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Engagement and Academic Flow in College Students: An Eight-Month Longitudinal Study (CROSBI ID 684764)

Prilog sa skupa u zborniku | sažetak izlaganja sa skupa | međunarodna recenzija

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

Podaci o odgovornosti

Rijavec, Majda ; Ljubin Golub, Tajana

engleski

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

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.

Engagement, academic flow, students, logitudinal study

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Podaci o prilogu

744-744.

2019.

objavljeno

Podaci o matičnoj publikaciji

XVI EUROPEAN CONGRESS OF PSYCHOLOGY 2019

Moskva: Московский государственный университет имени М.В. Ломоносова

Podaci o skupu

16th European Congress of Psychology (ECP 2019)

predavanje

02.07.2019-05.07.2019

Moskva, Ruska Federacija

Povezanost rada

Psihologija