Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface.

Autor/inn/en	Kahu, Ella R.; Picton, Catherine; Nelson, Karen J.
Titel	Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface.
Quelle	In: Higher education, 79 (2020) 4, S. 657-673Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-019-00429-w
Schlagwörter	Australien; Ausland; Studentenschaft; Politische Aktion; Studentenschaft; Ausland; Australien
Abstract	Student engagement is critical to success in the first year of university, yet evidence about how and why various factors influence engagement remains relatively rare. This study addresses this gap combining an existing framework of student engagement (Kahu and Nelson, Higher Education Research and Development, 37(1), 58-71, 2018) with student narratives to provide a detailed understanding of students' engagement throughout their first year. Weekly semi-structured interviews with 19 first-year students at an Australian university illustrate how student and university factors interact to influence engagement, as conceptualised in the framework. The findings provide empirical support for the framework of student engagement, offering a more nuanced understanding of the student experience within the framework's educational interface. The importance of self-efficacy, belonging, emotions and wellbeing as interwoven pathways to student engagement is demonstrated and the contextual and dynamic nature of engagement highlighted. Further work is necessary to understand how this knowledge can best facilitate student engagement and perhaps reduce cycles of disengagement. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2020/4