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Student engagement and performance: A weekly diary study on the role of openness

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Abstract

In the present study, we used a quantitative diary design to investigate within-person fluctuations in student engagement and performance. Specifically, we analyzed the impact of weekly personal and study resources on weekly student engagement, active learning behaviors, and performance. In addition, we investigated whether students high (vs. low) in trait Openness reacted differently to their weekly resources. The sample was composed of 45 first-year psychology students who filled in a questionnaire over 3 weeks; twice per week (N = 45 × 6 = 270 occasions)—during the days they had tutorial group meetings. The tutors evaluated each student’s active learning behaviors during these meetings. Results of hierarchical linear modeling analyses showed that study engagement fully mediated the relationship between personal resources and observed learning activities; study resources were indirectly positively related to learning activities through study engagement. In addition, observed learning activities were positively related to the course grade. As hypothesized, trait Openness strengthened the positive relationship between personal/study resources and study engagement. Our findings highlight the importance of fostering students’ engagement. We conclude with a discussion of the theoretical implications for education and suggestions for future research.

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Authors and Affiliations

  1. Institute of Psychology, Erasmus University Rotterdam, Woudestein, T13-47, P.O. Box 1738, 3000 DR, Rotterdam, The Netherlands

    Arnold B. Bakker

  2. Norwich Business School, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, UK

    Ana Isabel Sanz Vergel

  3. Faculty of Psychology, Open University, Studiecentrum Den Haag, Lange Houtstraat 11, 2511 CV, The Hague, The Netherlands

    Jeroen Kuntze

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  1. Arnold B. Bakker
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  2. Ana Isabel Sanz Vergel
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  3. Jeroen Kuntze
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Correspondence to Arnold B. Bakker.

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Bakker, A.B., Sanz Vergel, A.I. & Kuntze, J. Student engagement and performance: A weekly diary study on the role of openness. Motiv Emot 39, 49–62 (2015). https://doi.org/10.1007/s11031-014-9422-5

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