Teacher credibility and learner engagement in traditional and nontraditional education university students

Abstract

Teacher credibility and academic engagement are factors associated with academic performance of university students. In the case of non-traditional students, these factors are especially relevant for their integration and permanence in the university. This study describes non-traditional students' perceptions of teacher credibility and their academic engagement and compare them with these same traits in traditional students. The sample included 483 students who completed the Credibility Scale in University Professors and the Classroom Engagement Scale. The construct validity and reliability have been assessed through confirmatory factor analysis and the calculation of Cronbach's alpha. Non-traditional students were considered those who are at least 25 years old or study and work at the same time. The analysis has been supported by descriptive statistics and the contrast of means through the multivariate analysis of variance. The results show high levels of perceived teacher credibility in non-traditional students, although lower levels of academic engagement. In addition, a superiority of non-traditional students is confirmed in all dimensions of teacher credibility (competence, goodwill and trust) and in agentic engagement. The differences in cognitive, behavioral and affective engagement are not significant. The results lead us to reflect on the importance of these variables for the success of non-traditional students at university and allow us to derive practical recommendations to support it.

Keywords: Teacher credibility, learner engagement, nontraditional students, higher education, students' perceptions, teachers' behavior, teaching-learning process.