Engaged or entitled? Study orientations among traditional and non-traditional business students
Vuori, Johanna (2019)
Taylor & Francis
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Vuori J., (2019). Engaged or entitled? Study orientations among traditional and non-traditional business students. , Taylor & Francis.
Research on student engagement, study engagement and academic entitlement has followed separate paths. This research examined how the concepts relate to each other among traditional and non-traditional Finnish business students (N = 476). A cluster analysis indicated that students form two clusters. Part-time students, students over the age of 25, students with more than 5 years of work experience and students taking open university courses or studying for a master’s degree were more likely to belong to the more engagement-oriented cluster than their comparison groups. Although respondents’ student engagement and study engagement scales correlated moderately, only the cognitive engagement dimension of student engagement had a strong correlation with study engagement subscales, indicating that student engagement is a much wider, if somewhat a fuzzy, construct than study engagement. Further analysis showed significant differences between the study and student engagement levels of traditional and non-traditional students.