Cilliers, J.R.Mostert, K.Nel, Jan Alewyn2018-06-112018-06-112018Cilliers, 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. 49-70.1011-3487 (print)1753-5913 (online)10.20853/32-1-1575http://hdl.handle.net/2263/65116Jeanie Cilliers wrote the manuscript as part of her master’s dissertation at the North-West University, Potchefstroom Campus, South Africa.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.en© 2018 South African Journal of Higher Education. This work is licensed under a Creative Commons Attribution 4.0 International License.Student engagementStudy demandsStudy resourcesPersonality characteristicsJob demands-resources theoryFirst-year university studentsArticle