Engagement and Factors Associated with Academic Performance in Spanish Students Undertaking Teacher Training Degrees

Abstract

This goal of this research was to find out the extent and type of engagement, motivation, stress, coping strategies and academic performance in students undertaking teacher training degrees (early childhood education, primary education and double degrees) with a view to establishing relationships between these variables and designing proposals to improve and complement tutorial plans for these programmes. This was a cross-cutting, prospective, exploratory study that combined descriptive and correlational methodologies by means of questionnaires. The sample consisted of 610 students undertaking the early childhood education degree, primary education degree or double degree at the UB. The results indicate a moderate degree of academic engagement. Among the variables involved, the highest scores were obtained for academic engagement, achievement goals and, as a hindering variable, psychological distress. Academic performance (average grade) and the subscales of vigour, dedication and absorption (as facilitating variables) were identified as being involved in the development and maintenance of academic engagement. It is hoped that this research will serve to disseminate data relevant to tutorial action plans for teacher training degrees among the scientific community and, consequently, to improve the academic engagement of these students.