Multidimensional research on university engagement using a mixed method approach

Abstract

The commitment or academic implication (engagement) of university students has become a fundamental element for their welfare and academic performance and, furthermore, it is also related to their professional future and social commitment. For this reason, the definition of the concept and the provision of assessment strategies and tools are essential to know the learning experiences that lead to enhancing the academic involvement of the students. To develop our research, we have used a mixed quantitative and qualitative methodology: exploratory and confirmatory factor analysis on the one hand, and discussion groups using the nominal groups technique on the other hand. We have set three different objectives: first, to delve into the multidimensional model of the construct; second, to validate a questionnaire that allows for evaluation of the students’ perception of the learning methodologies used in the classroom; and third, to check the manageability of the nominal groups as a qualitative method of analysis. The results demonstrate that our new proposal provides a statistically valid instrument aimed at determining the perceptions of own engagement and an effective, efficient and motivating qualitative method for students. However, regarding the multidimensionality of the construct, contrary to the more accepted theoretical point of view that considers three dimensions of engagement (behaviour, cognition and emotion), our results only reveal two dimensions (cognitive-emotional and behavioural). In the discussion and comments section we give possible explanations for this contradiction.