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Data from 362 undergraduates were analyzed with cross-lagged panel models across Time 1 and Time 2, revealing declining engagement and reciprocal influences with burnout, resilience, and self-regulation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University, Department of Educational Sciences, Ankara, Türkiye, [chozdemir@baskent.edu.tr](chozdemir@baskent.edu.tr)  \nSelahiddin Öğülmüş  \nAnkara University, Department of Educational Sciences, Ankara, Türkiye, [ogulmus@ankara.edu.tr](ogulmus@ankara.edu.tr)  \n*Corresponding Author  \nABSTRACT Study engagement plays a crucial role for students’ negative and positive academic outcomes which is related to various factors. This study investigated the associations among university students’ study engagement, school burnout, resilience, and self-regulation, as well as temporal changes and directional relationships between these variables. The sample comprised 362 undergraduate students (M = 21.93, SD = 2.58) . Significant correlations were observed among all constructs at both Time 1 and Time 2. Findings from the cross-lagged panel analysis indicated a decrease in study engagement over time, with earlier engagement predicting subsequent increases in school burnout. School burnout also showed an upward trend and exerted a negative influence on later study engagement. Furthermore, self-regulation was found to increase across the two time points but demonstrated a negative association with resilience. In turn, resilience declined over time, while positively predicting self-regulation and negatively predicting study engagement. The implications of these findings are discussed with reference to the existing literature, along with recommendations for future research and educational practice.  \nKeywords: Cross-lagged panel model, Resilience, School burnout, Self-regulation, Study engagement  \nÜniversite öğrencilerinde çalışma bağlılığı: Boylamsal bir çalışma  \nÖZ  \nAnahtar Sözcükler:  \nÇalışma bağlılığı, öğrencilerin hem olumlu hem de olumsuz akademik sonuçlarında kritik bir roloynamakta olup çeşitli faktörlerle ilişkilidir. Bu çalışma, üniversite öğrencilerinin çalışma bağlılığı, okultükenmişliği, psikolojik dayanıklılık ve öz-düzenleme düzeyleri arasındaki ilişkileri, zaman içerisindekideğişimlerini ve bu değişkenler arasındaki karşılıklı etkileşimleri incelemektedir. Araştırmanın katılımcılarını, yaş ortalaması 21,93 (SS = 2,58) olan 362 üniversite öğrencisi oluşturmuştur. Zaman 1 ve Zaman 2 ölçümlerinde tüm değişkenler arasında anlamlı korelasyonlar bulunmuştur. Çapraz zaman gecikmeli panel desen analizi, çalışma bağlılığının zaman içinde azaldığını ve öğrencilerin bağlılık düzeylerinin daha sonraki okul tükenmişliğini etkilediğini ortaya koymuştur. Ayrıca, okultükenmişliğinin zamanla arttığı ve çalışma bağlılığını olumsuz etkilediği belirlenmiştir. Analiz, özdüzenlemenin zamanla arttığını ancak psikolojik dayanıklılık üzerinde olumsuz bir etkisinin olduğunu,öte yandan psikolojik dayanıklılığın zaman içinde azaldığını fakat öz-düzenlemeyi olumlu, çalışma bağlılığını ise olumsuz yönde etkilediğini göstermiştir. Bulgular ilgili alanyazın çerçevesinde tartışılmış ve gelecekteki araştırmalar ile uygulamalara yönelik öneriler sunulmuştur.  \nÇalışma bağlılığı, Çapraz zaman gecikmeli panel desen, Okul tükenmişliği, Öz-düzenleme, Yılmazlık  \nGüçlü, C. H., & Öğülmüş, S. (2026) . Study engagement in university students: A longitudinal study. Turkish  \nCitation: Journal of Education, 15(1), 24-40 . [https://doi.org/10.19128/turje.1760277](https://doi.org/10.19128/turje.1760277)  \nINTRODUCTION  \nStudents’ academic development is substantially shaped by the educational opportunities and support services offered within the school environment, as well as the quality of their interpersonal relationships with both peers and teachers. One of the important concepts in examining educational experiences is study engagement, which encompasses students' feelings, thoughts, and behaviors related to academic life. A growing body of literature conceptualizes study engagement as a study-related mental state that encompasses energy (vigor), involvement (dedication), and","cbCainNly1oVcOfQ","https://ap.wps.com/l/cbCainNly1oVcOfQ","pdf",514716,17,"English","# Abstract\n# Introduction\n## Conceptual Background","[{\"question\":\"Which variables were examined in the longitudinal study?\",\"answer\":\"The study examined university students’ study engagement, school burnout, resilience, and self-regulation, and how these variables change over time.\"},{\"question\":\"What did the cross-lagged panel analysis show about study engagement over time?\",\"answer\":\"Study engagement decreased over time, and earlier engagement predicted later increases in school burnout.\"},{\"question\":\"How did school burnout relate to later study engagement?\",\"answer\":\"School burnout showed an upward trend and negatively influenced later study engagement.\"}]","Study engagement in university students - A longitudinal study | PDF",1792042982,43]