Teacher credibility and learner engagement in traditional and nontraditional education university students

Teacher credibility and learner engagement are factors associated with academic performance of university students. In the case of nontraditional students, defined as those who join the university over 24 years old or combine studies and work, teacher credibility and learner engagement are factors that are especially relevant for their integration and permanence in the university. The aim of this study was to describe nontraditional students' perceptions of teacher credibility and their learner engagement and compare them with these same traits in traditional students. The sample included 483 students, of which 353 were traditional students and 130 nontraditional students. They were administered the Credibility Scale in University Professors and the Classroom Engagement Scale. The construct validity and reliability have been assessed through confirmatory factor analysis and the calculation of Cronbach's alpha. The analysis has been supported by descriptive statistics and the contrast of means through the multivariate analysis of variance. The results show high levels of perceived teacher credibility in nontraditional students, although lower levels of learner engagement. In addition, a superiority of nontraditional students is confirmed in all dimensions of teacher credibility (competence, goodwill and trustworthiness) and in agentic engagement. The differences in cognitive, behavioral and affective engagement are not significant. The results lead us to reflect on the importance of these variables for the success of nontraditional students at university and allow us to derive practical recommendations to support it.

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