Engaged or Entitled? Study Orientations among Traditional and Non-Traditional Business Students

Autor/in	Vuori, Johanna
Titel	Engaged or Entitled? Study Orientations among Traditional and Non-Traditional Business Students
Quelle	In: Teaching in Higher Education, 26 (2021) 2, S.165-180 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1646237
Schlagwörter	Business Administration Education; Learner Engagement; Student Attitudes; Student Characteristics; Expectation; Academic Achievement; Consumer Economics; Nontraditional Students; Graduate Students; Undergraduate Students; Part Time Students; Work Experience; Study; Adults; Correlation; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Schülerverhalten; Expectancy; Erwartung; Schulleistung; Konsumökonomie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Part-time students; Teilzeitstudent; Employment experience; Job experience; Occupational experience; Berufserfahrung; Studies; Studium; Korrelation; Ausland; Finnland
Abstract	Research on student engagement, study engagement and academic entitlement has followed separate paths. This research examined how the concepts relate to each other among traditional and non-traditional Finnish business students (N = 476). A cluster analysis indicated that students form two clusters. Part-time students, students over the age of 25, students with more than 5 years of work experience and students taking open university courses or studying for a master's degree were more likely to belong to the more engagement-oriented cluster than their comparison groups. Although respondents' student engagement and study engagement scales correlated moderately, only the cognitive engagement dimension of student engagement had a strong correlation with study engagement subscales, indicating that student engagement is a much wider, if somewhat a fuzzy, construct than study engagement. Further analysis showed significant differences between the study and student engagement levels of traditional and non-traditional students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01