An essential component of every university’s desired outcome is producing successful students with advanced academic and cognitive learning skills. However, this goal might be compromised and, in some extreme cases, not attained due to circumstances encountered in the university education process. In an attempt to determine some of the factors that affect academic performance in the university amid the ever-increasing needs of students, this study ascertains the academic engagement levels of university accounting students in Ghana and the relationship between academic engagement (Vigour, Dedication and Absorption) and academic performance measured by students’ perceived academic performance and Grade Point Average (GPA). Utilising a quantitative research approach with questionnaires as the primary research instrument, data were collected from 215 university students and analysed using a hierarchical regression technique. The analyses showed that accounting students score high on Dedication rather than Vigour and Absorption in terms of academic engagement. Additionally, results indicated that older accounting students academically perform better than their younger counterparts. Furthermore, academic engagement was found to affect students’ academic performance but with much emphasis on students’ Dedication to studying accounting. The study’s findings in consonance with the student involvement theory assert that amid the claim that the accounting programme is challenging for most students, students’ performance can be improved. This is achievable if students intently develop the drive to study in addition to the efforts of educators to improve accounting education.

每所大学所期望的结果的一个重要组成部分是培养具有高级学术和认知学习技能的成功学生。然而，这个目标可能会受到影响，在某些极端情况下，由于大学教育过程中遇到的情况而无法实现。为了确定在学生需求不断增长的情况下影响大学学习成绩的一些因素，本研究确定了加纳大学会计专业学生的学术参与水平以及学术参与（活力、奉献和吸收）之间的关系) 和通过学生的感知学业成绩和平均绩点 (GPA) 衡量的学业成绩。利用以问卷为主要研究工具的定量研究方法，从 215 名大学生中收集数据，并使用分层回归技术进行分析。分析表明，会计专业的学生在学术参与方面的奉献精神而不是活力和专注力得分较高。此外，结果表明，年长的会计学生在学业上的表现要好于年轻的同行。此外，发现学术参与会影响学生的学习成绩，但更强调学生的奉献精神去学会计。该研究的结果与学生参与理论一致，声称在会计课程对大多数学生具有挑战性的说法中，学生的表现可以得到提高。如果除了教育工作者努力改善会计教育外，学生还可以专心培养学习动力，这是可以实现的。