Adaptability, Engagement, and Degree Completion: A Longitudinal Investigation of University Students

Autor/inn/en	Holliman, A. J.; Martin, A. J.; Collie, R. J.
Titel	Adaptability, Engagement, and Degree Completion: A Longitudinal Investigation of University Students
Quelle	In: Educational Psychology, 38 (2018) 6, S.785-799 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holliman, A. J.) ORCID (Martin, A. J.) ORCID (Collie, R. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1426835
Schlagwörter	Student Adjustment; Longitudinal Studies; Learner Engagement; Prediction; Educational Attainment; Student Attitudes; Graduation; Academic Achievement; Student Records; Honors Curriculum; Psychology; Law Enforcement; College Freshmen; Foreign Countries; Measures (Individuals); Psychometrics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Bildungsabschluss; Bildungsgut; Schülerverhalten; Abschluss; Graduierung; Schulleistung; Schülerakte; Psychologie; Gesetzesvollzug; Studienanfänger; Ausland; Messdaten; Psychometry; Psychometrie
Abstract	University entry and the passage through university is a time of great change. The extent to which students are able to adjust to successfully navigate this change (adaptability) is likely to influence their academic outcomes. Prior research has identified a link between university students' adaptability and academic achievement via behavioural engagement. The current longitudinal study extends this research by examining whether university students' adaptability predicts degree completion via behavioural engagement. Undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at degree commencement. Their completion status was extracted from the University Records System at the end of the degree. Findings showed that adaptability predicts both positive and negative behavioural engagement, and that negative (but not positive) behavioural engagement predicts degree completion. Adaptability was also found to influence degree completion indirectly via negative behavioural engagement. These findings hold important theoretical and practical implications for educators and researchers seeking to understand how students manage the transition to university and the extent to, and mechanisms by which students' adaptability is associated with university degree completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01