Dimensions of academic engagement and their relationship with academic performance in students enrolled in intermediate and advanced vocational education programsles
DOI:
https://doi.org/10.55777/nfnbvr37Keywords:
student engagement, vocational training, academic satisfaction, academic commitement, academic performanceAbstract
The study of engagement allows the analysis of educational itineraries and their relationship with the high rate of early abandonment of education and training. The objective of this study is to relate engagement with academic performance in students in intermediate and higher vocational training cycles. This is a non-experimental quantitative cross-sectional study with descriptive correlational performance. The sample is made up of 108 students (44.4% men and 55.6% women) aged between 18 and 56, studying in training cycles (35.3% intermediate degree, 64.8% higher degree) selected through a random sampling method. The analyzes performed are a Pearson linear correlation, Pearson linear regression and Student's T for two independent samples. The results allow us to affirm the existence of a positive or negative but significant relationship between the three types of engagement measured. Furthermore, it is found that engagement can predict academic performance and that the older they are, the more engagement the students usually present.
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