Study engagement and emergency remote teaching: a survey of university students

Abstract

Engagement in studies is an emerging and central theme to improve the teaching-learning process. Based on the perspective of positive psychology and originating in the work environment, engagement is formed by three dimensions: vigor, dedication and absorption. By considering these aspects, engaged students have more initiative and enthusiasm to face and overcome academic challenges. From this perspective, the aim of this study is to compare the intensity of academic engagement between satisfied and dissatisfied students with Remote Emergency Teaching (ERE). The research, carried out in the state of Pará, employed methodology in the form of a descriptive and cross-sectional survey using the Utrecht Work Engagement Scale, in the student version (UWES-S-17). The sample was simple random probabilistic and had 252 valid questionnaires. Data treatment was quantitative and used descriptive and correlational techniques and hypothesis testing. The results showed high internal consistency and the hypothesis test (T Test) made it possible to identify significant differences in the engagement of satisfied (33.73%) and dissatisfied (66.27%) students with Remote Emergency Teaching (ERE). The conclusions recommend, in addition to deepening the studies, the need for strategies that contribute to balancing academic demands and the resources available to students and, thus, strengthen student engagement.