Link Between Academic Engagement and Sense of Belonging in First-Year University Students

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation.
 Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

The purpose of this study was to investigate the relationship between emotional intelligence (EI) and academic achievement, with academic engagement serving as a mediator. A correlational research design was employed to achieve this objective. First-year regular undergraduate students attending Wollo University during the 2023/2024 academic year comprised the target population. The Trait Emotional Intelligence Questionnaires-Short Form (TEIQue-SF) and Utrecht Work Engagement Scale-Student Version (UWES-S) were used to collect data from 1,351 randomly selected students. The first-semester grade point average was used to assess academic achievement scores. The following analyses were performed: descriptive statistics, Pearson product–moment correlation, measurement model analysis to ascertain the reliability and validity of the measures used in the study, and structural equation modeling (SEM) analysis to test the relationships between the study variables. The results revealed that trait EI was positively related to academic engagement (r = 0.350), academic achievement (r = 0.407), and the relationship between academic engagement and academic achievement (r = 0.628). The measurement model analysis confirmed an acceptable level of reliability and construct validity for the TEIQue-SF and UWES-S measures. Findings showed that trait EI had a positive and direct effect on academic achievement and engagement. Trait EI and academic engagement accounted for 49.9% of the variance in academic achievement. Mediation analyses indicated that academic engagement partially mediates the effect of EI on students’ academic achievement (β = 0.220, p = 0.000). This suggests that the positive effect of EI on academic achievement is further enhanced by academic engagement. It is recommended that curriculum developers and educators focus on intervention strategies that foster students’ EI skills and academic engagement.

Background: University students with suicidal ideation are at high risk of suicide, which constitutes a significant social and public health problem in China. However, little is known about the prevalence and associated risk factors of suicidal ideation among first-year university students in China, especially during the COVID-19 pandemic. Objectives: To investigate the prevalence of suicidal ideation and its factors in first-year Chinese university students from a vocational college in Zhejiang during the COVID-19 pandemic. Methods: Using a cluster sampling technique, a university-wide survey was conducted of 686 first-year university students from Hangzhou in March 2020 using University Personality Inventory (UPI). UPI includes an assessment for suicidal ideation and possible risk factors. Suicidal ideation prevalence was calculated for males and females. Univariate analysis and multivariable logistic regression models were conducted, adjusting for age and sex. Analyses were carried out using the SPSS version 22.0 software. Results: The prevalence of 12-month suicidal ideation among first-year university students during March 2020 was 5.2%, and there was no significant difference between males and females (4.8% vs. 6.0%, = 0.28, p = 0.597). Multivariable logistic regression analysis identified social avoidance (B = 0.78, OR = 2.17, p < 0.001) and emotional vulnerability (B = 0.71, OR = 2.02, p < 0.001) as positively associated with suicidal ideation. Conclusions: Social avoidance and emotional vulnerabilities are unique factors associated with greater suicidal ideation among first-year university students during the COVID-19 pandemic. UPI serves as a validated tool to screen suicide risks among Chinese university students. Encouraging social engagement and improving emotional regulation skills are promising targets to reduce suicidal ideation among first-year university students.

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on enhancing university first-year L2 students’ intellectual traits. The study involved two randomly selected first-year Social Science stream classes. The researchers employed the embedded design in the study because they mainly used quantitative data augmented by qualitative data. The researchers analyzed the questionnaire data and the interview data using the one-way between groups ANCOVA and thematic analysis method respectively. The finding of the questionnaire data analysis indicated that participants in the treatment group were better in their intellectual traits scores. The result of the interview data analysis also revealed that participants in the treatment group had a better interest in using elements of thought and intellectual traits after the intervention. Hence, integrating critical thinking instruction into APW lessons needs to be considered among all stakeholders to enhance university first-year EFL students’ intellectual traits. Keywords: Argumentative paragraph; critical thinking; instruction; intellectual traits; university first-year students.

University students (especially first-years) not only have to cope with their academic curriculum but also issues such as being away from the home environment and living independently for the first time. Those who do not adapt quickly to these new conditions are likely to be susceptible to physical and psychological vulnerabilities. The present study surveyed first-year Bangladeshi undergraduate students to investigate their weight status (i.e., the prevalence of being normal weight, underweight, overweight, and obese) and the prevalence of depression and associated risk factors. A cross-sectional survey was conducted among 404 first-year university students (aged 18–23 years) residing at a Bangladeshi university. The participants completed a survey examining socio-demographic and behavioral variables, alongside the WHO-5 Well-Being Index. Binary logistic regression was performed to determine significant associations between the variables under examination. Prevalence rates of being normal weight, underweight, overweight, and obese were 66.8%, 20.3%, 9.7%, and 3.2% respectively. Associated predictors of weight-related problems were being female and lack of physical exercise. The prevalence rate of depression was 68.1%. There were no significant gender differences and associated predictors of depression were lack of physical exercise, unsatisfactory sleep quality, excessive internet use, and excessive reading hours. Being underweight, overweight, or being obese alongside the prevalence of depression among first-year university students were high. Findings indicate that first-year university students are a vulnerable group for some physical and psychological problems. Findings recommend the need for intervention programs, alongside adequate and appropriate supportive services for first-year Bangladeshi university students.

This study examined the relationships between first-year university students’ academic motivation, retrospective evaluation of school experiences, subjective well-being, engagement and intention to drop out. Self-determination theory, the SInAPSi model of academic engagement, the hedonic approach, and the retrospective judgment process were used to frame the study. A final sample of 565 first-year Italian students enrolled in Science-Technology-Engineering-Mathematics (STEM) courses (Biology, Biotechnologies, Chemistry, Computer Science, Physics, Mathematics) was included. Three mediation models based on structural equations were tested to analyse the relationships between the proposed variables: motivation as an antecedent of dropout intention with only commitment as a mediator (model 1); model 1 + subjective well-being as a second mediator (model 2); model 2 + retrospective judgement as an antecedent (model 3). The results showed that in all models the more autonomous motivational styles predicted students’ engagement, which in turn directly and indirectly influenced their intention to drop out. In model 2, subjective well-being acted as a mediator of the relationships between motivation, engagement and dropout intentions. In model 3, we found that subjective well-being also fully mediated the relationships between retrospective judgement and engagement. Overall, our findings provide new insights into the mechanisms underlying student engagement and dropout at university and may inform university policy.

Background: Students in the United States gain weight significantly during their first year of university, however limited data are available for Australian students. Methods: This 12-month observational study was conducted to monitor monthly body weight and composition, as well as quarterly eating behaviours, dietary intake, physical activity, sedentary behaviours, and basal metabolic rate changes amongst first-year Australian university students. Participants were first-year university students over 18 years. Results: Twenty-two first-year university students (5 males and 17 females) completed the study. Female students gained weight significantly at two, three, and four-months (+0.9 kg; +1.5 kg; +1.1 kg, p < 0.05). Female waist circumference (2.5 cm increase at three-months, p = 0.012), and body fat also increased (+0.9%, p = 0.026 at three-months). Intakes of sugar, saturated fat (both >10% of total energy), and sodium exceeded recommended levels (>2000 mg) at 12-months. Greater sedentary behaviours were observed amongst male students throughout the study (p <0.05). Conclusions: Female students are at risk of unfavourable changes in body composition during the first year of university, while males are at risk of increased sedentary behaviours. High intakes of saturated fat, sugars, and sodium warrant future interventions in such a vulnerable group.

Students around the world are expected to read, comprehend and learn from growing numbers of English texts in higher educational contexts where the official medium of instruction is the local language. Despite this language shift, relatively little attention has been paid to the challenges academic texts in English present for students. The present paper provides insights into first-year university students’ perceptions of and attitudes towards academic reading in English in Sweden through a sequential explanatory design with questionnaires and follow-up interviews. Sweden is often seen as a model country in terms of second-language proficiency in English, but as this study shows, a majority of first-year university students expressed negative attitudes towards academic reading in English. Student responses suggested more than one third of first-year Swedish university students in social science subjects struggled to comprehend and keep up with their assigned reading, with vocabulary and reading speed cited as their biggest challenges. This paper further shows that a considerable number of students entered higher education unaware that they were going to be required to read academic texts in English, with some questioning this common practice. Finally, implications for teachers are discussed.

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on enhancing university first-year L2 students’ intellectual traits. Two randomly selected first-year Social Science classes were involved in the study – one as a non-treatment group (taught argumentative paragraph writing conventionally), and the other as a treatment group (provided critical thinking-infused paragraph writing instruction). The embedded design was employed for the study was mainly conducted using quantitative data augmented by qualitative data to probe reflections of some participants in the treatment group on the experience they gained from the treatment. The quantitative and the qualitative data were analyzed using one-way between groups ANCOVA and thematic analysis method respectively. The finding indicated that participants in the treatment group were better in their intellectual traits scores (F (1, 60) = 123.649, p = 0.000, partial Eta squared = 0. 805). The result of the interview analysis also revealed that participants in the treatment group had a better interest in using elements of thought and intellectual traits after the intervention. Hence, it was recommended that integrating critical thinking instruction into APW lessons needs to be considered among all stakeholders to enhance university first-year EFL students’ intellectual traits. Keywords: Argumentative paragraph; critical thinking, intellectual traits, critical thinking model DOI: 10.7176/NMMC/101-03 Publication date: April 30 th 2022

Psychological distress among first-year health science students in Taiwan

The purpose of this paper was to investigate whether there are relationships between first-year college students’ use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.

The purpose of this paper was to examine whether there is an effect of common reading program participation on first-year students' academic engagement, faculty interactions, and sense of belonging. Using a multi-institutional sample, propensity score matching, and linear regression techniques, the results suggest that common reading programs have significant ( p &lt; .05) and positive effects on first-year students' academic engagement, frequency of faculty interactions, and sense of belonging above and beyond other first-year experiences.

The effect of remote learning on the mental health of first year university students in Japan

Objective: To examine the independent and combined effects of Theory of Planned Behavior (TPB) variables and trait self-control (TSC) in the prediction of fruit and vegetable consumption (FVC) among first-year university students. Participants: Seventy-six first-year undergraduate university students. Methods: In their first week of class (September 2011), participants completed baseline measures of TSC, attitudes, subjective norms, perceived behavioral control, and intentions about their FVC. One week later, students completed a 7-day food recall, from which daily FVC was calculated. Results: Baseline attitudes and perceived behavioral control predicted intentions (adjR2 = .58). Intentions and TSC predicted FVC (adjR2 = .24). Conclusions: The TPB may be a useful framework on which to base a FVC intervention for first-year undergraduate students; however, focusing solely on increasing positive intentions to consume FVC will not necessarily translate into FVC behavior, as other personal- and environmental-level variables may play a role.

Objective: Internet addiction among university undergraduates may deeply impact their academic lives. This study investigated the association between academic fatigue, academic engagement, academic performance, gender, and internet addiction and how the variables jointly and relatively predict internet addiction among undergraduates in southwestern universities in Nigeria. Method: The correlational research type of the non-experimental research design was adopted for this study. A multi-stage sampling procedure was used to select 1,157 students. The main variables were the Internet Addiction Test (&lt;em&gt;r &lt;/em&gt;= 0.82) and the Academic Fatigue Questionnaire (&lt;em&gt;r &lt;/em&gt;= 0.85; both adapted), as well as the Academic Engagement Scale (&lt;em&gt;r&lt;/em&gt; = 0.93; researcher developed) and cumulative grade point average. We analyzed the data using frequency, percentages, correlation, and multiple regression. Results: Undergraduate males are significantly more addicted to the internet than females. Academic fatigue, academic engagement, male gender, and internet addiction had a positive significant relationship, while academic performance did not. The multiple association among academic fatigue, engagement, male gender, and internet addiction was 0.6, while the variance accounted for by the predictors on internet addiction was 35.2%. Further, academic fatigue (β = 0.346, &lt;em&gt;t&lt;/em&gt; = 14.042, &lt;em&gt;p&lt;/em&gt; t = 15.741, &lt;em&gt;p&lt;/em&gt;t = 7.609, &lt;em&gt;p&lt;/em&gt; Conclusion: Academic fatigue, academic engagement, and gender (specifically male) are leading causes of increased internet addiction among undergraduates. This study contributes to the extant literature by providing evidence that academic performance or success does not necessarily predict internet addiction among university students. Nevertheless, undergraduates should be helped to moderate internet usage.