Academic engagement and disengagement as predictors of performance in pathophysiology among nursing students

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dc.contributor.author Salamonson, Yenna en_US
dc.contributor.author Andrew, Sharon en_US
dc.contributor.author Everett, Bronwyn en_US
dc.contributor.editor en_US
dc.date.accessioned 2011-02-07T06:24:45Z
dc.date.available 2011-02-07T06:24:45Z
dc.date.issued 2009 en_US
dc.identifier 2009007961 en_US
dc.identifier.citation Salamonson Yenna, Andrew Sharon, and Everett Bronwyn 2009, 'Academic engagement and disengagement as predictors of performance in pathophysiology among nursing students', Content Management, vol. 32, no. 1-2, pp. 123-132. en_US
dc.identifier.issn 1832-9861 en_US
dc.identifier.other C1UNSUBMIT en_US
dc.identifier.uri http://hdl.handle.net/10453/13790
dc.description.abstract Connecting students with learning activities to promote academic engagement has been a focus of higher education over the past decade, partly driven by an increasing rate of student participation in part-time employment, and a growing concern about the quality of the student experience. Using a prospective survey design, this study selected three elements of academic engagement (homework completion, lecture attendance, and study hours) and academic disengagement (part-time work), to identify predictors of academic performance in a pathophysiology subject in 126 second year nursing students. Homework completion emerged as the strongest positive predictor of academic performance, followed by lecture attendance; however, time spent studying was not a significant predictor of academic performance. Of concern was the finding that the amount of part-time work had a significant and negative impact on academic performance. Combining all elements of academic engagement and disengagement, and controlling for age and ethnicity, the multiple regression model accounted for 34% of the variance in the academic performance of second year nursing students studying pathophysiology. Results from these findings indicate the importance of active learning engagement in influencing academic success, and provide some direction for nursing academics to design effective learning approaches to promote academic engagement of nursing students. en_US
dc.language en_US
dc.publisher Content Management en_US
dc.title Academic engagement and disengagement as predictors of performance in pathophysiology among nursing students en_US
dc.parent Advances in Contemporary Nursing en_US
dc.journal.volume 32 en_US
dc.journal.number 1-2 en_US
dc.publocation Australia en_US
dc.identifier.startpage 123 en_US
dc.identifier.endpage 132 en_US
dc.cauo.name FOH.Faculty of Health en_US
dc.conference Verified OK en_US
dc.for 111000 en_US
dc.personcode 0000027623 en_US
dc.personcode 0000054254 en_US
dc.personcode 107686 en_US
dc.percentage 100 en_US
dc.classification.name Nursing en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords academic engagement, academic performance, nursing education, homework, lecture attendance, part-time employment en_US
dc.staffid 107686 en_US


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