DREEM and student engagement- reverse coded data.sav

The objective was to examine how the educational environment influences student engagement and academic performance, with a focus on the role of engagement. Participants included 554 Health Professions Education (HPE) students who completed self-report questionnaires using the Dundee Ready Education Environment Measure (DREEM) to assess the educational environment and the University Student Engagement Inventory to measure engagement levels across behavioral, emotional, and cognitive dimensions. Academic achievement was measured using cumulative GPA, and path analysis was used to explore relationships between variables. Key Findings: Emotional engagement is influenced by educational environment subscales (48% variance explained), while behavioral engagement is driven by students' perception of learning and academic self-perceptions (28% variance explained). Cognitive engagement is strongly tied to academic self-perceptions (39% variance explained). Academic achievement is positively impacted by cognitive and behavioral engagement but negatively by emotional engagement. Additionally, cognitive and behavioral engagement mediate the link between academic self-perceptions and achievement. The study concludes that enhancing cognitive and behavioral engagement can directly boost academic performance, making it crucial to create a positive educational environment to foster student engagement and success.