Factors associated with academic engagement and absenteeism from synchronous classes of career leveling students at the Institute of Leveling and Admission

Abstract

Introduction: The purpose of this research is to analyze the factors associated with academic engagement and absenteeism from synchronous classes among students in the preparatory program at the Institute of Leveling and Admission. Objective: To analyze existing studies through a systematic literature review following the PRISMA model. Materials and methods: The methodology involved collecting, selecting, critically appraising, and synthesizing articles. Twenty-two articles from various countries, written in Spanish and English, were obtained from scientific search engines such as Mendeley, Refseek, Erick, and SpringerLink. Unreliable studies and those published before 2019 were excluded. Results: The research identified that the most commonly used dimensions globally for evaluating academic engagement are vigor, dedication, and absorption, with effects in both the academic and professional spheres. Various instruments exist for assessing engagement, and the interest in this topic is reflected in the increase in scientific publications in 2022 and 2023, with greater participation from women. Conclusions: Academic engagement is linked to the achievement of students' goals and expectations. Further research is recommended to contribute to a better understanding of this topic from different cultural contexts. Among the practical implications of this study is the updated integration of information on the subject, which could encourage the development of new educational policies that place academic engagement at the heart of the teaching and learning process as a fundamental part of students' holistic development.