Multidimensional research on university engagement using a mixed method approach

  1. Helena Benito Mundet 1
  2. Esther Llop Escorihuela 1
  3. Marta Verdaguer Planas 1
  4. Joaquim Comas Matas 1
  5. Ariadna Lleonart Sitjar 1
  6. Marta Orts Alis 2
  7. Anna Amadó Codony 1
  8. Carles Rostan Sánchez 1
  1. 1 Universitat de Girona
    info

    Universitat de Girona

    Girona, España

    ROR https://ror.org/01xdxns91

  2. 2 Instituto Jaume Vicens Vives
Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2021

Volumen: 24

Número: 2

Páginas: 65-96

Tipo: Artículo

DOI: 10.5944/EDUCXX1.28561 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

El compromiso o la implicación académica (engagement en inglés) de los estudiantes universitarios se ha convertido en un elemento fundamental de su bienestar y de su rendimiento académico y, además, está muy relacionado también con su futuro profesional y compromiso social. Es por esta razón que la definición de dicho concepto y la disposición de instrumentos de evaluación y estrategias de análisis son imprescindibles para conocer las experiencias de aprendizaje que conducen a mejorar la implicación académica del estudiante. Para el desarrollo de esta investigación hemos utilizado una metodología mixta cuantitativa y cualitativa: análisis factorial exploratorio y confirmatorio, por un lado, y grupos de discusión mediante la técnica de los grupos nominales, por otro. Los objetivos que nos hemos planteado son tres: primero, ahondar en el modelo multidimensional del constructo engagement; segundo, validar un cuestionario que permita evaluar la percepción que tienen los estudiantes de las metodologías de aprendizaje que se utilizan en el aula, y tercero, comprobar la manejabilidad de los grupos nominales como método cualitativo de análisis. Los resultados demuestran que nuestra nueva propuesta ofrece un instrumento estadísticamente válido para determinar las percepciones del propio engagement y un método cualitativo de utilización eficaz, eficiente y motivador para los estudiantes. Sin embargo, respecto a la multidimensionalidad del constructo, y contrariamente al punto de vista teórico más aceptado que considera la existencia de tres dimensiones del engagement (comportamiento, cognición y emoción), nuestros resultados solamente revelan dos dimensiones (cognitivo-emocional y comportamental). En la discusión y comentarios damos posibles explicaciones a dicha contradicción.

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