Abstract

Background: Academic engagement is defined as a positive mental state characterized by an immersion and intrinsic commitment in academic activities [4]. The aim of this study is evaluate the relationship between personal resources (M1), personality (M2), efficacy belief (M3) and coping strategies (M4), academic engagement and university identification. Method: The sample is composed by 1700 first-year students belonging to a Private University from Chile (M= 18.45 years, sd= 1.43). The students completed a self-report questionnaire as part of the admission process. Regarding the data analysis, four models were tested with absolute (χ2, RMSEA)[2] and relative (CFI, CFI, AIC)[3] indices using SEM[1] by AMOS (22.0). Results: The results showed that: (1) the four models fit good to the data showing different impact on academic engagement and university identification and, (2) in the four models tested, academic engagement showed to be a mediator (full and partial) between personal resources and university identification. Conclusions: The results of this study highlight the specific personal resources that could be improved to increase academic engagement and university identification. In this sense, universities could implement actions to develop learning study goals (M1), conscientiousness (M2), efficacy belief (M3) and problem resolutions as a coping strategy (M4). The three key learnings/take-away messages the audience will gain from your presentation The relationship between personal resources and academic engagement The role of personal resources in the motivational process of superior education students Strategies to promote academic engagement