Academic Engagement Among First‐Year Dental Students in Online Learning: A Structural Equation Modelling Approach

OBJECTIVE: This study aimed to assess the psychometric properties and structural relationships among dimensions of academic engagement (AE) in fully online dental courses within a traditional dental education program for first-year students. METHODS: A cross-sectional design was employed involving 593 dental students from a public university in Mexico, each enrolled in at least one fully online course. AE was measured using the 9-item Spanish version of the Utrecht Work Engagement Scale (UWES), culturally adapted and validated for Mexican populations. Internal consistency was examined using Cronbach's alpha, while interrelationships among AE dimensions, "Vigour", "Dedication", and "Absorption", were analysed using structural equation modelling (SEM). Model fit was evaluated using standard indices (CFI, RMSEA, SRMR). RESULTS: (24) = 69.51; CFI = 0.98; RMSEA = 0.03), with "Vigour" significantly predicting "Dedication" (β = 0.65) and "Absorption" (β = 0.60), while "Dedication" also predicted "Absorption" (β = 0.58). These findings validated the multidimensional structure of AE in virtual learning. CONCLUSION: The results support the relevance of AE constructs in online dental education and confirm "Vigour" as a key driver of engagement. These findings suggest that online learning, when well structured, can foster meaningful academic involvement early in dental training. Importantly, this early engagement may contribute to improved academic persistence and preparedness for subsequent clinical training, reinforcing the role of digital education in preparing future dental professionals.