STUDENT ENGAGEMENT AND ACADEMIC SUCCESS

Abstract

This was a cross-sectional, prospective, exploratory study that combined descriptive and correlational methodologies by means of questionnaires. The sample consisted of 610 students undertaking the early childhood education degree, primary education degree or double degree at the University of Barcelona. Using descriptive and correlational methods, the study found a moderate level of academic engagement. Academic performance (average grade) and the subscales of vigour, dedication and absorption (as facilitating variables) were identified as being involved in the development and maintenance of academic engagement.The findings aim to inform and enhance tutorial action plans to improve student engagement in teacher training programs.