Psychological well-being and academic engagement in engineering students

Abstract

University life in the engineering field presents significant challenges of an academic, psychological, and emotional nature. Thus, it is essential to acknowledge that studying university educational dynamics requires a focus on aspects such as the well-being and engagement exhibited by students toward their academic endeavors. This study aimed to examine the relationship between psychological well-being and academic engagement among engineering students. Employing a quantitative approach, a correlational scope, and a non-experimental cross-sectional design, the research was conducted with a sample of 276 engineering students from Lima, Peru. The results revealed a high, positive, and statistically significant relationship between psychological well-being and academic engagement (r = 0.519, p < 0.001). Additionally, students aged 31 to 40 demonstrated higher levels of well-being and academic engagement. Female students reported significantly higher scores in both variables compared to their male counterparts. Furthermore, students exclusively dedicated to studying exhibited greater psychological well-being. Notably, systems engineering students and those who studied in the blended modality achieved the highest scores across both variables. These findings offer valuable insights into the academic and institutional factors influencing the professional development of future engineers.