Study demands, study resources and the role of personality characteristics in predicting the engagement of first-year university students

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Date

Authors

Cilliers, J.R.
Mostert, K.
Nel, Jan Alewyn

Journal Title

Journal ISSN

Volume Title

Publisher

South African Journal of Higher Education

Abstract

The objective of this study was to investigate significant predictors of student engagement, including study demands, study resources and personality characteristics. First-year university students (N = 512) participated in the study. The findings showed significant relationships between pace and amount of work and cognitive demands with student engagement, although only cognitive demands was a significant predictor of student engagement in the regression analysis. Even though all the study resources were significantly related to student engagement, the only significant predictors in the regression analysis were support from lecturers and opportunities for growth and development. When personality dimensions were included in the fourth step of the regression analysis, only opportunities for growth and development and achievement orientation (a facet of conscientiousness) were significant predictors of student engagement. Demands explained 6 per cent of the variance in study engagement, resources 17 per cent and personality characteristics and additional 11 per cent.

Description

Jeanie Cilliers wrote the manuscript as part of her master’s dissertation at the North-West University, Potchefstroom Campus, South Africa.

Keywords

Student engagement, Study demands, Study resources, Personality characteristics, Job demands-resources theory, First-year university students

Sustainable Development Goals

Citation

Cilliers, J.R., Mostert, K. & Nel, J.A. 2018, 'Study demands, study resources and the role of personality characteristics in predicting the engagement of first-year university students', South African Journal of Higher Education, vol. 32, no. 1, pp. 49-70.