Engagement académico en estudiantes de la Facultad de Psicología de la Universidad de Cuenca, durante el periodo 2025 – 2026

Abstract

Academic engagement is a positive psychological state characterized by vigor, dedication, and absorption, and is considered a key factor in understanding university students' motivation, academic performance, and well-being. In higher education, students face multiple academic demands, adaptation processes, and the development of their professional identity. Therefore, academic engagement serves as a relevant indicator of students' commitment to their education and of potential risks such as burnout, demotivation, and university dropout. In this context, the present study aimed to describe the levels of academic engagement among students of the Faculty of Psychology at the University of Cuenca during the 2025–2026 academic period and to analyze its dimensions according to sex, age, academic semester, and degree program. A quantitative approach with a non-experimental, descriptive, and cross-sectional design was employed. The sample consisted of 275 students selected through stratified probability sampling. Data were collected using a sociodemographic questionnaire and the Utrecht Work Engagement Scale–Student (UWES-S), which demonstrated a global Cronbach's alpha of 0.89. The results revealed a predominance of moderate levels of academic engagement. Dedication was the highest-scoring dimension, whereas vigor showed the lowest scores, suggesting signs of academic burnout. Furthermore, differences were observed across academic semesters, with dedication increasing in higher semesters and vigor progressively decreasing as students advanced in their academic training. These findings contribute to a better understanding of academic engagement in this population and provide evidence to support future strategies aimed at strengthening student well-being.