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The main finding of this research is that in virtually all cases a positive correlation between the three dimensions of academic engagement and the three achievement rates analyzed has been observed. It has also been observed as a factor in differences between genders. Into the engagement dimensions, the vigor showed the best level of contribution into the different regression model in each academic achievement.

The present data are consistent with previous findings. Kuh, Cruce, Dhoup y Kinzie [ 33 ] also observed a positive correlation between engagement, GPA and the chances of returning for a second year at college. It has also been observed that students who leave college prematurely are less engaged than their counterparts who persist [ 47 ]. In a similar way, SR was slightly associated with three engagement dimensions [ 39 ] and with vigor and absorption by Manzano [ 37 , 38 ]. A second finding of this study is the fact that engagement could explain between However, there are important differences for each rate.

In the case of SR, any engagement dimensions have a predictive value. On the other hand, vigor could explain The dedication and absorption dimensions were not statistically significant to have a predictive value for these rates.

The association between academic engagement and achievement in health sciences students

The present results suggest that it is necessary to think about the fact that academic engagement may perhaps relate in a higher way to other qualitative constructs like satisfaction with studies [ 12 ], life satisfaction [ 13 ], self-efficacy beliefs [ 35 ], happiness [ 35 ] or dropping out of studying. It could be possible that associations with quantitative variables, as measured in this research, are not so strong.

However, we cannot forget that when we analyse academic achievement there are many personal, educational and contextual variables that have also an important role. That is to say, student success can be considered to be a multivariate factor. For this reason, we think that it is really difficult to isolate variables that explain big variances. In this way, we think the major implication of this study is the fact that our results have proved that academic engagement is one of those many factors that can have a positive influence on the academic achievement of students.

This could be a useful way for teachers in post-compulsory education to consider what more they can do to engage students in their learning Teachers who are conscious of the context within which they work and the backgrounds of their students, and who enquire about the motivational needs of their students, have a better chance of engaging them than those who do not. Interacting with staff is one of the most powerful learning activities in which students engage [ 1 , 2 , 48 ].

This study has some limitations that must be taken into account when interpreting the findings. Firstly, a cross-sectional study is not the best way to establish causality between factors, but can set up associations that help guide us towards further study. In order to solve this question, we are currently working on a four year longitudinal study with a cohort of the same students already tested.

Secondly, the use of a web application may have influenced the response rate. On the other hand, it is true that no previous researchers have analysed the relationship between academic engagement and student achievement in the way we have done, by using three individual rates that can be generalized to any case to give us more information.

We hypothesized that the more engaged students would be more likely to have the best academic achievement. Low correlation scores do not allow us to asseverate this fact, but our results have proved that academic engagement is one of many factors that have positively influenced the academic achievement of the students tested. Although the relationships found were not sufficiently strong to have a high predictive value, they suggest that the more engaged students are more likely to have the best academic achievements.

However, it is necessary to explore this relationship more extensively, by including other academic variables like satisfaction, self-efficacy, ways of learning, etc. Finally, these findings also suggest that student affairs practitioners should assess and emphasize academic engagement as one significant and important component in a successful college career.

It is necessary to ask yourself: What is important in motivating students to engage and how frequently is that motivation used in practice?

Australian survey of student engagement; GPA: Grade point average; NSSE: National survey of student engagement; SR: Utretch work engagement scale for students. The authors declare that they have no competing interests.

Vortreffliche Qualität, handwerkliche Tradition und Liebe zum Detail

The authors alone are responsible for the content and writing of the article. All the authors have made significant contributions to the article. MJC-H was responsible of the acquisition of data, screened articles and drafted the manuscript. AIC-V reviewed and edited the manuscript and contributed to the analysis and interpretation of data. FJB-L coordinated the administration of web surveys, checked data extraction and the statistical analysis.

NM-M was also responsible of the acquisition of data. MV-C collaborated in the acquisition of data and in the calculation of the academic rates. All authors read and approve the final manuscript.

The authors would like to thank all the students who have participated in this research. National Center for Biotechnology Information , U. Published online Feb Received Nov 26; Accepted Feb This article has been cited by other articles in PMC. Abstract Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed.

Results Positive correlations were found in all cases. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. Academic achievement, Academic engagement, Health sciences students, University education, Cross sectional study. Background Student engagement in post-school education has been researched since the s, have been considered as an important factor in determining student learning and personal development during college [ 1 , 2 ].

Methods Design and participants We conducted a cross-sectional research at the University of Malaga Spain. Measurement instruments The variables obtained by mail were: Open in a separate window. Academic achievement Academic achievement has been mainly measured with reference to the grade point average —GPA- [ 33 , 35 , 42 - 45 ]. The way each rate was calculated is shown below: Data analysis Descriptive statistics were obtained by measuring the central tendencies and rate of dispersion of the variables studied.

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Results In total, students were analyzed. Table 3 Pearson correlation coefficient between engagement dimensions and academic results. Table 4 Pearson correlation coefficient between engagement dimensions and academic results by gender. Table 5 Multiple regression analysis with the same predictor over 3 dependent variables about academic achievement. Discussion This study has analyzed the association between engagement and academic achievement in Health Sciences students.

Study limitations This study has some limitations that must be taken into account when interpreting the findings. Conclusions We hypothesized that the more engaged students would be more likely to have the best academic achievement. Competing interests The authors declare that they have no competing interests.

Pre-publication history The pre-publication history for this paper can be accessed here: Acknowledgements The authors would like to thank all the students who have participated in this research. What matters in college: How collage affects students.

The association between academic engagement and achievement in health sciences students

A third decade of research. Alternative approaches to assessing student engagement rates. Practical Assess Res Eval. A model of online and general campus-based student engagement. Lutz ME, Culver S. The national survey of student engagement: Student engagement in first year of an ICT degree: Demystifying the millennial student: Engagement in post-compulsory education: Research in post-compulsory education. Active and emotional student engagement: A nationwide, prospective, longitudinal study of Swedish nursing students. Int J Nurs Educ Scholarsh.

Epub May Life satisfaction and student engagement in adolescents. Burnout among health care professionals.

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