IMPACT OF WORK ENGAGEMENT ON ACADEMIC ACHIEVEMENT IN EDUCATIONAL RESEARCH AND STATISTICS AMONG POSTGRADUATE STUDENTS IN FEDERAL UNIVERSITIES IN SOUTHEAST NIGERIA: MEDIATING ROLES OF ACADEMIC STRESS AND STUDY HABITS

Abstract

This study investigates the impact of work engagement on academic achievement in Educational Research and Statistics among postgraduate students in Federal Universities in Southeast Nigeria, with particular emphasis on the mediating roles of academic stress and study habits. A model testing correlational research design was adopted. The population comprised approximately 1,500 postgraduate students, from which a sample of 877 was selected using stratified random sampling. Data were collected using validated instruments measuring work engagement, academic stress, and study habits, while academic achievement scores were obtained from official records. Data analysis involved correlation and path analysis with bootstrapping (5,000 resamples). Findings revealed a significant negative relationship between work engagement and academic achievement (r = -0.31, p < .001). Work engagement significantly predicted academic achievement negatively (β = -0.312, p < .001). Academic stress was found to partially mediate this relationship, as higher work engagement increased stress, which in turn reduced academic achievement. Study habits also significantly mediated the relationship, with higher work engagement associated with poorer study habits that subsequently lowered academic performance. Furthermore, a significant chain mediation effect was observed, indicating that work engagement increased academic stress, which weakened study habits and ultimately reduced academic achievement. The study concludes that while work engagement may enhance productivity in the workplace, it exerts a detrimental effect on academic achievement when not properly managed. It is recommended that postgraduate students adopt effective stress management strategies and structured study habits to balance work and academic demands. Institutions should also provide supportive learning environments to mitigate stress and enhance academic success.