TY  - JOUR
T1  - Study engagement in university students: A longitudinal study
TT  - Üniversite öğrencilerinde çalışma bağlılığı: Boylamsal bir çalışma
AU  - Güçlü, Cansu Hazal
AU  - Öğülmüş, Selahiddin
PY  - 2026
DA  - January
Y2  - 2026
DO  - 10.19128/turje.1760277
JF  - Turkish Journal of Education
JO  - TURJE
PB  - Mehmet TEKEREK
WT  - DergiPark
SN  - 2147-2858
SP  - 24
EP  - 40
VL  - 15
IS  - 1
LA  - en
AB  - Study engagement plays a crucial role for students’ negative and positive academic outcomes which is related to various factors. This study investigated the associations among university students’ study engagement, school burnout, resilience, and self-regulation, as well as temporal changes and directional relationships between these variables. The sample comprised 362 undergraduate students (M = 21.93, SD = 2.58). Significant correlations were observed among all constructs at both Time 1 and Time 2. Findings from the cross-lagged panel analysis indicated a decrease in study engagement over time, with earlier engagement predicting subsequent increases in school burnout. School burnout also showed an upward trend and exerted a negative influence on later study engagement. Furthermore, self-regulation was found to increase across the two time points but demonstrated a negative association with resilience. In turn, resilience declined over time, while positively predicting self-regulation and negatively predicting study engagement. The implications of these findings are discussed with reference to the existing literature, along with recommendations for future research and educational practice.
KW  - Cross-lagged panel model
KW  - Resilience
KW  - School burnout
KW  - Self-regulation
KW  - Study engagement
N2  - Çalışma bağlılığı, öğrencilerin hem olumlu hem de olumsuz akademik sonuçlarında kritik bir rol oynamakta olup çeşitli faktörlerle ilişkilidir. Bu çalışma, üniversite öğrencilerinin çalışma bağlılığı, okul tükenmişliği, psikolojik dayanıklılık ve öz-düzenleme düzeyleri arasındaki ilişkileri, zaman içerisindeki değişimlerini ve bu değişkenler arasındaki karşılıklı etkileşimleri incelemektedir. Araştırmanın katılımcılarını, yaş ortalaması 21,93 (SS = 2,58) olan 362 üniversite öğrencisi oluşturmuştur. Zaman 1 ve Zaman 2 ölçümlerinde tüm değişkenler arasında anlamlı korelasyonlar bulunmuştur. Çapraz zaman gecikmeli panel desen analizi, çalışma bağlılığının zaman içinde azaldığını ve öğrencilerin bağlılık düzeylerinin daha sonraki okul tükenmişliğini etkilediğini ortaya koymuştur. Ayrıca, okul tükenmişliğinin zamanla arttığı ve çalışma bağlılığını olumsuz etkilediği belirlenmiştir. Analiz, öz-düzenlemenin zamanla arttığını ancak psikolojik dayanıklılık üzerinde olumsuz bir etkisinin olduğunu, öte yandan psikolojik dayanıklılığın zaman içinde azaldığını fakat öz-düzenlemeyi olumlu, çalışma bağlılığını ise olumsuz yönde etkilediğini göstermiştir. Bulgular ilgili alanyazın çerçevesinde tartışılmış ve gelecekteki araştırmalar ile uygulamalara yönelik öneriler sunulmuştur.
CR  - Alam, A., & Mohanty, A. (2024). Framework of Self-Regulated Cognitive Engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students. Cogent Education, 11(1), 2363157. https://doi.org/10.1080/2331186X.2024.2363157
CR  - Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
CR  - Artuch-Garde, R., González-Torres, M. D. C., De la Fuente, J., Vera, M. M., Fernández-Cabezas, M., & López-García, M. (2017). Relationship between resilience and self-regulation: A study of Spanish youth at risk of social exclusion. Frontiers in Psychology, 8(612), 1-11. doi:10.3389/fpsyg.2017.00612
CR  - Aydın, S., Keskin, M. Ö., & Yel, M. (2013). Öz-düzenleme ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması [Turkish adaptation of the self-regulation questionnaire: A study on validity and reliability]. Turkish Journal of Education, 3(1), 24–33. doi: 10.19128/turje.181073
CR  - Bagdžiūnienė, D., Žukauskaitė, I., Bulotaitė, L., & Sargautytė, R. (2025). Study and personal resources of university students’ academic resilience and the relationship with positive psychological outcomes. Frontiers in Psychology, 16, 1517359. https://doi.org/10.3389/fpsyg.2025.1517359
CR  - Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1(2014), 389-411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
CR  - Basım, H. N., & Çetin, F. (2011). The reliability and validity of the Resilience Scale for Adults-Turkish Version. Turkish Journal of Psychiatry, 22(2), 104-114.  https://pubmed.ncbi.nlm.nih.gov/21638232/
CR  - Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511–528. doi: https://doi.org/10.1007/s10212-012-0126-5.
CR  - Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book (pp. 281–289). Professional Resource Press/Professional Resource Exchange.
CR  - Chai, D. S., Chae, C., & Lee, J. (2022). International students’ psychological capital in Japan: Moderated mediation of adjustment and engagement. Journal of Student Affairs Research and Practice, 59(1), 101-115. https://doi.org/10.1080/19496591.2021.1943417
CR  - Collie, R. J., Martin, A. J., Le, A., & Flesken, A. (2025). The process and prediction of school completion: A six-year longitudinal examination. Contemporary Educational Psychology, 81, 102367. https://doi.org/10.1016/j.cedpsych.2025.102367
CR  - Çam. Z., & Öğülmüş, S. (2017). Okul tükenmişlik envanteri’nin Türkçeye uyarlanması ve psikometrik nitelikleri [adaptation into Turkish and psychometric properties of school burnout inventory]. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 14-29. https://dergipark.org.tr/tr/pub/bitlissos/issue/32431/341646
CR  - Çapri, B., Gündüz, B., & Akbay, S. E. (2017). Utrecht work engagement scale-student forms' (UWES-SF) adaptation to Turkish, validity and reliability studies, and the mediator role of work engagement between academic procrastination and academic responsibility. Educational Sciences: Theory and Practice, 17(2), 411-435. doi: 10.12738/estp.2017.2.0518
CR  - Dancey, C. P., & Reidy, J. (2007). Statistics without maths for psychology (4th ed.). Pearson/Prentice Hall.
CR  - De la Fuente, J., Lahortiga-Ramos, F., Laspra-Solís, C., Maestro-Martín, C., Alustiza, I., Aubá, E., et al. (2020). A structural equation model of achievement emotions, coping strategies, and engagement–burnout in undergraduate students: A possible underlying mechanism in facets of perfectionism. International Journal of Environmental Research and Public Health, 17(6), 2106. https://doi.org/10.3390/ijerph17062106
CR  - De la Fuente, J., Zapata, L., Vera, M. M., González-Torres, M. C., & Artuch, R. (2014). Bullying, personal self-regulation, resilience, coping strategies and engagement-burnout: Implications for an intervention with university students. In P. Triggs (Ed.), Handbook on bullying: Prevalence, psychological impacts, and intervention strategies (pp. 91–107). Nova Science Publishers.
CR  - Eurostat. (2020, July 8). Early leavers from education and training. Eurostat. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Enlargement_countries_-_education_statistics&oldid=600824#Early_leavers_from_education_and_training
CR  - Fan, X., & Hui, A. N. N. (2025). Academic Burnout and Parent–Child Discrepancies in Educational Expectations Among Chinese Adolescents: A Moderated Mediation Model. Behavioral Sciences, 15(7), 876. https://doi.org/10.3390/bs15070876
CR  - Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology, 8(22), 1-10. https://doi.org/10.3389/fpsyg.2017.00022
CR  - Finn, J. D. (2006). The adult lives of at-risk students: The roles of attainment and engagement in high school. U.S. Department of Education.
CR  - Fraysier, K., & Reschly, A. L. (2022). The role of high school student engagement in postsecondary enrollment. Psychology in the Schools, 59(11), 2183-2207. https://doi.org/10.1002/pits.22754
CR  - Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
CR  - Friborg, O., Hjemdal, O., Rosenvinge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: what are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12(2), 65-76. doi: 10.1002/mpr.143
CR  - Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36(2), 273-284. https://doi.org/10.1007/s10802-007-9176-6
CR  - Hamaker, E. L., Kuiper, R. M., and Grasman, R. P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20(1), 102–116. https://doi.org/10.1037/a0038889
CR  - Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2025). A longitudinal study of interplay between student engagement and self-regulation. International Journal of Educational Technology in Higher Education, 22(1), 21. https://doi.org/10.1186/s41239-025-00523-3
CR  - Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.  doi: 10.1080/10705519909540118
CR  - Jagodics, B., & Szabó, É. (2022). Student burnout in higher education: A demand-resource model approach. Trends in Psychology, 1-20. https://doi.org/10.1007/s43076-021-00137-4
CR  - Kimhi, S., Eshel, Y., Leykin, D., & Lahad, M. (2017). Individual, community, and national resilience in peace time and in the face of terror: A longitudinal study. Journal of Loss and Trauma, 22(8), 698-713. https://doi.org/10.1080/15325024.2017.1391943
CR  - Kline, R. B. (2016). Principles and practice of structural equation modelling (4th ed). Guilford Press.
CR  - Law, W., Elliot, A. J., &Murayama, K. (2012). Perceived competence moderates the relation between performance-approach and performance-avoidance goals. Journal of Educational Psychology, 104(3), 806-819. https://doi.org/10.1037/a0027179
CR  - Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279. https://doi.org/10.1016/j.cedpsych.2010.04.004
CR  - Li, J., & Xue, E. (2023). Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059
CR  - Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74(7), 274. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
CR  - Linden, B., Stuart, H., & Ecclestone, A. (2023). Trends in post-secondary student stress: a pan-Canadian study. The Canadian Journal of Psychiatry, 68(7), 521-530. https://doi.org/10.1177/07067437221111365
CR  - Little, T. D. (2013). Longitudinal structural equation modeling. Guilford Press.
CR  - Liu, Y. (2024). The relationship between resilience, interactive distance, and college students’ online mathematics learning engagement: A longitudinal study. Psychology Research and Behavior Management, (17), 1129-1138. https://doi.org/10.2147/PRBM.S449871
CR  - Madigan, D. J., Kim, L. E., & Glandorf, H. L. (2024). Interventions to reduce burnout in students: A systematic review and meta-analysis. European Journal of Psychology of Education, 39(2), 931-957. https://doi.org/10.1007/s10212-023-00731-3
CR  - Mann, M. J., Kristjansson, A. L., Smith, M. L., Lilly, C. L., Thrisdottir, I. E., & Havlicak, A. (2024). Beyond school climate: conceptualizing the School as a Protective Factor approach. Journal of School Health, 94(11), 1095-1104. https://doi.org/10.3389/fpsyg.2022.825588
CR  - Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu & Bentler’s (1999) findings. Structural Equation Modeling, 11(3), 320–341. https://doi.org/10.1207/s15328007sem1103_2
CR  - Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. https://doi.org/10.1111/cdev.12205.
CR  - Masten, A. S., Nelson, K. M., & Gillespie, S. (2022). Resilience and student engagement: Promotive and protective processes in schools. In J. A. Fredricks, A. L. Reschly, & S. L. Christenson (Eds.), Handbook of research on student engagement (2nd ed., pp. 239–255). Springer.
CR  - Newmann, F. (1991). Student engagement in academic work: Expanding the perspective on secondary school effectiveness. In J. R. Bliss & W. A. Firestone (Eds.), Rethinking effective schools: Research and practice (pp. 58–76). Prentice Hall.
CR  - OECD. (2017). Education at a Glance. OECD Publishing
CR  - Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.
CR  - Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72(4), 1135–1150. https://doi.org/10.1111/1467-8624.00338
CR  - Salmela-Aro, K. (2017). Dark and bright sides of thriving–school burnout and engagement in the Finnish context. European Journal of Developmental Psychology, 14(3), 337-349. https://doi.org/10.1080/17405629.2016.1207517.
CR  - Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7: 21-28. https://doi.org/10.1016/j.burn.2017.11.001
CR  - Salmela-Aro, K., & Upadyaya, K. (2012). The schoolwork engagement inventory: Energy, dedication and absorption (EDA). European Journal of Psychological Assessment, 28, 60–67. https://doi.org/10.1027/1015-5759/a000091
CR  - Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84(1), 137-151. https://doi.org/10.1111/bjep.12018.
CR  - Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI). European Journal of Psychological Assessment, 25, 48–57. https://doi.org/10.1027/1015-5759.25.1.48
CR  - Salmela-Aro, K., Tolvanen, A., & Nurmi, J. E. (2009). Achievement strategies during university studies predict early career burnout and engagement. Journal of Vocational Behavior, 75(2), 162-172. https://doi.org/10.1016/j.jvb.2009.03.009.
CR  - Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior, 25(3), 293-315. https://doi.org/10.1002/job.248
CR  - Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. https://doi.org/10.1002/10.1177/0022022102033005003
CR  - Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 3(1), 71–92. https://doi.org/1023/A:1015630930326
CR  - Shankland, R., Kotsou, I., Vallet, F., Bouteyre, E., Dantzer, C., & Leys, C. (2019). Burnout in university students: The mediating role of sense of coherence on the relationship between daily hassles and burnout. Higher Education, 78(1), 91-113. https://doi.org/10.1007/s10734-018-0332-4
CR  - Shareefa, M., Moosa, V., Saeed, K., Hassan, V., & Kashif, M. (2025). Impact of students’ self-regulation and mindfulness on academic self-efficacy; the mediation effect of mental well-being. Cogent Education, 12(1), 2498183. https://doi.org/10.1080/2331186X.2025.2498183
CR  - Simonsen, J., Karrasch, M., Laine, M., & Fagerlund, Å. (2025). Protective factors against school burnout symptoms in Finnish adolescents. Nordic Psychology, 77(1), 3-25. https://doi.org/10.1080/19012276.2023.2244678
CR  - Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71(4), 465-482. https://doi.org/10.1177/001440290507100405
CR  - Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15(4), 979-994. https://doi.org/10.1007/s10902-013-9459-2
CR  - Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. L. Featherman, R. M. Lerner, & M. Perlmutter (Eds.), Life-span development and behavior (pp. 91–133). Lawrence Erlbaum Associates.
CR  - Szabó, L., Zsolnai, A., & Fehérvári, A. (2024). The relationship between student engagement and dropout risk in early adolescence. International Journal of Educational Research Open, 6, 100328. https://doi.org/10.1016/j.ijedro.2024.100328
CR  - Şirin, S. R., & Rogers Şirin, L. (2004). Exploring school engagement of middle-class African American adolescents. Youth & Society, 35(3), 323-340. https://doi.org/10.1177/0044118X03255006.
CR  - Upadyaya, K., & Salmela-Aro, K. (2015). Cross-lagged associations between study and work engagement dimensions during young adulthood. The Journal of Positive Psychology, 10(4), 346-358. https://doi.org/10.1080/17439760.2014.983958
CR  - Wang, M. T., Chow, A., Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65. https://doi.org/10.1016/j.learninstruc.2014.11.004
CR  - Waxman, H. C, Gray, J. P, & Padron, Y. N. (2003). Review of Research on Educational Resilience. UC Berkeley: Center for Research on Education, Diversity and Excellence. Accessed July 08, 2024.  https://escholarship.org/uc/item/7x695885
CR  - Widlund, A., Tuominen, H., & Korhonen, J. (2021). Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes. Contemporary Educational Psychology, 66, 101997. https://doi.org/10.1016/j.cedpsych.2021.101997
CR  - Yang, H. J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computers in Human Behavior, 21(6), 917-932. https://doi.org/10.1016/j.chb.2004.03.001.
CR  - Zhang, J., Meng, J., & Wen, X. (2025). The relationship between stress and academic burnout in college students: evidence from longitudinal data on indirect effects. Frontiers in Psychology, 16, 1517920. https://doi.org/10.3389/fpsyg.2025.1517920
CR  - Zyngier, D. (2008). (Re)conceptualising student engagement: Doing education not doing time. Teaching and Teacher Education, 24(7), 1765-1776. https://doi.org/10.1016/j.tate.2007.09.004
UR  - https://doi.org/10.19128/turje.1760277
L1  - https://dergipark.org.tr/en/download/article-file/5132314
ER  -