Measuring University Students' Behavioral Engagement Within a Self-Regulated Learning Framework

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

Academic engagement is an integral part of success at university. However, few studies encourage students to develop metacognitive awareness of crucial engagement behaviours. The purpose of this study was to use a metacognitive self-reflection tool to track students’ weekly course engagement within a self-regulated learning framework. A structural equation modelling approach was used to model the impact of behaviours on students’ academic achievement. Confirmatory factor analysis revealed a two-factor solution for engagement behaviours. Next, structural regression modelling indicated a significant positive association between behavioural engagement and semester GPA. Findings from this study highlight the necessity of capturing engagement behaviours at a granular level, and prompting students to regularly reflect on behaviours that impact their academic success at university.

Authors

• Sarah Greco, University of Victoria

• Yan Gao, University of Victoria

• Allyson F. Hadwin, University of Victoria

• Ramin Rostampour, University of Victoria

• Stuart MacDonald, University of Victoria