Study Engagement in Higher Education: Conceptual Diversities, Theoretical Models, and Current Trends

Abstract

Study engagement is defined as a positive academic disposition characterized by students’ levels of vigor, dedication, and absorption in learning processes. This concept provides a key explanatory framework for understanding university students’ academic achievement, psychosocial adjustment, and satisfaction with their higher education experiences. Within the perspective of positive psychology, study engagement is conceptualized not only as observable academic behaviors but also as a holistic construct that encompasses students’ psychological investment in learning. In this review, study engagement is examined through theoretical approaches and recent empirical findings. Prominent theoretical models of student engagement are examined through four primary lenses: contextual perspectives (e.g., Tinto’s Theory of Academic and Social Integration and Stage–Environment Fit Theory), affective perspectives (e.g., Flow Theory), institutional perspectives (e.g., Student Involvement Theory), and motivational perspectives (e.g., Achievement Goal Theory and Self-Determination Theory), in addition to Kahu’s integrative holistic framework. Moreover, recent studies on momentary student engagement conceptualize engagement as a dynamic, context- and time-sensitive process rather than a stable trait. In the context of Turkish higher education, the growing number of students, increasing dropout rates, and youth unemployment have made study engagement a critical issue. Therefore, examining the conceptual and theoretical foundations of study engagement provides an essential contribution not only to academic achievement and persistence but also to students’ psychosocial adjustment and post-graduation life satisfaction.

Keywords

• Study engagement
• student engagement
• university students
• higher education

Yükseköğretimde Öğrenci Bağlılığı: Kavramsal Çeşitlilikler, Kuramsal Modeller ve Güncel Eğilimler

Öz

Çalışma bağlılığı, öğrencilerin öğrenme süreçlerine yönelik enerji, adanmışlık ve yoğunlaşma düzeylerini içeren, olumlu bir akademik tutum olarak tanımlanmaktadır. Bu kavram, yükseköğretimde öğrencilerin akademik başarılarını, psikososyal uyumlarını ve üniversite deneyimlerinden aldıkları doyumu anlamada temel bir açıklayıcı çerçeve sunmaktadır. Pozitif psikoloji perspektifiyle birlikte çalışma bağlılığı; yalnızca gözlenebilir davranışları değil, aynı zamanda öğrencilerin öğrenme sürecine yaptıkları psikolojik yatırımı da içeren bütüncül bir yapı olarak ele alınmaktadır. Bu derlemede çalışma bağlılığı kavramı kuramsal yaklaşımlar ve güncel araştırma bulguları ışığında incelenmektedir. Alanyazında bağlılığı açıklamak için öne çıkan modeller dört başlık altında ele alınmıştır: bağlam düzeyli yaklaşımlar (Tinto’nun Akademik ve Sosyal Entegrasyon Kuramı, Dönem-Çevre Uyumu Kuramı), duygusal düzeyli yaklaşımlar (Akış Kuramı) ve kurumsal düzey yaklaşımı (Dahil Olma Kuramı) ve güdülenme düzeyi yaklaşımı (ör. Başarı Hedef Kuramı, Öz Belirleme Kuramı) ve Kahu’nun bütüncül yaklaşımı. Ayrıca son yıllarda öne çıkan anlık öğrenci bağlılığı çalışmaları, bağlılığı sabit bir özellikten ziyade bağlama ve zamana duyarlı, dinamik bir süreç olarak değerlendirmektedir. Türkiye yükseköğretim bağlamında artan öğrenci sayıları, okul terk oranları ve genç işsizliği, çalışma bağlılığını kritik bir konu haline getirmektedir. Bu nedenle çalışma bağlılığını kavramsal ve kuramsal temelleriyle incelemek, yalnızca akademik başarı ve devamlılık için değil, öğrencilerin psikososyal uyumları ve mezuniyet sonrası yaşam doyumları için de önemli bir katkı sunmaktadır.

Anahtar Kelimeler

• Çalışma bağlılığı
• öğrenci bağlılığı
• üniversite öğrencileri
• yükseköğretim

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