Abstract

CALDEIRA, Suzana Nunes et al. Higher education entering and student engagement. Psicol. pesq. [online]. 2020, vol.14, n.1, pp. 96-113. ISSN 1982-1247.  http://dx.doi.org/10.34019/1982-1247.2020.v14.29042.

In Higher Education some early experiences may make it difficult to get engaged in the new academic setting. This study analyzes the relationship between the perception of entering higher education and student engagement. 784 higher education students answered to a sociodemographic questionnaire, a BES´ subscale and the EAE-E4D. The BES´ subscale items were organized into three categories: "Integration and Reception", "Participation Level" and "Hazing". The results indicate: significant differences (t-test) between students according to age, with the oldest more engaged; positive and statistically significant correlations (Pearson) between BES´ categories and EAE-E4D; globally significant adjusted models (multiple linear regression) and the coefficients of the variables "Integration and reception" and "Level of participation" statistically significant for the global EAE-E4D and its affective dimension. The entry process has a predictive effect on engagement.

Keywords : Engagement; Higher education; Adaptation to higher education; School adjustment; Scaling.

        · abstract in Portuguese | Spanish     · text in Portuguese     · Portuguese ( pdf )