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Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education
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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524002/ https://www.ncbi.nlm.nih.gov/pubmed/31133948 http://dx.doi.org/10.3389/fpsyg.2019.01056 |
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author | Korhonen, Vesa Mattsson, Markus Inkinen, Mikko Toom, Auli |
author_facet | Korhonen, Vesa Mattsson, Markus Inkinen, Mikko Toom, Auli |
author_sort | Korhonen, Vesa |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-6524002 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-65240022019-05-27 Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education Korhonen, Vesa Mattsson, Markus Inkinen, Mikko Toom, Auli Front Psychol Psychology 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. Frontiers Media S.A. 2019-05-10 /pmc/articles/PMC6524002/ /pubmed/31133948 http://dx.doi.org/10.3389/fpsyg.2019.01056 Text en Copyright © 2019 Korhonen, Mattsson, Inkinen and Toom. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Korhonen, Vesa Mattsson, Markus Inkinen, Mikko Toom, Auli Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education |
title | Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education |
title_full | Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education |
title_fullStr | Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education |
title_full_unstemmed | Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education |
title_short | Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education |
title_sort | understanding the multidimensional nature of student engagement during the first year of higher education |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524002/ https://www.ncbi.nlm.nih.gov/pubmed/31133948 http://dx.doi.org/10.3389/fpsyg.2019.01056 |
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