Latent Class Analysis of Student Engagement in Higher Education and Its Relationship to Cooperative Mindset and Critical Thinking
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| Title: | Latent Class Analysis of Student Engagement in Higher Education and Its Relationship to Cooperative Mindset and Critical Thinking |
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| Language: | English |
| Authors: | Oxel Azkarate-Iturbe (ORCID |
| Source: | Innovative Higher Education. 2025 50(4):1411-1431. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Cognitive Structures, Critical Thinking, Undergraduate Students, Foreign Countries, Gender Differences, Age Differences, Intellectual Disciplines |
| Geographic Terms: | Spain |
| DOI: | 10.1007/s10755-025-09785-1 |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | The primary aim of this study was to examine whether the level of engagement shown by higher education students is associated with their disposition toward critical thinking and cooperative mindset. We also explored the influence that gender, age, and field of study have on student engagement. Participants were 1580 Spanish undergraduates aged between 18 and 37 years (M = 21.94, SD = 1.61), all currently in year 4 of a degree program. Regarding gender, 54.4% were female, 45.1% male, and 0.5% non-binary. Latent class analysis identified three underlying profiles of student engagement, which we labeled high, moderate, and low engagement. Women and social sciences students were more likely to belong to the high engagement class, but no significant differences were observed with respect to age. Students identified as showing high engagement also scored higher on measures of cooperative mindset and critical thinking disposition. The results highlight the importance of fostering engagement among higher education students, as this may contribute not only to better academic performance but also to the development of a cooperative mindset and disposition toward critical thinking, both of which are crucial skills in their personal and professional development. It is suggested that educational institutions should design and implement specific interventions aimed at boosting engagement, adapting these to students' demographic and academic profiles. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480481 |
| Database: | ERIC |
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| Abstract: | The primary aim of this study was to examine whether the level of engagement shown by higher education students is associated with their disposition toward critical thinking and cooperative mindset. We also explored the influence that gender, age, and field of study have on student engagement. Participants were 1580 Spanish undergraduates aged between 18 and 37 years (M = 21.94, SD = 1.61), all currently in year 4 of a degree program. Regarding gender, 54.4% were female, 45.1% male, and 0.5% non-binary. Latent class analysis identified three underlying profiles of student engagement, which we labeled high, moderate, and low engagement. Women and social sciences students were more likely to belong to the high engagement class, but no significant differences were observed with respect to age. Students identified as showing high engagement also scored higher on measures of cooperative mindset and critical thinking disposition. The results highlight the importance of fostering engagement among higher education students, as this may contribute not only to better academic performance but also to the development of a cooperative mindset and disposition toward critical thinking, both of which are crucial skills in their personal and professional development. It is suggested that educational institutions should design and implement specific interventions aimed at boosting engagement, adapting these to students' demographic and academic profiles. |
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| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-025-09785-1 |
