Although student enrolment in South African universities has significantly increased, the retention and graduation rates remain low. One reason for the low student success is the lack of engagement in their studies. It is therefore very important for universities to determine the various predictors of student engagement. The aim of this study is to establish whether proactive behaviour towards strengths use, proactive behaviour towards deficit improvement and fit with study course have an impact on engagement. Universities need to focus on creating an environment in which students can actively use their strengths and develop their weaknesses for improved study fit and enhanced levels of engagement. The general objective of this research study was to test a structural model of proactive behaviour towards strengths use (PBSU), proactive behaviour towards deficit improvement (PBDI), fit with study course and engagement amongst first-year students, and to test the mediating effect of study course between PBSU/PBDI and engagement. This study was conducted in order to gain more knowledge and a better understanding of the antecedents of engagement amongst first-year students in South African. The Mplus and SPSS programmes were utilised for the statistical analysis of the data. A cross-sectional research design was used with a sample of 692 first-year students of a higher education institution in South Africa. The hypothesised model was tested by performing structural equation modelling. The bootstrapping method was used to identify possible mediating effects of fit with study course. The results confirmed a significant positive relationship between PBDI and engagement but no direct significant relationship between PBSU and engagement (although the significant levels were close to 0.05). The results also indicated a significant positive relationship with PBDI and engagement. PBDI was also found to be positively related to engagement. Furthermore, fit with study course fully mediated the relationship between PBSU and engagement and partially mediated the relationship between PBDI and engagement. After conclusions for the study had been drawn recommendations for the institution, students, as well as for future research were made. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2015

Although student enrolment in South African universities has significantly increased, the retention and graduation rates remain low. One reason for the low student success is the lack of engagement in their studies. It is therefore very important for universities to determine the various predictors of student engagement. The aim of this study is to establish whether proactive behaviour towards strengths use, proactive behaviour towards deficit improvement and fit with study course have an impact on engagement. Universities need to focus on creating an environment in which students can actively use their strengths and develop their weaknesses for improved study fit and enhanced levels of engagement. The general objective of this research study was to test a structural model of proactive behaviour towards strengths use (PBSU), proactive behaviour towards deficit improvement (PBDI), fit with study course and engagement amongst first-year students, and to test the mediating effect of study course between PBSU/PBDI and engagement. This study was conducted in order to gain more knowledge and a better understanding of the antecedents of engagement amongst first-year students in South African. The Mplus and SPSS programmes were utilised for the statistical analysis of the data. A cross-sectional research design was used with a sample of 692 first-year students of a higher education institution in South Africa. The hypothesised model was tested by performing structural equation modelling. The bootstrapping method was used to identify possible mediating effects of fit with study course. The results confirmed a significant positive relationship between PBDI and engagement but no direct significant relationship between PBSU and engagement (although the significant levels were close to 0.05). The results also indicated a significant positive relationship with PBDI and engagement. PBDI was also found to be positively related to engagement. Furthermore, fit with study course fully mediated the relationship between PBSU and engagement and partially mediated the relationship between PBDI and engagement. After conclusions for the study had been drawn recommendations for the institution, students, as well as for future research were made. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2015