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Updated: Jul 18, 2025
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
Relationships between psychological characteristics, academic fit and engagement with academic performance in
Edlira Muca1, Monica Molino2, Chiara Ghislieri2
1Department of Veterinary Sciences, University of Turin, Grugliasco, 10095, Italy. edlira.muca@unito.it.
Background:
Recognition of the factors that influence academic performance in university students constitutes one of the key objectives of education researchers. Few studies have been conducted in this sphere in relation to veterinary students; however, considering the high levels of depression, anxiety symptoms, and decreased life satisfaction revealed in recent literature for this demographic, understanding these factors is of great importance. Moreover, the literature on veterinary education has mostly focused on cognitive factors as antecedents to academic performance, while very little attention has been directed toward personal characteristics.
Methods:
The present cross-sectional study aims to investigate the relationships between psychological characteristics (internal locus of control and self-efficacy), academic fit, well-being (engagement and exhaustion), and academic performance (average grade) among veterinary students. The study was conducted in the Department of Veterinary Sciences at the University of Turin between September 2021 and January 2022 involving 231 students.
Results:
The results of the Structural Equation Model confirmed a positive relationship between both internal locus of control and self-efficacy and academic fit, which in turn showed a positive relationship with engagement and a negative relationship with exhaustion. Finally, a significant positive relationship between engagement and academic performance was highlighted. Indirect effects were also significant, confirming the mediating role of academic fit and engagement.
Conclusions:
The study contributes to the literature by demonstrating the direct and indirect relationships among the variables selected in a sample group of veterinary students. These findings provide information for practical interventions that could support the academic experience and prospects of veterinary students by improving their psychological parameters and well-being.
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