Engagement and commitment in higher education: Looking at the role of identification and perception of performance

Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university i...

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Detalhes bibliográficos
Autores: Borja Gil, Javier, Castellanos Verdugo, Mario, Oviedo García, María de los Ángeles
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2024
País:España
Recursos:Universidad de Sevilla (US)
Repositório:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/170342
Acesso em linha:https://hdl.handle.net/11441/170342
https://doi.org/10.1111/ejed.12642
Access Level:Acceso aberto
Palavra-chave:Commitment to university
Educational engagement
Higher Education
Perception of performance
Student-university identification
Dropout
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spelling Engagement and commitment in higher education: Looking at the role of identification and perception of performanceBorja Gil, JavierCastellanos Verdugo, MarioOviedo García, María de los ÁngelesCommitment to universityEducational engagementHigher EducationPerception of performanceStudent-university identificationDropoutWithin OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university identification and perception of performance were analysed at the campus of Social and Juridical Sciences of Seville University (Spain). A sample of 641 valid questionnaires was used to analyse the constructs and their complex inter-relations using Partial Least Squares-Simultaneous Equation Modelling. The results revealed a strong relation between identification with and commitment to the university, as well as between educational engagement and identification. Universities as institutions are called on to take action to reduce high early dropout rates by encouraging educational engagement and identification with the university. Such actions might include departments for educational orientation and the promotion of activities to foster enduring links between students and universities.WileyAdministración de Empresas y Marketing2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/170342https://doi.org/10.1111/ejed.12642reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEuropean Journal of Education, 59 (2), e12642.https://doi.org/10.1111/ejed.12642info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1703422026-06-17T12:51:07Z
dc.title.none.fl_str_mv Engagement and commitment in higher education: Looking at the role of identification and perception of performance
title Engagement and commitment in higher education: Looking at the role of identification and perception of performance
spellingShingle Engagement and commitment in higher education: Looking at the role of identification and perception of performance
Borja Gil, Javier
Commitment to university
Educational engagement
Higher Education
Perception of performance
Student-university identification
Dropout
title_short Engagement and commitment in higher education: Looking at the role of identification and perception of performance
title_full Engagement and commitment in higher education: Looking at the role of identification and perception of performance
title_fullStr Engagement and commitment in higher education: Looking at the role of identification and perception of performance
title_full_unstemmed Engagement and commitment in higher education: Looking at the role of identification and perception of performance
title_sort Engagement and commitment in higher education: Looking at the role of identification and perception of performance
dc.creator.none.fl_str_mv Borja Gil, Javier
Castellanos Verdugo, Mario
Oviedo García, María de los Ángeles
author Borja Gil, Javier
author_facet Borja Gil, Javier
Castellanos Verdugo, Mario
Oviedo García, María de los Ángeles
author_role author
author2 Castellanos Verdugo, Mario
Oviedo García, María de los Ángeles
author2_role author
author
dc.contributor.none.fl_str_mv Administración de Empresas y Marketing
dc.subject.none.fl_str_mv Commitment to university
Educational engagement
Higher Education
Perception of performance
Student-university identification
Dropout
topic Commitment to university
Educational engagement
Higher Education
Perception of performance
Student-university identification
Dropout
description Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university identification and perception of performance were analysed at the campus of Social and Juridical Sciences of Seville University (Spain). A sample of 641 valid questionnaires was used to analyse the constructs and their complex inter-relations using Partial Least Squares-Simultaneous Equation Modelling. The results revealed a strong relation between identification with and commitment to the university, as well as between educational engagement and identification. Universities as institutions are called on to take action to reduce high early dropout rates by encouraging educational engagement and identification with the university. Such actions might include departments for educational orientation and the promotion of activities to foster enduring links between students and universities.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/170342
https://doi.org/10.1111/ejed.12642
url https://hdl.handle.net/11441/170342
https://doi.org/10.1111/ejed.12642
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Education, 59 (2), e12642.
https://doi.org/10.1111/ejed.12642
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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