Academic engagement and rumination in virtual engineering students

Abstract

When university students effectively manage their time and effort to complete their academic tasks, they tend to demonstrate enthusiasm for learning. Conversely, negative learning experiences can lead to obsessive concerns about unpleasant topics. This study aimed to examine the relationship between academic engagement and rumination among engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental design. The sample consisted of 132 engineering students from Lima, Peru, who were enrolled in virtual learning programs. The results indicated a negative relationship between academic engagement—and its dimensions of vigor and dedication—and rumination, particularly its dimension of reproach. However, the reflection dimension of rumination was positively associated with academic engagement. Regarding age, students between 18 and 30 years scored higher in reproach, whereas those aged 31 to 40 exhibited greater academic engagement across all three dimensions. Gender differences were also observed: women showed significantly higher levels of academic engagement and reflection, while men scored higher in reproach. Additionally, students who solely studied exhibited higher levels of reproach, whereas those who both worked and studied demonstrated greater academic engagement. Finally, industrial engineering students reported higher levels of academic engagement, whereas students from other engineering disciplines exhibited higher levels of rumination.