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

Research output: Contribution to journalArticleScientificpeer-review

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.

Original languageEnglish
Article number1056
JournalFrontiers in Psychology
Volume10
Number of pages15
ISSN1664-1078
DOIs
Publication statusPublished - 10 May 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • EXPERIENCES
  • IF
  • INTELLIGENCE
  • NETWORKS
  • QUALITY
  • TRANSITION
  • engagement
  • first year experience
  • higher education
  • network analysis (NA)
  • retention
  • 516 Educational sciences

Cite this

@article{e7603acd0e6d4aa3b2bbdd6c5ca3efa7,
title = "Understanding the multidimensional nature of student engagement during the first year of higher education",
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.",
keywords = "EXPERIENCES, IF, INTELLIGENCE, NETWORKS, QUALITY, TRANSITION, engagement, first year experience, higher education, network analysis (NA), retention, 516 Educational sciences",
author = "Vesa Korhonen and Markus Mattsson and Mikko Inkinen and Auli Toom",
year = "2019",
month = "5",
day = "10",
doi = "10.3389/fpsyg.2019.01056",
language = "English",
volume = "10",
journal = "Frontiers in Psychology",
issn = "1664-1078",
publisher = "Frontiers Media",

}

Understanding the multidimensional nature of student engagement during the first year of higher education. / Korhonen, Vesa; Mattsson, Markus; Inkinen, Mikko; Toom, Auli.

In: Frontiers in Psychology, Vol. 10, 1056, 10.05.2019.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Understanding the multidimensional nature of student engagement during the first year of higher education

AU - Korhonen, Vesa

AU - Mattsson, Markus

AU - Inkinen, Mikko

AU - Toom, Auli

PY - 2019/5/10

Y1 - 2019/5/10

N2 - 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.

AB - 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.

KW - EXPERIENCES

KW - IF

KW - INTELLIGENCE

KW - NETWORKS

KW - QUALITY

KW - TRANSITION

KW - engagement

KW - first year experience

KW - higher education

KW - network analysis (NA)

KW - retention

KW - 516 Educational sciences

U2 - 10.3389/fpsyg.2019.01056

DO - 10.3389/fpsyg.2019.01056

M3 - Article

VL - 10

JO - Frontiers in Psychology

JF - Frontiers in Psychology

SN - 1664-1078

M1 - 1056

ER -