Student engagement in Higher Education, age and parental education level
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 p...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2023 |
| Country: | Brasil |
| Institution: | Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
| Repository: | Estudos de Psicologia (Campinas) |
| Language: | English |
| OAI Identifier: | oai:ojs.periodicos.puc-campinas.edu.br:article/7302 |
| Online Access: | https://periodicos.puc-campinas.edu.br/estpsi/article/view/7302 |
| Access Level: | Open access |
| Keyword: | Higher education Maternal education Motivation Paternal education Educação superior Escolaridade materna Motivação Escolaridade paterna |
| Summary: | 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. |
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