El engagement académico y su incidencia en el rendimiento del alumnado de grado de la Universidad de La Laguna

David López-Aguilar; Pedro Ricardo  Álvarez-Pérez; Yaritza  Garcés-Delgado

doi:10.30827/relieve.v27i1.21169

Authors

David López-Aguilar University of La Laguna
Pedro Ricardo Álvarez-Pérez University of La Laguna
Yaritza Garcés-Delgado University of La Laguna

DOI:

https://doi.org/10.30827/relieve.v27i1.21169

Keywords:

Academic engagement, University students, Academic performance, Formative trajectories, Involvement in work

Abstract

The attitude and involvement with which undergraduate university students approach their training process can have a significant impact on the academic results they obtain. The relationship that can occur between low involvement and the possibility of failing or dropping out of studies has led us to propose this research, where the relationship between engagement and academic performance is deepened. The engagement refers to the feeling of well-being of the students with respect to a challenge related to their training process. Students who are studying at university are exposed to living situations that make them more or less committed to their learning process, which can lead to obtain better or worse academic results. This ex-post-facto quantitative study, which was carried out with a sample of 564 first and second year students from the three degrees of the Faculty of Education of the University of La Laguna (Spain), aimed to analyze the relationship between academic commitment and performance in studies. The results reveal that students with higher scores in the different structural dimensions of academic commitment (vigor, dedication and absorption) have higher grades in the subjects they take. The discussion of the study focuses on the need to plan strategies to promote academic commitment in order to strengthen both the trajectories of adaptation and permanence in the degree and the achievement of better academic results in university students.

Downloads

Download data is not yet available.

Author Biographies

David López-Aguilar, University of La Laguna

Assistant Professor of the Department of Didactics and Educational Research at the University of La Laguna (Spain). He currently participates as a research member in the University Group for Integrated Training and Orientation (GUFOI) and in the Innovation Group on Adaptability Competencies (GICA), both belonging to the catalog of consolidated groups of the University of La Laguna. He is a member of the Interuniversity Network of Guidance Teachers (RIPO) and the Interuniversity Association for Pedagogical Research (AIDIPE)

Pedro Ricardo Álvarez-Pérez, University of La Laguna

Professor of Professional Guidance in the Department of Didactics and Educational Research at the University of La Laguna (Spain). Director of the GUFOI Research Group, whose lines of work are: academic and professional transitions and trajectories; dropout, permanence and success in studies; adaptability skills; university orientation and tutoring. Member of the Board of Directors of the Spanish Association of Guidance and Psychopedagogy; associate editor of the Spanish Journal of Orientation and Psychopedagogy (REOP); member of the Interuniversity Association for Pedagogical Research.

Yaritza Garcés-Delgado, University of La Laguna

Assistant Professor of the Department of Didactics and Educational Research at the University of La Laguna (Spain). He is a research member in the University Group of Integrated Training and Orientation (GUFOI), in the Research Group of Educational and Socio-Labor Orientation (GIOES) and actively collaborates with the Laboratory of Education and New Technologies of the University of La Laguna (EDULLAB). She is a member of the Interuniversity Association for Pedagogical Research (AIDIPE).

References

Álvarez, P. (2014). La función tutorial del profesorado universitario: una nueva competencia de la labor docente en el contexto del EEES. Revista Portuguesa de Pedagogía, 47(2), 85-106. https://doi.org/10.14195/1647-8614_47-2_5

Álvarez-Pérez, P.R., López-Aguilar, D., & Valladares-Hernández, R.A. (2021). La influencia del engagement en las trayectorias formativas de los estudiantes de bachillerato. Estudios Sobre Educación (ESE), 40, 27-50. https://doi.org/10.15581/004.40.27-50

Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: an open source software for exploring and manipulating networks. Proceedings Third ICWSM, 8, 361-362. https://gephi.org/publications/gephi-bastian-feb09.pdf

Bethencourt, J., Cabrera, L., Hernández, J., Álvarez, P., & González, M. (2008). Variables psicológicas y educativas en el abandono universitario. Electronic Journal of Research in Educational Psychology, 6(3), 603-622. http://dx.doi.org/10.25115/ejrep.v6i16.1298

Bresó, E., & Gracia, E. (2007). Bienestar psicológico en profesionales y estudiantes universitarios. Un estudio comparativo desde la Psicología Organizacional Positiva. Revista de Psicología Social Aplicada, 17, 23-38. https://dialnet.unirioja.es/servlet/articulo?codigo=2934547

Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61, 339-355. https://doi.org/10.1007/s10734-010-9334-6

Brigman, G., Wells, C., Webb, L., Villares, E., Carey, J., & Harrington, K. (2015). Psychometric properties and confirmatory factor analysis of the Student Engagement in School Success Skills. Measurement and Evaluation in Counseling and Development, 48(1) 3-14. https://doi.org/10.1177/0748175614544545

Broc, M. (2011). Voluntad para estudiar, regulación del esfuerzo, gestión eficaz del tiempo y rendimiento académico en alumnos universitarios. Revista de Investigación Educativa, 29(1), 171-185. https://revistas.um.es/rie/article/view/110731

Carmona-Halty, M., Schaufeli, W., & Salanova, M. (2017). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students. Frontiers in Psychology, 10, 1-5. https://dx.doi.org/10.3389%2Ffpsyg.2019.01017

Casuso-Holgado M., Cuesta A., Moreno N., Labajos M., Barón F., & Vega M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13, 33. https://doi.org/10.1186/1472-6920-13-33

Cho, E., & Kim, S. (2015). Cronbach’s coefficient alpha: Well-known but poorly understood. Organizational Research Methods, 18, 207-230. https://doi.org/10.1177/1094428114555994

Christenson, S., Reschly, A., & Wylie, C. (2012). Handbook of research on student engagement. New York: Springer. https://doi.org/10.1007/978-1-4614-2018-7

Coates, H., & McCormick, A. (Eds.) (2014). Engaging university students: International insights from system-wide studies. Springer. https://doi.org/10.1007/978-981-4585-63-7

Cupani, M. (2012). Análisis de ecuaciones estructurales: conceptos, etapas de desarrollo y un ejemplo de aplicación. Revista Tesis, 1, 186-199. https://revistas.unc.edu.ar/index.php/tesis/article/view/2884

Esteban, M., Bernardo, A., Tuero, E., Cerezo, R., & Núñez, J. (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9, 79-88. https://doi.org/10.30552/ejep.v9i2.140

Faul, F., Erdfelder, E., Lang, A.G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https://doi.org/10.3758/BF03193146

Fonseca, G., & García, F. (2016). Permanencia y abandono de estudios en estudiantes universitarios: un análisis desde la teoría organizacional. Revista de la Educación Superior, 45(179), 25–39. https://doi.org/10.1016/j.resu.2016.06.004

Forteza, J. (1975). Modelo instrumental de las relaciones entre variables motivacionales y rendimiento. Revista de Psicología General y Aplicada, 132, 75-91. http://www.sciepub.com/reference/66035

Fredricks, J. A., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059

Freixa, M., Llanes, J., & Venceslao, M. (2017). El abandono en el recorrido formativo del estudiante de ADE de la Universidad de Barcelona. Revista de Investigación Educativa, 36(1), 185-202. https://doi.org/10.6018/rie.36.1.278971

García, M.A., Alvarado, J., & Jiménez, A. (2000). La predicción del rendimiento académico: regresión lineal versus regresión logística. Psicothema, 12 (Su2), 248-525. http://www.psicothema.com/psicothema.asp?id=558

George, D., & Mallery, M. (2001). Using SPSS for Windows step by step: a simple guide and reference. Alyin y Bacon.

Gonzáles, G., Castro, A., & González, F. (2008). Perfiles aptitudinales, estilos de pensamiento y rendimiento académico. Anuario de Investigaciones. 15, 35-64. http://www.scielo.org.ar/pdf/anuinv/v15/v15a35.pdf

Guerra, M., Rodríguez, J., & Artiles, J. (2019). Aprendizaje colaborativo: experiencia innovadora en el alumnado universitario. Revista de Estudios y Experiencias en Educación, 18(36), 269- 281. http://www.rexe.cl/ojournal/index.php/rexe/article/view/661

Gutiérrez, M., Tomás, J.-M., & Alberola, S. (2018). Apoyo docente, compromiso académico y satisfacción del alumnado universitario. Estudios Sobre Educación, 35, 535–555. https://doi.org/10.15581/004.35.535-555

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600. https://doi.org/10.1037/a0019682

Kahu, E., & Nelson, K. (2017). Participación de los estudiantes en la interfaz educativa: comprensión de los mecanismos del éxito de los estudiantes. Investigación y desarrollo de la educación superior 37(4), 1-14.

Manzano, G. (2002). Burnout y engagement. Relación con el desempeño, madurez profesional y tendencia al abandono de los estudiantes. Revista de Psicología Social, 17(3), 237–249. https://doi.org/10.1174/02134740260372973

Marks, H. (2000). Student engagement in instructional activity: patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184. https://doi.org/10.3102%2F00028312037001153

Martínez, I., & Salanova, M. (2003). Niveles de burnout y engage¬ment en estudiantes universita¬rios. Relación con el desempeño y desarrollo profesional. Revista de Educación, 330, 361-384. https://sede.educacion.gob.es/publiventa/detalle.action?cod=11213

Maslach, C., Schaufeli, W., & Leiter, M. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397

McMillan, J. H., & Schumacher, S. (2005). Investigación educativa: una introducción conceptual. Pearson Educación.

Merino-Tejedor, E., Hontangas, P.M., & Boada-Grau, J. (2016). Career adaptability and its relation to self-regulation, career construction, and academic engagement among Spanish university students. Journal of Vocational Behavior, 93, 92–102. https://doi.org/10.1016/j.jvb.2016.01.005

Moreira, P., Dias, P., Machado, F., & Machado, J. (2013). Predictors of Academic Performance and School Engagement-Integrating persistence, Motivation and study Skills Perspectives Using Person-centered and Variable-centered Approaches. Learning and Individual Differences, 24, 117-125. https://doi.org/10.1016/j.lindif.2012.10.016

Moreno, I., Pedraza, A., & Pineda, C. (2011). Efectividad de las estrategias de retención universitaria: la función del docente. Educación y Educadores, 14(1), 119-135. https://doi.org/10.5294/edu.2011.14.1.7

Muñoz, J.A., & Amón, I. (2013). Técnicas para detección de outliers multivariantes. Revista en Telecomunicaciones e Informática, 3(5), 11-25. https://revistas.upb.edu.co/index.php/telecomunicaciones/article/view/3308

Muñoz, J.F., & Álvarez, E. (2009). Métodos de imputación para el tratamiento de datos faltantes: aplicación mediante R/Splus. Revista de Métodos Cuantitativos para la Economía y la Empresa, 7, 3-30. https://www.upo.es/revistas/index.php/RevMetCuant/article/view/2120

Nerstad C., Richardsen. A., & Martinussen M. (2010). Factorial validity of the Utrecht Work Engagement Scale (UWES) across occupational groups in Norway. Scandinavian Journal of Psychology, 51, 326-33. https://doi.org/10.1111/j.1467-9450.2009.00770.x

Oviedo, H. C., & Campo‐Arias, A. (2005). Aproximación al uso del coeficiente alfa de Cronbach. Revista Colombiana de Psiquiatría, 34(4), 572‐580. Recupreado de https://www.redalyc.org/pdf/806/80634409.pdf

Parra, P. (2010). Relación entre el nivel de engagement y el rendimiento académico teórico/práctico. Revista de Educación en Ciencias Salud, 7(1), 57-63. http://www2.udec.cl/ofem/recs/anteriores/vol712010/revbib71a.pdf

Pena, M., & Extremera, N. (2012). Inteligencia emocional percibida en profesorado de Primaria y su relación con los niveles de burnout e ilusión por el trabajo (engagement). Revista de Educación, 359, 604-627. http://www.revistaeducacion.educacion.es/doi/359_109.pdf

Peters, G.Y. (2014). The alpha and the omega of scale reliability and validity. The European Health Psychologist, 16(2), 56-69. https://www.ehps.net/ehp/index.php/contents/article/view/ehp.v16.i2.p56

Raykov, T., & Marcoulides, G.A. (2017). Thanks Coefficient Alpha, We still ned you! Educational and Psychological Measurement, 79(1), 200-210. https://doi.org/10.1177/0013164417725127

Rodríguez, A., Val, S., & Cortés, A. (2020). Analysis of proactivity in university students and professors. International Journal of Social Policy and Education, 2 (3), 19-28. https://ijspe.com/Journals/201980.pdf

Salanova, M., & Schaufeli, W.B. (2009). El engagement de los empleados. Cuando el trabajo se convierte en pasión. Alianza Editorial.

Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement. Anxiety, Stress y Coping, 23(1), 53-70. https://doi.org/10.1080/10615800802609965

Salanova, M., Schaufeli, W.B., Llorens, S., Peiró, J.M., & Grau, R. (2000). Desde el “burnout” al “engagement”: ¿una nueva perspectiva? Revista de Psicología del Trabajo y de las Organizaciones, 16, 117-134.

Sandoval, M., Mayorga, C., Elgueta, H., Soto, A., Viveros, J., & Riquelmel, S. (2018). Compromiso y motivación escolar: Una discusión conceptual. Revista Educación, 42(2) 2215-2644. https://doi.org/10.15517/revedu.v42i2.23471

Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Bur¬nout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481. https://doi.org/10.1177%2F0022022102033005003

Solaguren, M., & Moreno, L. (2018). Las tutorías académicas en carreras de ingeniería: una visión actual. Revista de Investigación Educativa, 37(1), 251-267. https://doi.org/10.6018/rie.37.1.320931

Tomczak, M., & Tomczak, E. (2014). The need to report effect size estimates revisited. An overview of some recommended measures of effect size. Trends Sport Sciences, 1(21), 19-25. http://tss.awf.poznan.pl/files/3_Trends_Vol21_2014__no1_20.pdf

Truta, C., Parv, L., & Topala, I. (2018). Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education. Sustainability, 10(12), 4637. https://doi.org/10.3390/su10124637

Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). Un viaje alrededor de alfa y omega para estimar la fiabilidad de consistencia interna. Anales de Psicología, 33(3), 755-782. http://dx.doi.org/10.6018/analesps.33.3.268401

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002

Weiss, C., Carolan, B., & Baker-Smith, E. (2010). Big school, small school: (Re) testing assumptions about high school size, school engagement and mathematics achievement. Journal of Youth and Adolescence, 39(2), 163-176. https://doi.org/10.1007/s10964-009-9402-3

Xanthopoulou D., Bakker A., Demerouti, E., & Schaufeli, W. (2008). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74, 235-44. https://doi.org/10.1016/j.jvb.2008.11.0033