El reto de la permanencia en estudiantes universitarios: un estudio sobre engagement e intención de abandono académico.
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| Title: | El reto de la permanencia en estudiantes universitarios: un estudio sobre engagement e intención de abandono académico. |
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| Alternate Title: | التحدي المتمثل في استمرار الطلاب الجامعيين في الدراسة: دراسة حول الالتزام والنية في التخلي عن الدراسة الأكاديمية The challenge of permanence in university students: a study on academic engagement and intention to drop out. O desafio da permanência em estudantes universitários: um estudo sobre engagement e intenção de abandono académico. 大学生学习持续性的挑战：基于学习投入度与辍学意向的研究. |
| Authors: | López-Aguilar, David1 dlopez@ull.edu.es, Álvarez-Pérez, Pedro R.1 palvarez@ull.edu.es, González-Benítez, Nicole1 ngonzalb@ull.edu.es, Ramírez-Romero, Javier M.1 jramirez@ull.edu.es |
| Source: | Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa. jul-dic2025, Vol. 31 Issue 2, p1-21. 21p. |
| Subject Terms: | *Student engagement, *School dropouts, *Educational planning, *Academic achievement, *Higher education, Quantitative research, Well-being |
| Abstract (English): | In the context of higher education, the need to offer quality training and prevent the risk of dropping out of studies has been insisted upon, which implies reviewing all the elements involved in the student learning process. Engagement is one of the factors associated with the academic performance and well-being of students, so it is considered that there may be a close relationship with disengagement from studies. With the aim of analyzing the impact of academic engagement on the intention to drop out among undergraduate students, a quantitative study was conducted with 2,352 students from three Spanish universities. Participants were selected through stratified random sampling and completed a questionnaire on academic engagement, developed based on the Utrecht Work Engagement Scale (UWES). The results showed significant differences between the different dimensions of academic commitment (vigor, dedication and absorption) and the risk of dropping out. The students were classified into four groups according to the risk of dropping out and it was found that those with the lowest risk (Q1) obtained higher scores in the dimensions of engagement. The results suggest that academic commitment is key to permanence in undergraduate university studies, so strategies should be implemented to develop it and optimize the educational process of students. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En el contexto de la educación superior se viene insistiendo en la necesidad de ofrecer una formación de calidad y prevenir el riesgo de abandono de los estudios, lo que implica revisar todos los elementos que intervienen en el proceso de aprendizaje del alumnado. El engagement es uno de los factores asociados al desempeño académico y al bienestar de los estudiantes, por lo que se considera que puede haber una estrecha relación con la desvinculación de los estudios. Con la intención de analizar la incidencia del engagement académico en la intención de abandono en estudiantes de grado, se llevó a cabo una investigación de corte cuantitativo con 2352 estudiantes de tres universidades españolas, seleccionados a través de un muestreo aleatorio estratificado, que respondieron a un cuestionario sobre compromiso académico, elaborado a partir de la Utrecht Work Engagement Scale. Los resultados mostraron diferencias significativas entre las distintas dimensiones del compromiso académico (vigor, dedicación y absorción) y el riesgo de abandono. Los estudiantes se clasificaron en cuatro grupos según el riesgo de abandonar y se comprobó que los de menor riesgo (Q1) obtuvieron mayores puntuaciones en las dimensiones del engagement. Los resultados sugieren que el compromiso académico es clave en la permanencia en los estudios universitarios de grado, por lo que se deberían implementar estrategias para desarrollarlo y optimizar el proceso formativo del alumnado. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | No contexto do ensino superior, tem-se insistido na necessidade de oferecer uma formação de qualidade e prevenir o risco de abandono dos estudos, o que implica a revisão de todos os elementos envolvidos no processo de aprendizagem dos estudantes. O engagement é um dos fatores associados ao desempenho académico e ao bem-estar dos estudantes, pelo que se considera que pode existir uma relação estreita com o desinteresse pelos estudos. Com a intenção de analisar o impacto do engagement académico na intenção de abandono em estudantes universitários, foi realizada uma investigação de corte quantitativo com 2352 estudantes de três universidades espanholas, selecionados através de uma amostragem aleatória estratificada, que responderam a um questionário sobre envolvimento académico, elaborado a partir da Utrecht Work Engagement Scale. Os resultados revelaram diferenças significativas entre as diferentes dimensões do empenho académico (vigor, dedicação e absorção) e o risco de abandono. Os estudantes foram classificados em quatro grupos, de acordo com o seu risco de abandono, e verificou-se que os de menor risco (Q1) obtiveram maiores pontuações nas dimensões do engagement. Os resultados sugerem que o empenho académico é fundamental para a permanência nos estudos universitários de graduação, pelo que devem ser implementadas estratégias para o desenvolver e otimizar o processo formativo dos estudantes. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): | 在高等教育背景下, 提升教育质量并预防学生辍学风险已成为重要议题, 这要求系统性审视影响学生 学习过程的各项因素。学习投入度（engagement）被认为与学生的学业表现及其幸福感密切相关, 因 此可能与学业脱离现象存在紧密联系。本研究旨在分析本科生学业投入度对辍学意向的影响, 采用定 量研究设计, 对西班牙三所大学的 2352 名学生进行分层随机抽样调查, 所使用的学业投入度问卷基 于 Utrecht 工作投入量表（UWES）编制。研究结果显示, 学业投入度的不同维度（活力、奉献与专 注）与辍学风险之间存在显著差异。根据辍学风险水平将学生分为四组后发现, 辍学风险最低的学生 群体在各投入度维度上得分最高。研究结果表明, 学业投入度是促进大学本科生学习持续性的关键因 素, 因此有必要通过系统性策略加以培养, 以优化学生的学习过程. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | In the context of higher education, the need to offer quality training and prevent the risk of dropping out of studies has been insisted upon, which implies reviewing all the elements involved in the student learning process. Engagement is one of the factors associated with the academic performance and well-being of students, so it is considered that there may be a close relationship with disengagement from studies. With the aim of analyzing the impact of academic engagement on the intention to drop out among undergraduate students, a quantitative study was conducted with 2,352 students from three Spanish universities. Participants were selected through stratified random sampling and completed a questionnaire on academic engagement, developed based on the Utrecht Work Engagement Scale (UWES). The results showed significant differences between the different dimensions of academic commitment (vigor, dedication and absorption) and the risk of dropping out. The students were classified into four groups according to the risk of dropping out and it was found that those with the lowest risk (Q1) obtained higher scores in the dimensions of engagement. The results suggest that academic commitment is key to permanence in undergraduate university studies, so strategies should be implemented to develop it and optimize the educational process of students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11344032 |
| DOI: | 10.30827/relieve.v31i2.32947 |
