Study demands, study resources and the role of personality characteristics in predicting the engagement of fist-year university students
Study demands, study resources and the role of personality characteristics in predicting the engagement of fist-year university students
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学习需求、学习资源以及人格特征在预测大学一年级学生参与度中的作用
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发表时间：
2017
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通讯作者：
J. Nel
中科院分区：
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作者：
J. R. Cilliers;K. Mostert;J. Nel
本研究的主要目标是：1)确定与学生参与相关的重要需求和资源；2)建立人格在预测大一学生敬业度中的增量贡献。本研究采用了512名大学一年级学生的分层样本。结果显示，工作速度、工作量和认知需求与投入度呈显著负相关。然而，在回归分析的第二步和第三步中，只有认知需求被发现是敬业度的显著预测因子，在分析的第四步和最后一步中，当加入人格特征时，认知需求变得不显著。所有资源都与投入有显著的正相关，但只有讲师的支持和成长和发展的机会被发现是投入的显著预测因子。在回归分析的第四个也是最后一个步骤中，唯一重要的资源是成长和发展的机会。所有的人格维度都与敬业度有显著的关系。然而，在回归分析的最后一步，只有成就取向（尽责性的一个方面）被证明是学生投入的重要预测因子。在输入人格特征的模型中，额外增加了投入中解释的11%的方差，这表明对学生投入的增量贡献。
The main objectives of the present study were to 1) determine significant demands and resources associated with student engagement; and 2) establish the incremental contribution of personality in predicting the engagement of first-year university students. A stratified sample of 512 first-year university students was used. The results showed that pace and amount of work, and cognitive demands had a significant and negative correlation with engagement. However, only cognitive demands was found to be a significant predictor of engagement in the second and third step of the regression analysis and became insignificant in the fourth and final step of the analysis when personality characteristics were added. All the resources had significant and positive correlations with engagement, but only support from lecturers and opportunities for growth and development were found significant predictors of engagement. In the fourth and final step of the regression analysis, the only significant resource was opportunities for growth and development. All the personality dimensions showed a significant relationship with engagement. However, in the final step of the regression analysis, only achievement orientation (a facet of conscientiousness) turned out to be a significant predictor of student engagement. The model in which personality characteristics were entered added an additional 11% of the variance explained in engagement, which indicates the incremental contribution to student engagement.