Academic and Social Engagement in University Students: Exploring Individual Differences and Relations with Personality and Daily Activities (2024)

FAQs

What is the relationship between students' engagement and academic performance? ›

Further, student engagement was positively correlated with academic performance. Due to engaged students' high levels of effort and energy investment, dedication to their studies, and frequent immersion in their study activities, engagement is a good predictor of academic performance.

Student engagement involves three main factors: behavioral, emotional, and cognitive factors. The behavioral factors include effort, persistence, concentration, asking questions, and class communication [14,15]. The emotional factors involve students' affective communication and practices on campus [16].

Academic and social engagement can be used to better motivate students to get involved with their curricula and other campus activities. Engagement can help students stay in university and graduate, help make the university experience a pleasant one, and help get good grades and learn.

Engaged students are not just absorbing content, they try to make meaning of what they are studying by putting in intellectual effort and working through challenging ideas. Engaged learners care about the subject, feel motivated or excited to learn, and take ownership of their own learning.

Examples: Providing expertise to address or improve the effectiveness and efficiency of an organization or to improve knowledge and skills; providing expert testimony and other forms of legal advice; consulting work for the benefit of the constituent; assisting agencies or businesses with analyzing production processes ...

In general, students who are effectively engaged in learning perform better in school and on standardized tests, and they are more likely to persist in school than students who are less engaged. Students who are engaged in school activities report more positive attitudes toward school and improved achievement.

The findings revealed that positive teacher-student relationships, perceived relevance of schoolwork, peer support, and future aspirations and goals significantly influenced student engagement.

Engagement in the classroom falls within three categories: behavioral, cognitive, and affective (Fredericks, Blumenfeld, & Paris, 2004). These three types are distinct yet interrelated.

Students who engage in active learning demonstrate increases in social, racial, and ethnic tolerance. They also experience improved cognitive and emotional health and are better able to handle new challenges. These long-term benefits show that engaged learning is more than just memorizing facts and figures.

Engagement in various student initiated communities, OSLE programs, or other campus engagement activities lead to personal development, leadership development, and enhance the overall college experience.

What is social engagement for students? ›

Social engagement is how a person connects with others in a community or even online, which can be seen in activities such as volunteering. When you become involved in spaces like these, you create a sense of inclusion and a purpose for yourself.

Students who are academically engaged are drawn to think in-depth, understand the material, and even discuss it with their peers. Academic engagement is ideally holistic, where it aims to address learning in the classroom.

Students may exhibit the four dimensions of engagement, namely behavioural, affective, social and cognitive simultaneously or in isolation.

Engaging students in the learning process increases their attention and focus and moves them to more critical thinking.

From a psychological point of view, student engagement is a multidimensional construct comprising behavioral, emotional and cognitive engagement, where the emotional and cognitive aspects of student engagement have unique roles in influencing students' learning outcomes (Fredricks, Blumenfeld and Paris 2004).

Early relationships have a significant impact on academic performance. Research has shown that problem behaviors, such as externalizing and internalizing behaviors, can influence and be influenced by academic performance in early childhood.

Small classroom- and school-based studies have found that the correlation between academic achievement and engagement is moderate – generally between 0.25 and 0.30 (Goodenow, 1993; Voelkl, 1995) – which suggests that there are many students with high achievement who are not engaged and vice versa.