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The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen

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Title: The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen
Language: English
Authors: Pavani Vemuri (ORCID 0000-0001-8668-2011), Sonsoles López-Pernas (ORCID 0000-0002-9621-1392), Stephan Poelmans, Monique Snoeck, Mohammed Saqr
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Longitudinal Studies, Learner Engagement, Business Education, Academic Persistence, Student Behavior, Foreign Countries, Academic Achievement, Time Factors (Learning), Course Content
Geographic Terms: Belgium
DOI: 10.1002/jcal.70250
ISSN: 0266-4909
1365-2729
Abstract: Background: Engagement is an essential ingredient in achieving learning success. It can be understood as a dynamic process that unfolds over time, and is shaped by several factors related to the learner and the learning context. Understanding how learners fluctuate between engagement and disengagement is vital for many stakeholders. Especially in the case of first-year bachelor's students who are prone to high attrition and low success rates, it is important to consider engagement or lack thereof longitudinally. Objectives: This study aims to analyse the longitudinal engagement trajectories of first-year business students to inform interventions that can foster sustained engagement. Methods: Using the VaSSTra methodology, we explore the longitudinal engagement of students in the first year of a Business bachelor's program. A large dataset of 13 semester-length courses of 651 students and 8463 student enrollments is examined. Results and Conclusions: Three engagement states (active, average and disengaged) and three distinct longitudinal engagement trajectories (mostly engaged, mostly average and mostly disengaged) are identified. Stability and heterogeneity were explored using within-student and between-student entropy. The Mostly Engaged trajectory was stable with infrequent changes in engagement across courses and scored the highest. The Mostly Average trajectory was the most frequent with less stability and more transitions between states. The Mostly Disengaged trajectory became more disengaged in courses of the second semester. The results of our study show that interventions and support should be fortified in the first semester itself to support students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506842
Database: ERIC
FullText Text:
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  Data: The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen
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  Data: <searchLink fieldCode="AR" term="%22Pavani+Vemuri%22">Pavani Vemuri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8668-2011">0000-0001-8668-2011</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sonsoles+López-Pernas%22">Sonsoles López-Pernas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9621-1392">0000-0002-9621-1392</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephan+Poelmans%22">Stephan Poelmans</searchLink><br /><searchLink fieldCode="AR" term="%22Monique+Snoeck%22">Monique Snoeck</searchLink><br /><searchLink fieldCode="AR" term="%22Mohammed+Saqr%22">Mohammed Saqr</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink>
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  Data: 10.1002/jcal.70250
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background: Engagement is an essential ingredient in achieving learning success. It can be understood as a dynamic process that unfolds over time, and is shaped by several factors related to the learner and the learning context. Understanding how learners fluctuate between engagement and disengagement is vital for many stakeholders. Especially in the case of first-year bachelor's students who are prone to high attrition and low success rates, it is important to consider engagement or lack thereof longitudinally. Objectives: This study aims to analyse the longitudinal engagement trajectories of first-year business students to inform interventions that can foster sustained engagement. Methods: Using the VaSSTra methodology, we explore the longitudinal engagement of students in the first year of a Business bachelor's program. A large dataset of 13 semester-length courses of 651 students and 8463 student enrollments is examined. Results and Conclusions: Three engagement states (active, average and disengaged) and three distinct longitudinal engagement trajectories (mostly engaged, mostly average and mostly disengaged) are identified. Stability and heterogeneity were explored using within-student and between-student entropy. The Mostly Engaged trajectory was stable with infrequent changes in engagement across courses and scored the highest. The Mostly Average trajectory was the most frequent with less stability and more transitions between states. The Mostly Disengaged trajectory became more disengaged in courses of the second semester. The results of our study show that interventions and support should be fortified in the first semester itself to support students.
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        Value: 10.1002/jcal.70250
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      – Text: English
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        PageCount: 17
    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Business Education
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Student Behavior
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Time Factors (Learning)
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      – SubjectFull: Course Content
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      – SubjectFull: Belgium
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