2026-04-28T19:07:23Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/762712025-07-14T19:02:48Zcom_10324_1184com_10324_931com_10324_894col_10324_1400

Alonso Tapia, Jesús Merino Tejedor, Enrique Huertas, Juan Antonio Engagement, Motivation, Self-efficacy, Emotional self-regulation, Person situation interaction Producción Científica This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency, behavior, cognition, and emotion—are affected by the interaction with several learning situations, listening to a lecture, carry ing out practical tasks alone, reading a text while studying, working in groups, or partici pating in practical classes. The second is to test its relationships with potential moderator variables—motivation, self-efficacy, emotion self-regulation, and stress—and its potential effects on performance and satisfaction. Participants were 531 university students. They f illed in a questionnaire that allowed testing alternative theoretical models on the person situation hypothesis using confirmatory factor analyses. Results showed that if items refer both to engagement modalities and learning situations, the traditional hierarchical model that considers that engagement depends on a personal disposition with four components does not fit well. Instead, the multitrait model does. It shows that engagement, as a general disposition, is activated by the set of situations and that each of its components only plays a role in some of them. The hypotheses on the relationship between engagement and the rest of the variables received positive support. These results open new perspectives for studying and improving engagement. 2025-07-07 2025-07-07 2022 info:eu-repo/semantics/article European Journal of Psychology of Education (2023) 38:631–655 0256-2928 https://uvadoc.uva.es/handle/10324/76271 https://doi.org/10.1007/s10212-022-00621-0 631 655 Academic engagement: assessment, conditions, and effects—a study in higher education from the perspective of the person‑situation interaction 38 eng https://link.springer.com/article/10.1007/s10212-022-00621-0 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ © The Author(s) 2022 Springer