Student engagement in Higher Education, age and parental education level

Abstract

Within the scope of socio-cognitive theories, student engagement in school has been studied as a multidimensional construct. A four-dimensional perspective was adopted, with the dimensions: affective, cognitive, behavioural and agentic. The objective, to analyse how the variables age and parental education relate to student engagement in school. The sample consisted of 715 Portuguese public Higher Education students from the Lisbon area. The data was collected through an online survey, which included the Student Engagement in School: a Four-Dimensional Scale – Higher Education Version. Data analysis not only revealed that students of age 26 or older scored considerably higher results in engagement than younger colleagues, but also highlighted significant differences of engagement in the affective, behavioural and agentic dimensions, depending on parental education. The results, while partially corroborating the revised literature, suggest future in-depth studies.

Compromiso académico en estudiantes peruanos de enfermería al retorno a las clases presenciales

“…Sin embargo, esto podría producir un desgaste físico y mental, debido a que en los últimos años de estudio los estudiantes de Enfermería tienen que afrontar sus prácticas preprofesionales y el desarrollo de sus trabajos de investigación (Tesis) para poder obtener su grado de bachiller y título profesional. Un resultado parecido se reporta en Portugal, donde se evaluó el CA de 715 estudiantes universitarios y concluyeron que quienes tenían más de 25 años se comprometían más con sus estudios, ya que habían construido un sentido de pertenencia e identidad con mayor conciencia y habían consolidado su orientación profesional (31).…”

Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program

“…A second source of evidence comes from the examination of longitudinal trajectories of engagement. Some studies have found job engagement to slightly increase as a function of age among mixed samples of employees (James et al, 2011;Kim & Kang, 2017) and undergraduate students (Covas & Veiga, 2021), whereas others found decreasing trajectories among samples of secondary students followed over the course of their studies (Goñi et al, 2018) or of employees followed for a period of five days (Zuo et al, 2021). Others also reported evidence of stability in engagement levels during the first five weeks following the implementation of an organizational change (van den Heuvel et al, 2020).…”