19 research outputs found
University student engagement inventory (USEI): psychometric properties
Academic engagement describes students’ investment in academic learning and achievement and is an important indicator of
students’ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement
has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency
reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the
scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of
reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical
dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results
suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI
regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio
Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study
How obstacles and facilitators predict academia performance: the mediating role of study burnout and engagement
Most people would agree with the maxim that "success breeds success." However, this is not the whole story. The current study investigated the additional impact of psychosocial factors (i.e., performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose was to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via well-being. A total of 527 university students comprised the sample and filled out a questionnaire. We obtained their previous and future academic performance Grade Point Average (GPA) from the university's records. Structural equations modeling showed that the best predictor of future performance was the students' previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although, it is significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although "success breeds success" (i.e., the best predictor of future performance is past performance), positive psychological states like study engagement are also important in explaining future performance, at least more so than negative states like study burnout.status: publishe
Tuning the Selectivity in the Hydrogenation of Aromatic Ketones Catalyzed by Similar Ruthenium and Rhodium Nanoparticles
10.1002/cctc.201402524Ru and Rh nanoparticles (NPs)RuI, RuII, RhI and RhII, stabilised by triphenylphosphine (PPh3) and diphenylphosphinobutane (dppb) were synthesised, characterised and applied as catalysts in the hydrogenation of several aromatic ketones. The effects of the nature of the metal and of the stabilising agent on the aryl versus ketone hydrogenation were studied. For RhNPs, the coordination of arene dominates the interaction of the sub-strate with the NP, whereas the coordination of the keton
The role of organizational facilitators in promoting job-related mental health and group service effectiveness: a two-wave analysis
How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement
Examining the Link Between Prior Achievement in Secondary Education and Performance in College: Using Data from Pre-university Physics Courses
Job burnout and employee engagement:A meta-analytic examination of construct proliferation
Drawing on 50 unique samples (from 37 studies), the authors used meta-analytical techniques to assess the extent to which job burnout and employee engagement are independent and useful constructs. The authors found that (a) dimension-level correlations between burnout and engagement are high, (b) burnout and engagement dimensions exhibit a similar pattern of association with correlates, and (c) controlling for burnout in meta-regression equations substantively reduced the effect sizes associated with engagement. These findings suggest that doubts about the functional distinctiveness of the dimensions underlying burnout and engagement cannot be dismissed as pure speculation