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Pregled bibliografske jedinice broj: 1036047

Engagement and Academic Flow in College Students: An Eight-Month Longitudinal Study


Rijavec, Majda; Ljubin Golub, Tajana
Engagement and Academic Flow in College Students: An Eight-Month Longitudinal Study // XVI EUROPEAN CONGRESS OF PSYCHOLOGY 2019
Moskva: Московский государственный университет имени М.В. Ломоносова, 2019. str. 744-744 (predavanje, međunarodna recenzija, sažetak, znanstveni)


Naslov
Engagement and Academic Flow in College Students: An Eight-Month Longitudinal Study

Autori
Rijavec, Majda ; Ljubin Golub, Tajana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
XVI EUROPEAN CONGRESS OF PSYCHOLOGY 2019 / - Moskva : Московский государственный университет имени М.В. Ломоносова, 2019, 744-744

Skup
XVI EUROPEAN CONGRESS OF PSYCHOLOGY (ECP 2019)

Mjesto i datum
Moskva, Ruska feferacija, 2-5.7.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Engagement, academic flow, students, logitudinal study

Sažetak
The tendency to experience flow in academic setting is previously found to be positively associated to cognitive and behavioural engagement, and negatively to emotional (anxious) engagement. However, whether engagement predicts longitudinal changes in academic flow is still unclear, as well as the possibility that experiencing flow can increase students cognitive and behavioural engagement and decrease anxious engagement. Using a two-wave cross-lagged panel design, the current study examined cognitive, behavioural and anxious engagement and academic flow in 308 first year students of University in Zagreb over 8 months of studying at the university. Mean age of the sample participants equalled 19.61 (SD = 2.20), and 90.6% of the sample were female. Two questionnaires were administered to assess engagement and academic flow: an adapted version of the Swedish Flow Proneness Questionnaire (SFPQ ; Ullen et al., 2012) and The Academic Engagement Scale (AES ; Rovan, Ljubin-Golub, & Petričević, 2016). Engagement and flow were assessed in two time waves: one month after beginning of the academic year, and then after 8 months, at the end of the academic year. Structural equation modeling was employed to test a series of competing models: stability model, direct model, reversed model and reciprocal model. Results indicated that a model with a path from different paths of engagement at the beginning of the academic year to academic flow at the end of the academic year was the most parsimonious and provided acceptable model fit, suggesting that engagement is related to increasing flow experiences. However, only direct effect from behavioural engagement on academic flow was significant. Cognitive and anxious engagement were not related to subsequent flow experiences. Also, there was little support for a relationship between flow at the beginning of academic year and engagement at the end (reversed model), suggesting that experiencing academic flow is not related to subsequent engagement. Since academic flow has been found to be related to various positive outcomes (such as achievement and well-being) these results point to the importance of behaviourally engaging students at the beginning of their studies.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Učiteljski fakultet, Zagreb