Browsing by Author "Harju-Luukkainen, Heidi"
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- Developing students well-being and engagement in higher education during COVID-19 - A case study of web-based learning in finlandPublication . Maunula, Minna; Maunumäki, Minna; Maroco, J. P.; Harju-Luukkainen, HeidiCOVID-19 rapidly and extensively changed the normal everyday practices of societies, and there is no going back to the past. Universities also had to adapt and re-establish their normal routines, from policies to practices. In this article, we explore university students’ experiences of web-based learning, their well-being, and engagement during the pandemic. As a theoretical framework, we use the concept of the university student engagement inventory (USEI), which includes behavioral, cognitive, and emotional dimensions. The data were collected during the COVID-19 pandemic from university students (N = 35) via an online survey and analyzed using a thematic content analysis. According to the results, university students experienced well-designed and pedagogically implemented web-based learning, teaching and guidance to enhance their own learning, well-being, and engagement in their studies. This suggests that web-based solutions for academic learning are justified but need to consider a range of well-being and engagement factors. What is still needed are innovative solutions that are pedagogically justifiable and consider the digital and human dimensions sustainably.
- Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?Publication . Maroco, João Paulo; Assunção, Hugo; Harju-Luukkainen, Heidi; Lin, Su-Wei; Sit, Pou-seong; Cheung, Kwok-cheung; Maloa, Benvindo; Stepanovic Ilic, Ivana; Smith, Thomas; Alvares Duarte Bonini Campos, JulianaIn this study we modelled possible causes and consequences of student burnout and engagement on academic efficacy and dropout intention in university students. Further we asked, can student engagement protect against the effects of burnout? In total 4,061 university students from Portugal, Brazil, Mozambique, the United Kingdom, the United States of America, Finland, Serbia, and Macao SAR, Taiwan participated in this study. With the data collected we analyzed the influence of Social Support, Coping Strategies, and school/course related variables on student engagement and burnout using structural equation modeling. We also analyzed the effect of student engagement, student burnout, and their interaction, on Academic Performance and Dropout Intention. We found that both student engagement and burnout are good predictors of subjective academic performance and dropout intention. However, student burnout suppresses the effect of student engagement on these variables. This result has strong implications for practitioners and administrators. To prevent student dropout, it is not enough to promote student engagement-additionally, and importantly, levels of student burnout must be kept low. Other variables such as social support and coping strategies are also relevant predictors of student engagement and burnout and should be considered when implementing preventive actions, self-help and guided intervention programs for college students.