Evolution of Academic Engagement and Academic Satisfaction in First-Year Nursing Students Section: Originals How to quote Manzur Salari K, Gutiérrez F, Robledo P. Evolución del compromiso académico y la satisfacción académica en estudiantes de primer año de Enfer- mería. Rev. iberoam. Educ. investi. Enferm. 2025; 15(1):e11. doi: https://doi.org/10.56104/Aladafe.2025.15.1021000457 Authors1 Karen Manzur Salari, 2Fernando Gutiérrez, 3Patricia Robledo Position 1 Dra. en Psicología. Facultad de Ciencias de la Salud. Universidad Adventista del Plata. Argentina. ORCID: https://orcid.org/0000-0003-2576-15542 Mg. en Educación. Instituto Superior Adventista de Misiones. Argentina. ORCID: https://orcid.org/0009-0001-2961-6584 3 Mg. en Educación en Ciencias de la Salud. Facultad de Ciencias de la Salud. Universidad Adventista del Plata. Argentina. ORCID: https://orcid.org/0009-0008-8945-4696 Contact email: karen.manzur@uap.edu.ar Abstract Objetive: to explore the evolution of academic engagement and academic satisfaction in first-year nursing students in 2024 across three measurements and analyze the relationship between these variables at each measurement point.Methodology: descriptive, analytical, prospective longitudinal study. The sample consisted of first-year nursing students, selected through non-probabilistic convenience sampling. Academic engagement was measured using the Utrecht Work Engagement Scale, and academic satisfaction was assessed with the Academic Satisfaction Scale, both adapted for Argentine university students. Sociodemographic questions were also included. Data collection occurred at three time points: T1 (June), T2 (August), and T3 (October), using a digital survey form. Analysis was performed using SPSS software.Results: a total of 36 students participated, 77.8% of whom were female, with an average age of 21.25 years (SD 4.54). High academic engagement was observed in the dedication dimension, followed by moderate levels in absorption and vigor. Academic satisfaction was also high (74.85%). Academic engagement and academic satisfaction remained stable across the three measurements (p > 0.05), and a positive, statistically significant correlation was found between the two variables (p < 0.05), with a moderate to large effect size (rho = 0.361 to rho = 0.667).Conclusion: these findings highlight the importance of monitoring academic engagement and academic satisfaction during this critical first-year stage to design future interventions aimed at preventing dropout. Keywords: students; nursing; nursing education research; psychology; educational; Argentina Versión en Español Título: Evolución del compromiso académico y la satisfacción académica en estudiantes de primer año de Enfermería Artículo completo no disponible en este idioma / Full article is not available in this language Bibliography [1] Eurostat. Early leavers from education and training [internet]. Luxembourg: European Commission; 2023 [citado 15 sep 2025]. Disponible en: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Early_leavers_from_education_and_training#:~:text=In%202023%2C%20an%20average%20of%209.5%20%25%20of%20young%20people%20aged,Romania%20[2] Castro-Martínez JA, Machuca-Téllez G. La deserción universitaria en América Latina: una perspectiva ecológica. Estud. Pedagóg 2023; 49(2):87-108. doi: http://dx.doi.org/10.4067/S0718-07052023000200087[3] Sanseau M, Sánchez-Cestona J, Sabrina Calio. Permanencia de las y los estudiantes en la universidad [internet]. Buenos Aires: CONEAU-Comisión Nacional de Evaluación y Acreditación Universitaria; 2023 [citado 15 sep 2025]. Disponible en: https://www.coneau.gob.ar/coneau/nueva-publicacion-permanencia-de-las-y-los-estudiantes-en-la-universidad/ [4] Lattuada M. Deserción y retención en las unidades académicas de educación superior. Una aproximación a las causas, instrumentos y estrategias que contribuyen a conocer y morigerar su impacto. Debate Universitario 2017; 5(10):110-3. doi: https://doi.org/10.59471/debate2017113[5] Aguilar V, Bonaldo C. Deserción en el sistema universitario: el caso de la carrera de Licenciatura en Enfermería de la Escuela Superior de Ciencias de la Salud - UNCPBA - periodo 2004-2017. Territorios del cuidado [internet]. 2018 [citado 15 sep 2025]; 2(1):35-47. Disponible en: https://ridaa.unq.edu.ar/handle/20.500.11807/3529 [6] Fernández-Mellizo M. Análisis del abandono de los estudiantes de grado en las universidades presenciales en España [internet]. Madrid: Ministerio de Universidades; 2022. [citado 15 sep 2025]. Disponible en: https://www.universidades.gob.es/estudio-de-abandono-universitario/ [7] Medrano L, Flores P. La Problemática del Ingreso a la Universidad desde una perspectiva de la teoría de la agencia social: Aportes de la Teoría Social Cognitiva. RAES [internet]. 2017 [citado 15 sep 20245; 9(15):11-35. Disponible en: https://repositorio.21.edu.ar/handle/ues21/14226 [8] Palomino JC, Pimentel-Bernal M, Irias-Sandoval M. Deserción en la educación superior y salud mental: Estudio bibliométrico. Contabilidad Y Negocios 2024; 19(37):34-57. doi: https://doi.org/10.18800/contabilidad.202401.002 [9] Salanova M, Bresó E, Schaufeli W. Hacia un modelo espiral de las creencias de eficacia en el estudio del burnout y del engagement. Ansiedad y Estrés [internet]. 2005 [citado 15 sep 2025]; 11(2-3):215-31. Disponible en: https://www.ansiedadyestres.es/summary/11_tab [10] Schaufeli W, Martínez I, Pinto A, Salanova M, Bakker A. Burnout and engagement in university students: Across national study. J. Cross-Cult. Psychol. 2002; 33(5):464-81. doi: https://doi.org/10.1177/0022022102033005003 [11] Truta C, Parv L, Topala I. Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education. Sustainability 2018; 10(12):4637. doi: https://doi.org/10.3390/su10124637[12] Sinval J, Oliveira P, Novais F, Almeida CM, Telles-Correia D. Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students’ academic performance: A prospective study. J Affect Disord 2025; 368:665-73. doi: https://doi.org/10.1016/j.jad.2024.09.116[13] Lent R, Singley D, Sheu H. Relation of social-cognitive factors to academic satisfaction in engineering student. J. Career Assess 2007; 5(1):87-97. doi: https://doi.org/10.1177/1069072706294518 [14] Quincho Apumayta R, Carrillo Cayllahua J, Cencho Pari A, Inga Choque V, Cárdenas Valverde J, Huamán Ataypoma D. University Dropout: A Systematic Review of the Main Determinant Factors (2020-2024). F1000Research 2024; 13:942. doi: https://doi.org/10.12688/f1000research.154263.2[15] Arredondo-Salas A, Vargas Vizcarra M, Corisapra-Quintana J, Bustamante Carpio J, Corisapra-Quintana F. Engagement and academic satisfaction: mediatong role of affective commitment in business students. Comuni@cción 2022; 13(2):117-26. doi: https://doi.org/10.33595/2226-1478.13.2.689 [16] Manzur KM, Gutiérrez FN, Robledo GP. Relación entre compromiso académico, satisfacción académica y actividad laboral en estudiantes de enfermería argentinos. Rev. chil. enferm. 2024; 6:75374. doi: https://doi.org/10.5354/2452-5839.2024.75374 [17] Urquijo I, Extremera N. Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico. EJREP 2017; 15(43):553-7. doi: https://doi.org/10.25115/ejrep.43.16064 [18] Ávalos J, Flores M, Moena B. Deserción de la carrera de enfermería. Benessere, Rev. de Enf. 2017; 2(1):75374. doi: https://doi.org/10.22370/bre.21.2017.1327. [19] Briones A, Solórzano Ho, Mendoza K. Deserción estudiantil de la carrera de enfermería. Serie científica. [internet]. 2021 [citado 15 sep 2025]; 14(11):241-8. Disponible en: https://publicaciones.uci.cu/index.php/serie/article/view/1009 [20] Benítez M, Ramírez S. Características de la deserción de estudiantes indígenas con acceso directo a la carrera de enfermería. Facultad de Enfermería y Obstetricia. 2023; 6(1):34-41. doi: https://doi.org/10.57201/academic.6.1.3694 [21] Ortiz Molinas C, Catalino Cañete A. Factores Asociados a la Deserción Estudiantil en la Carrera de Enfermería de la Universidad Nacional de Pilar, Periodo 2017 – 2020. Ciencia Latina 2025; 9(3):4530-9. doi: https://doi.org/10.37811/cl_rcm.v9i3.18085[22] World Health Organization. State of the world’s nursing 2025: Investing in education, jobs and leadership. [internet] Geneva: WHO; 2025. [citado 15 sep 2025]. Disponible en: https://iris.who.int/bitstream/handle/10665/381329/9789240110236-eng.pdf[23] Mesurado B, Richaud M, Mateo N. Engagement, Flow, Self-Efficacy, and Eustress of University Students: A Cross-National Comparison Between the Philippines and Argentina. J. Psychol 2016; 150(3):281-99. doi: https://doi.org/10.1080/00223980.2015.1024595 [24] Medrano L, Fernández M, Pérez E. Sistema de Evaluación Informatizado de la satisfacción Académica para estudiantes universitarios de primer año. Electron. J. Res. Educ. Psychol. 2014; 12(2):541-62. doi: https://doi.org/10.25115/ejrep.33.13131 [25] Cohen J. Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates; 1988.[26] Biondi Benuzzi A, Benuzzi A L. Ansiedad, engagement y burnout académico en estudiantes de la Facultad de Química, Bioquímica y Farmacia de la Universidad Nacional de San Luis. Perspect. Psicol [internet]. 2021 [citado 15 sep 2025]; 18(1):118-22. Disponible en: http://200.0.183.216/revista/index.php/pep/article/view/556 [27] Burgos-Videla C, Jorquera-Gutiérrez R, López-Meneses E, Bernal C. Life Satisfaction and Academic Engagement in Chileans Undergraduate Students of the University of Atacama. Int. J. Environ. Res. Public Health 2022; 19(24):16877. doi: https://doi.org/10.3390/ijerph192416877[28] Liébana-Presa C, Fernández-Martínez ME, Vázquez-Casares AM, López-Alonso AI, Rodríguez-Borrego MA. Burnout y engagement en estudiantes universitarios de enfermería. Enferm. Glob 2018; 17(50):131-52. doi: https://doi.org/10.6018/eglobal.17.2.268831 [29] García-Rodríguez J, Labajos-Manzanares MT, Fernández-Luque F. Los estudiantes de Grado en Enfermería y su compromiso con los estudios. Enferm. Glob [internet]. 2015 [citado 15 sep 2025];14(38):169-77. Disponible en: https://scielo.isciii.es/scielo.php?script=sci_abstract&pid=S1695-61412015000200009 [30] Ardiles-Irarrázabal RA, Jaramillo-Calderón E, Moya-Cruz M, Figueroa-Sánchez M, Palza-Valck R. Compromiso académico y burnout en estudiantes de enfermería durante pandemia COVID-19. MedUNAB 2023; 26(3):432-42. doi: https://doi.org/10.29375/01237047.4569 [31] Zou L, Xie Z, Tan M, Ou Q, Liao M. The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement. BMC Med Educ 2024; 24(1):1014. doi: https://doi.org/10.1186/s12909-024-05995-x [32] Lin Y, Chen Y, Peng Y, Zhang X, Liao X, Chen L. Mediating role of resilience between learning engagement and professional identity among nursing interns under COVID-19: A cross-sectional study. Nurs Open 2023; 10(6):4013-21. doi: https://doi.org/10.1002/nop2.1660 [33] International Society for Professional Identity in Nursing. What is professional identity in nursing? [internet]. Las Vegas (NV): ISPIN; 2025 [citado 15 sep 2025]. Disponible en: https://www.professionalidentity.org/about/what-is-pin [34] Geoghan Marold SM, Strouse SM, Butcher D. Professional Identity in Nursing: A Narrative Review of the ISPIN Definition and Domains Usage. SAGE Open Nurs 2025; 11:23779608251335240. doi: https://doi.org/10.1177/23779608251335240[35] Zeighami Mohammadi S, Haghighi Khoskhoo N. Correlation Between Satisfaction with the Field of Study and Clinical Competence in Nursing Students. Mod Care J 2022; 19(3):e127692. doi: https://doi.org/10.5812/modernc-127692