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1.
This paper sought to explain how the student engagement construct could be reconceptualized so to increase its capacity to explain course-specific academic progress.To do so, we proposed that agentic engagement should be added as a new engagement component while the status of emotional engagement should be reconsidered. In two longitudinally-designed studies, secondary-grade students self-reported four aspects of their course-specific classroom engagement (behavioral, emotional, cognitive, and agentic) throughout an 18-week semester, and these scores were used to predict their objectively-scored course achievement (Study 1) and end-of-semester gains in perceived academic progress and perceived autonomy-supportive teaching (Study 2). In both studies, multilevel regressions showed that agentic engagement explained independent variance in the outcomes, while emotional engagement (and cognitive engagement) did not. These findings highlight the need to add agentic engagement and to reconceptualize the role of emotional engagement, so the discussion offers a reconceptualized model with greater explanatory power than its 3-component (behavioral, emotional, cognitive) predecessor. 相似文献
2.
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement. 相似文献
3.
Hsin-Yi Chang Ying-Shao Hsu Hsin-Kai Wu Chin-Chung Tsai 《International Journal of Science Education》2018,40(12):1410-1431
In this study we investigated how a newly developed learning environment that integrates mobile augmented reality (AR) technology supported students’ socio-scientific reasoning (SSR). Drawing upon the reasoned action theory, we consider the roles of students’ attitudes toward SSR before learning, and their cognitive and emotional engagement during learning in the students’ actual performance of SSR. The implementation results indicate the impact of the learning environment on students’ scientific knowledge and attitude change. Moreover, we identified a significant path of how the students developed their SSR by the interactions among their attitude toward SSR, and their cognitive and emotional engagement in the mobile AR learning environment. On the other hand, the students’ post-learning attitudes toward SSR were dominated by their pre-learning attitudes. Implications and suggestions are discussed. 相似文献
4.
While a consensus has emerged to characterize student engagement during learning activities as a three-component construct featuring behavioral, emotional, and cognitive aspects, we propose adding agentic engagement as an important new aspect, which we define as students’ constructive contribution into the flow of the instruction they receive. High school students (237 females, 128 males) from Taiwan completed surveys of their classroom motivation and the four hypothesized aspects of engagement while grades were obtained at the end of the semester. Structural equation modeling analyses showed that agentic engagement was both a distinct and an important construct, one that was associated with students’ constructive motivation, related to each of the other three aspects of engagement, and predicted independent variance in achievement. The discussion highlights the important, though currently neglected, ways that students contribute constructively into the flow of the instruction they receive, as by personalizing it and by enhancing both the lesson and the conditions under which they learn. 相似文献
5.
ABSTRACTThis study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class. 相似文献
6.
Altay Eren 《Teaching Education》2013,24(3):302-326
This study examined the mediating roles of prospective teachers’ boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in the relationships between their perceptions of instrumentality and four aspects of engagement (i.e. agentic engagement, behavioral, engagement, emotional engagement, and cognitive engagement). A total of 521 prospective teachers participated voluntarily in the study. In addition to the latent factor and observed factor correlation analyses, a series of structural equation modeling analyses were conducted in order to examine the mediating roles of boredom coping strategies. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other. The results also showed that the relationships between perceived instrumentality and agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement were slightly, but significantly mediated by cognitive-approach orientation. Implications for teacher education and directions for future studies were also discussed in the present study. 相似文献
7.
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning. We start by describing the dimensional perspective of engagement (behavioral, cognitive, emotional, agentic) and suggest a complementary approach that places engagement instrumentation on a continuum. Specifically, we recommend that instrumentation be considered on a “grain-size” continuum that ranges from a person-centered to a context-centered orientation to clarify measurement issues. We then provide a synopsis of the articles included in this special issue and conclude with suggestions for future research. 相似文献
8.
Correlational and longitudinal research suggests that agentically-engaged students experience multiple educational benefits. Recognizing this, two experiments tested the causal capacity of manipulated agentic engagement to create three categories of benefits: a supportive learning environment; motivational satisfactions; and effective functioning (e.g., engagement, performance). Study 1 used the teacher–student laboratory paradigm to place 121 same-sex pairs of preservice teachers into the roles of teacher and student during a videotaped 12-min instructional episode. Teachers were randomly assigned to be autonomy supportive or not, while students were randomly assigned to be agentically engaged or not. MANOVAs on 10 self-reported and rater-scored dependent measures showed that manipulated agentic engagement enhanced both a supportive learning environment and greater motivational satisfaction but not more effective functioning. Study 2 used the same teacher-student paradigm to randomly assign 74 same-sex pairs into one of three conditions: agentic engagement to change the environment (as in Study 1); agentic engagement to change one's functioning (a new Study 2 manipulation); and a neutral control. The first manipulation again enhanced the supportive learning environment and motivational satisfaction but not effective functioning, while the second manipulation produced no benefits. Collectively, these findings confirm some limited causal benefits from agentic engagement and therefore provide guidance for future research, including the design and implementation of student-focused agentic engagement interventions. 相似文献
9.
The current study was carried out within the framework of self-determination theory and aimed to investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement. Using multilevel analyses, main effects and interaction of autonomy support and structure provided at the classroom level were tested on behavioral, cognitive and emotional engagement. 744 ninth grade students from 51 classes completed a questionnaire about their engagement during language classes and their perceptions of the teacher's provision of autonomy support and structure. The results highlight the links between classroom context, especially structure, and the three components of engagement. Autonomy support has a complementary role as it was associated with emotional engagement. These results improve our understanding of the relationships between learning environment and engagement and provide more accurate indications to teachers and educators regarding the most effective ways to enhance students' engagement. 相似文献
10.
Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students’ engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students’ engagement (behavioral, affective and cognitive) in the collaborative learning process. 相似文献
11.
基于游戏化学习体验的基本理论框架,通过对学生游戏化学习体验的质性分析,本文探究了游戏化学习体验中认知体验与主体性体验的核心内容。本研究基于对多种资料的分析,归纳了游戏化学习过程中认知体验的过程要素,包含知识探究、学习迁移和认知成果;建构了主体性体验的核心要素,包括学习过程中的情绪状态、游戏与学习动机和反思意愿。对游戏化学习体验的核心内容的探究有助于理解游戏化学习行为,了解学生游戏化学习体验的个体差异,为教育游戏的设计和评估提供了重要参考。 相似文献
12.
With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams during the semester. Regression analysis revealed that students’ course-specific self-efficacy and characteristics of planned study events were significantly associated with students’ behavioral engagement related to how well students implemented their study plans. Hierarchical regression analysis also showed that contextual features of the study environment, including study location and reasons for studying, moderated the relationship between task-specific self-efficacy and cognitive engagement. The results highlight the critical roles of self-efficacy and contextual features in influencing engagement in authentic anywhere and anytime mobile learning. The affordances and hinderances of experience-sampling method and mobile technologies in supporting engagement research were discussed. 相似文献
13.
Recognizing that teachers' motivating styles predict students' classroom engagement, we investigated whether students' classroom engagement might predict a change in teachers' motivating styles, though we investigated only students' perceptions of these changes. Using a self-determination theory framework and a classroom-based longitudinal research design, 336 Peruvian university students self-reported their teachers' perceived autonomy-supportive teaching and four aspects of their own engagement (behavioral, emotional, agentic, and cognitive) at the beginning (T1) and end (T2) of a semester. As expected, earlysemester perceived autonomy-supportive teaching predicted longitudinal increases in all four aspects of students' late-semester engagement. More importantly, students' early-semester agentic engagement predicted longitudinal increases in perceived autonomy-supportive teaching, which suggests that students' classroom engagement may recruit greater perceived autonomy support. 相似文献
14.
Isabel Buil Sara Catalán Eva Martínez 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):297-311
This research draws on the self-system model of motivational development to explain how the use of business simulation games in class facilitates students’ engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students’ perceptions of competence, autonomy, relatedness and self-efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. 相似文献
15.
Jerry Chih‐Yuan Sun Robert Rueda 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):191-204
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments. 相似文献
16.
大学生学习投入问卷的编制及现状调查 总被引：1，自引：0，他引：1
廖友国 《集美大学学报(教育科学版》2011,12(2):39-44
以文献分析为基础,基于开放式问卷、访谈等方法,按照问卷编制程序,经过预测和正式测试,编制适用于我国大学生的"大学生学习投入问卷".大学生学习投入是由行为投入、认知投入和情绪投入构成的三维度结构模型,问卷共20个项目,信度、效度良好.结果表明,大学生学习投入处于中等水平,学习投入在性别、独生与否、家庭来源和专业上存在显著... 相似文献
17.
The current investigation examined relations between high school students’ daily and cumulative situational interest in science class and their engagement, as well as their perceptions of the motivational climate of the classroom. Two-hundred and eighteen high school students in 43 science classes participated in a diary study in which students provided reports of their classroom experiences after each class session for a six-week instructional unit. Multilevel modeling results suggested that interest during science class and behavioral engagement declined over the course of the unit. Daily and cumulative interest during science class predicted behavioral engagement (working hard, participating, and paying attention), cognitive engagement, and agentic engagement. Students’ interest during science class also predicted perceptions that teachers engaged in the motivationally supportive practice of emphasizing student choice during the same and the following class day. Results suggested that the links between interest with working hard and perceptions of choice provision were stronger early in the instructional unit compared to later in the unit. Moreover, some variation was found in these relations depending on students’ gender and ethnicity, as well as depending on the course content and level. Implications for practice, theory, and future research are discussed. 相似文献
18.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature. 相似文献
19.
F. Melike Uçar 《Research in Science & Technological Education》2017,35(2):149-168
Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement.
Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.
Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.
Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.
Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.
Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes. 相似文献
20.
Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students’ cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect.Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent’s educational level. Findings provide valuable information for future research and educational practice. 相似文献