Factors affecting student engagement in higher education: A case study from Vietnam

Abstract

This study aims to examine and validate the factors influencing student engagement in higher education, while considering the moderating role of students’ personal traits in these relationships. Using Greenwich Vietnam as the context for data collection, the dataset comprises responses from 166 students
(N = 166) across four campuses of Greenwich University in Vietnam. These students were asked to assess their personality based on the Big Five traits via the website https://www.truity.com/test/big-five-personality-test, which was embedded in the questionnaire. Descriptive statistics were employed to highlight the characteristics of the respondents, followed by reliability testing and Exploratory Factor Analysis (EFA). Subsequently, multivariable regression was conducted to test the research hypotheses. Finally, a one-way ANOVA was performed to examine mean differences among various groups of control variables in relation to student engagement. The results show that student motivation, module content, and peer mentoring significantly and positively impact student engagement
(B₁ = 0.260, t₁ = 2.958; B₂ = 0.382, t₂ = 4.630; B₅ = 0.205,
t₅ = 2.734, respectively). Although the learning environment and university support exhibit positive relationships with student engagement (B₃ = 0.80 and B₄ = 0.25, respectively), these relationships are not statistically significant in this study (p-values = 0.339 and 0.806, respectively). Regarding personal traits, students who exhibit open-mindedness are more likely to engage with their studies than those who are close-minded. Additionally, students with high levels of conscientiousness show greater engagement than those who are less conscientious. Unexpectedly, extroverted students demonstrate lower levels of engagement compared to their introverted peers. Similarly, students with emotional stability are found to have lower mean engagement scores than those characterized by neuroticism or emotional instability. The findings of this study provide a comprehensive theoretical framework applicable to higher education in Vietnam, particularly at Greenwich Vietnam, where the UK curriculum is integrated with the Vietnamese educational environment. In terms of practical implications, the research offers new directions for enhancing student engagement by fostering motivation, improving the curriculum, and strengthening peer mentoring support.