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

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dc.citation.issue4
dc.citation.volume79
dc.contributor.authorKahu ER
dc.contributor.authorPicton C
dc.contributor.authorNelson K
dc.date.available2020-04
dc.date.issued2/07/2019
dc.description.abstractStudent 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.
dc.description.publication-statusPublished
dc.format.extent657 - 673
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000533076100006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fef
dc.identifier.citationHIGHER EDUCATION, 2020, 79 (4), pp. 657 - 673
dc.identifier.doi10.1007/s10734-019-00429-w
dc.identifier.eissn1573-174X
dc.identifier.elements-id424957
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0018-1560
dc.identifier.urihttps://hdl.handle.net/10179/15923
dc.publisherSpringer Nature Switzerland AG
dc.relation.isPartOfHIGHER EDUCATION
dc.subjectStudent engagement
dc.subjectFirst-year experience
dc.subjectHigher education
dc.subjectCritical realism
dc.subject.anzsrc1301 Education Systems
dc.subject.anzsrc1302 Curriculum and Pedagogy
dc.subject.anzsrc1303 Specialist Studies in Education
dc.titlePathways to engagement: a longitudinal study of the first-year student experience in the educational interface
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/School of Psychology
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