Mediating role of Engagement in the relation between Resilience and Academic Performance in Peruvian university students
DOI:
https://doi.org/10.15381/rinvp.v27i1.26002Keywords:
Resilience, Engagement, Academic PerformanceAbstract
Permanence in university is one of the challenges faced by students who join higher education, even more so in changing and demanding contexts such as the current ones. Among the multiple factors associated with university dropout are the student's psychological resources, as well as the academic performance that allows them to continue and complete their studies. This research proposed a mediation model between psychological resources and their impact on academic performance that allows addressing this problem. Thus, the objective was to analyze the mediating role of engagement in the relation between resilience and academic performance in Peruvian university students. The study has a quantitative, non-experimental approach and the sample consisted of 205 Peruvian university students. The study used the Wagnild and Young Resilience Scale (1993) validated by Castilla et al. (2016), the UWES-9 Questionnaire (Schaufeli et al., 2002) for the measurement of engagement, and the weighted averages were considered as a measure of performance. The results corroborate a complete mediation, only finding statistical significance in the effect of resilience on academic performance mediated by engagement (p = .04), and not in the direct path of influence of resilience on academic performance (p =.13). In conclusion, the study shows the mediating role of engagement and the predominant strength of the model in explaining academic performance.
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Copyright (c) 2024 Carmelia Ornella Lambruschini Tafur, Karen Patricia Llacho Inca
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