Psychological engagement of university students: Learning communities and family relationships
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 5 June 2018
Issue publication date: 19 June 2018
Abstract
Purpose
The purpose of this paper is to investigate the relationship of undergraduate university students’ course experience (learning community (LC), clear goals and standards, student support, study-family affect (SF affect) and autonomy) to their well-being, as measured by psychological engagement (dedication, absorption and vigour) and burnout (exhaustion and disengagement/cynicism).
Design/methodology/approach
First-year psychology students (n=128) were surveyed using previously validated measures of their well-being and experiences at university.
Findings
Belonging to a LC (where students were encouraged to develop fluidity with the subject matter and share insights) was positively related to students’ psychological engagement. By contrast, the provision of ready access to course materials did not predict student engagement. Knowledge of goals and standards predicted that students would find course work energising (vigour). Respondents reported that SF affect (where participation at university enhances family life) was related to their engagement at university. In addition, mature age students (over the age of 25 years) reported higher levels of engagement in their study than did younger students.
Research limitations/implications
The dominant predictor of student well-being (LC) was redolent of two important psychological human needs (affiliation and mastery). The central nature of this variable to student well-being is therefore currently undifferentiated and calls for the application of more finely tuned instruments to predict student well-being.
Originality/value
The current research applied measures from the widely validated Course Experience Questionnaire (Ramsden, 1991) as predictors of students’ psychological engagement and burnout. It highlights the value of personal relationships and community in university students’ mastery of difficult course material.
Keywords
Citation
Timms, C., Fishman, T., Godineau, A., Granger, J. and Sibanda, T. (2018), "Psychological engagement of university students: Learning communities and family relationships", Journal of Applied Research in Higher Education, Vol. 10 No. 3, pp. 243-255. https://doi.org/10.1108/JARHE-09-2017-0107
Publisher
:Emerald Publishing Limited
Copyright © 2018, Emerald Publishing Limited