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Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Abstract
Although student engagement with the intellectual work of school is import taut to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particular v in the classroom. Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that are consistent with the theories. The study also investigates whether patterns exist in students' engagement, whether the patterns arc, consistent across grade levels, and whether class subject matter (mathematics or social studies) differentially affects engagement. The sample includes 3,669 students representing 143 social studies and mathematics classrooms in a nationally selected sample of 24 restructuring elementary, middle, and high schools. Because of the nature of the nested data (students nested within classrooms nested within schools), the analysis is conducted using hierarchical linear modeling in its three-level application (HLM3L). The reform initiatives, which are consistent with the theories, eliminate personal background effects. Together with classroom subject matter, they substantially influence engagement. The results are generally consistent across grade levels.
... translate and perform in virtual learning spaces. For instance, best practices in traditional, face-to-face classrooms include developing caring and supportive teacher-student relationships, identifying and connecting course content to students' frame of references, integrating opportunities for student-directed learning, and providing targeted, timely, and actionable feedback (Chi et al. 2018;Hattie 2009;Ladson-Billings 1995;Marks 2000;Newmann et al. 1996). To more clearly define the instructional practices associated with quality instruction, we draw on research highlighting the importance of authentic work (i.e., instructional activities that provide opportunities for higher-order thinking, real-world relevance, and responsivity) to support deep learning, learner engagement, and the development of self-regulation skills (Apple 2018;Carter et al. 2020;Herrington et al. 2003;Marks 2000;Newmann et al. 1996). ...
... For instance, best practices in traditional, face-to-face classrooms include developing caring and supportive teacher-student relationships, identifying and connecting course content to students' frame of references, integrating opportunities for student-directed learning, and providing targeted, timely, and actionable feedback (Chi et al. 2018;Hattie 2009;Ladson-Billings 1995;Marks 2000;Newmann et al. 1996). To more clearly define the instructional practices associated with quality instruction, we draw on research highlighting the importance of authentic work (i.e., instructional activities that provide opportunities for higher-order thinking, real-world relevance, and responsivity) to support deep learning, learner engagement, and the development of self-regulation skills (Apple 2018;Carter et al. 2020;Herrington et al. 2003;Marks 2000;Newmann et al. 1996). The higher-order thinking component of authentic work ensures high standards, encourages student ownership of and autonomy in their learning processes, and requires appropriate scaffolding/feedback to support engagement with complex tasks (Herrington et al. 2003;Ladson-Billings 1995;Marks 2000). ...
... To more clearly define the instructional practices associated with quality instruction, we draw on research highlighting the importance of authentic work (i.e., instructional activities that provide opportunities for higher-order thinking, real-world relevance, and responsivity) to support deep learning, learner engagement, and the development of self-regulation skills (Apple 2018;Carter et al. 2020;Herrington et al. 2003;Marks 2000;Newmann et al. 1996). The higher-order thinking component of authentic work ensures high standards, encourages student ownership of and autonomy in their learning processes, and requires appropriate scaffolding/feedback to support engagement with complex tasks (Herrington et al. 2003;Ladson-Billings 1995;Marks 2000). The real-world relevance component involves integrating students' lived experiences, demonstrating application of content outside a school setting, and supporting students in developing the skills and contributing to projects that involve and affect their communities (Hiebert et al. 2005;Ladson-Billings 1995;Means et al. 2010;Newmann 1992). ...
... The study of student engagement has attracted growing interests as a way to address the problems of low academic achievement, high levels of student boredom, disaffection, and high dropout rates in urban areas [91,92]. Previous research showed that student engagement declines as students progress from elementary to middle school, reaching its lowest levels in high school [93,94]. Marks et al. [94] estimated that as many as 40-60% of high school students are disengaged (e.g., uninvolved, no interests and not attentive). ...
... Previous research showed that student engagement declines as students progress from elementary to middle school, reaching its lowest levels in high school [93,94]. Marks et al. [94] estimated that as many as 40-60% of high school students are disengaged (e.g., uninvolved, no interests and not attentive). The consequences of disengagement for high school students are severe. ...
... Students wearing wristbands are able to self-track their multidimensional in-class engagement, which positively influences academic achievements and is usually regarded as the predictor of learning outcomes [163,94,91]. Being conscious of in-class engagement is an effective quantified-self [164,165] approach to promote self-regulation and reflective learning [166] for students. ...
... A number of pieces of research have indicated that student engagement (SE) has a positive relationship with academic achievement at a number of levels in education (Klem & Connell, 2004;Fredricks et al., 2004;Marks, 2000;Skinner & Belmont, 1993). Research conducted with high school students has produced the following results; 75% of students having a high level of SE have been proven to have high academic achievements, or high academic marks, as well as having higher attendance rates, than the 25% who had low student engagement (SE) rates. ...
... Sejumlah penelitian menunjukkan bahwa student engagement (SE) berhubungan positif dengan prestasi akademik di berbagai tingkat pendidikan (Klem & Connell, 2004;Fredricks et al., 2004;Marks, 2000;Skinner & Belmont, 1993). Penelitian yang dilakukan pada siswa sekolah menengah menunjukkan hasil sebagai berikut: sebanyak 75% siswa yang memiliki tingkat student engagement (SE) yang tinggi, terbukti memiliki pencapaian akademik atau nilai-nilai akademik yang tinggi serta memiliki tingkat kehadiran yang lebih tinggi daripada 25% siswa sekolah menengah yang memiliki tingkat student engagement (SE) yang rendah. ...
... Dengan kata lain, waktu yang digunakan oleh siswa untuk melakukan aktivitas akademik atau mengerjakan tugas akademik penting untuk diperhatikan namun tidak cukup untuk dapat mencapai target dari sekolah seutuhnya yaitu belajar lintas akademis, belajar mengenai sosial-emosional, dan belajar mengenai perilaku (Christenson et al., 2013). (2013); Leithwood & Jantzi (1999) School wellbeing : Shernoff, Ruzek, & Sinha, (2016) School policy related to academic and non-academic activities (Lizzio & Wilson, 2009) Interaction process between students, teachers, staffs, and parents (Marks, 2000) In research previously performed by Parsons and Taylor (2011), it was found that students at high school level tend more to have a problem of disengagement with activities at school and academic activities, so that studies of the student engagement (SE) of students at this educational stage has been much researched. With this being so, educators are hopeful that students may become successful learners in the future. ...
An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE). This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study. The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process. Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.
... The study of student engagement has attracted growing interests as a way to address the problems of low academic achievement, high levels of student boredom, disaffection, and high dropout rates in urban areas [34,35]. Previous research showed that student engagement declines as students progress from elementary to middle school, reaching its lowest levels in high school [22,58,59]. Marks et al. [58] estimated that as many as 40-60% of high school students are disengaged (e.g., uninvolved, no interests, and not attentive). ...
... Previous research showed that student engagement declines as students progress from elementary to middle school, reaching its lowest levels in high school [22,58,59]. Marks et al. [58] estimated that as many as 40-60% of high school students are disengaged (e.g., uninvolved, no interests, and not attentive). The consequences of disengagement for high school students are severe. ...
... Students wearing wristbands are able to self-track their multidimensional in-class engagement, which positively influences academic achievements and is usually regarded as the predictor of learning outcomes [20,34,58]. Being conscious of in-class engagement is an effective quantified-self [29,77] approach to promote self-regulation and reflective learning [10] for students. ...
The study of student engagement has attracted growing interests to address problems such as low academic performance, disaffection, and high dropout rates. Existing approaches to measuring student engagement typically rely on survey-based instruments. While effective, those approaches are time-consuming and labour-intensive. Meanwhile, both the response rate and quality of the survey are usually poor. As an alternative, in this paper, we investigate whether we can infer and predict engagement at multiple dimensions, just using sensors. We hypothesize that multidimensional student engagement level can be translated into physiological responses and activity changes during the class, and also be affected by the environmental changes. Therefore, we aim to explore the following questions: Can we measure the multiple dimensions of high school student's learning engagement including emotional, behavioural and cognitive engagement with sensing data in the wild? Can we derive the activity, physiological, and environmental factors contributing to the different dimensions of student learning engagement? If yes, which sensors are the most useful in differentiating each dimension of the engagement? Then, we conduct an in-situ study in a high school from 23 students and 6 teachers in 144 classes over 11 courses for 4 weeks. We present the n-Gage, a student engagement sensing system using a combination of sensors from wearables and environments to automatically detect student in-class multidimensional learning engagement. Extensive experiment results show that n-Gage can accurately predict multidimensional student engagement in real-world scenarios with an average mean absolute error (MAE) of 0.788 and root mean square error (RMSE) of 0.975 using all the sensors. We also show a set of interesting findings of how different factors (e.g., combinations of sensors, school subjects, CO2 level) affect each dimension of the student learning engagement.
... Empirische Befunde zeigen, dass Lehrpersonen mit ihrem unterrichtlichen Handeln das Engagement von Schülerinnen und Schülern direkt beeinflussen können (Fall & Roberts, 2012;Fredricks et al., 2017;Jang, Reeve, & Deci, 2010;Liu et al., 2017;Marks, 2000;Wang, Brinkworth, & Eccles, 1 Einfache Anführungszeichen verwenden wir im Bericht für Ausdrücke, die von mehreren (Lehr)personen so oder in ähnlicher Form verwendet werden. Davon zu unterscheiden sind direkte Zitate, die mit doppelten Anführungszeichen und Quellenangaben gekennzeichnet sind. . ...
... Davon zu unterscheiden sind direkte Zitate, die mit doppelten Anführungszeichen und Quellenangaben gekennzeichnet sind. . Lassen die Lehrpersonen die Schülerinnen und Schüler im Unterricht Aufgaben lösen, die zum Nachdenken, Nachfragen, Diskutieren und Elaborieren anregen und von den Schülerinnen und Schülern als relevant eingestuft werden, hat das einen positiven Einfluss auf ihr Engagement (Marks, 2000;. Ferner sind Schülerinnen und Schüler engagierter, wenn ihre Lehrpersonen einen strukturierten Unterricht mit hoher Autonomieunterstützung anbieten (Jang et al., 2010), wenn sie ihre Schülerinnen und Schüler emotional unterstützen und ihnen Wertschätzung entgegenbringen (Fall & Roberts, 2012;. ...
... Bezeichnenderweise verfügen diejenigen unter den befragten Lehrpersonen, die das Ziel haben, ‚alle mitnehmen' zu wollen, über höhere Wirksamkeitsüberzeugungen und wenden ein breiteres Unterrichtsrepertoire zur Stärkung des Engagements ihrer Schülerinnen und Schüler an. Ferner zeigen verschiedene Studien signifikant positive Zusammenhänge zwischen hoher Unterrichtsqualität und Engagement der Schülerinnen und Schüler auf (Fall & Roberts, 2012;Jang et al., 2010;Marks, 2000;) (speziell für Mathematik: Fredricks et al., 2017;Liu et al., 2017). ...
Seit einigen Jahren wird über die Mathematikleistungen von Schülerinnen und Schülern am Gymnasium in der Schweiz diskutiert. Immer wieder ist die Rede von einer ‚Math-Misere‘ und dem mangelhaften Engagement der Schülerinnen und Schülerinnen, das u.a. durch das geltende Promotionssystem die innere Abwahl von Mathematik begünstige. Der vorliegende Bericht beschäftigt sich mit Determinanten von Engagement und Leistungen in Mathematik der Schülerinnen und Schüler am Gymnasium im Kanton Bern. Dazu wurden 21 Mathematiklehrpersonen im Rahmen von Experteninterviews gebeten, ihre Einschätzungen zum ‚Mathematikproblem‘, den Gründen von (Dis-)Engagement, der Rolle des Unterrichts sowie zu Bewertungspraktiken in der Mathematik abzugeben. Anschliessend wurde diese Perspektive mit Selbsteinschätzungen von rund 1.400 Schülerinnen und Schülern aller Gymnasien im Kanton Bern ergänzt und gespiegelt. Die Schülerinnen und Schüler wurden zu Beginn der GYM1 und kurz vor Ende der GYM1 befragt.
... the problems of low academic achievement, high levels of student boredom, disaffection, and high dropout rates in urban areas [34,35]. Previous research showed that student engagement declines as students progress from elementary to middle school, reaching its lowest levels in high school [22,58,59]. Marks et al. [58] estimated that as many as 40-60% of high school students are disengaged (e.g., uninvolved, no interests, and not attentive). ...
... Students wearing wristbands are able to self-track their multidimensional in-class engagement, which positively influences academic achievements and is usually regarded as the predictor of learning outcomes [20,34,58]. Being conscious of in-class engagement is an effective quantified-self [29,77] approach to promote self-regulation and reflective learning [10] for students. ...
The study of student engagement has attracted growing interests to address problems such as low academic performance, disaffection, and high dropout rates. Existing approaches to measuring student engagement typically rely on survey-based instruments. While effective, those approaches are time-consuming and labour-intensive. Meanwhile, both the response rate and quality of the survey are usually poor. As an alternative, in this paper, we investigate whether we can infer and predict engagement at multiple dimensions, just using sensors. We hypothesize that multidimensional student engagement can be translated into physiological responses and activity changes during the class, and also be affected by the environmental changes. Therefore, we aim to explore the following questions: Can we measure the multiple dimensions of high school student's learning engagement including emotional, behavioural and cognitive engagement with sensing data in the wild? Can we derive the activity, physiological, and environmental factors contributing to the different dimensions of student engagement? If yes, which sensors are the most useful in differentiating each dimension of the engagement? Then, we conduct an in-situ study in a high school from 23 students and 6 teachers in 144 classes over 11 courses for 4 weeks. We present the n-Gage, a student engagement sensing system using a combination of sensors from wearables and environments to automatically detect student in-class multidimensional learning engagement. Experiment results show that n-Gage can accurately predict multidimensional student engagement in real-world scenarios with an average MAE of 0.788 and RMSE of 0.975 using all the sensors. We also show a set of interesting findings of how different factors (e.g., combinations of sensors, school subjects, CO2 level) affect each dimension of the student learning engagement.
... in increased academic English proficiency which promotes overall academic success (Cummins, 2011). Studies have found a strong relationship between higher levels of student motivation and increased academic achievement (Cox & Guthrie, 2001;Marks, 2000;Schunk, Meece, & Pintrich, 2013). Specifically, research has shown that less-motivated students report a sense of disconnect with academic content and a feeling of isolation stemming from being labeled a poor student (Marks, 2000;McKool, 2007;Schunk et al., 2013). ...
... Studies have found a strong relationship between higher levels of student motivation and increased academic achievement (Cox & Guthrie, 2001;Marks, 2000;Schunk, Meece, & Pintrich, 2013). Specifically, research has shown that less-motivated students report a sense of disconnect with academic content and a feeling of isolation stemming from being labeled a poor student (Marks, 2000;McKool, 2007;Schunk et al., 2013). As such, this study seeks to explore more completely what inhibits motivation in reading among high school Latinx English learners. ...
This qualitative study explored reading motivation among high school English learners whose first language was Spanish. Latinx English learners (N = 87) from two southeastern, suburban school districts took part in the first stage of the research. The researcher utilized subscores for self-concept as a reader and value of reading from a recognized reading motivation survey instrument along with reading subscores on a nationally recognized standardized language assessment to identify students who could be presumed to be less-motivated readers (n = 14) for interview selection. Responses from six randomly selected interviewees from this less-motivated pool of participants demonstrated that they faced numerous obstacles toward becoming proficient readers. Students identified similar obstacles to reading acquisition, specifically reading texts saturated with academic language. Overall, a series of complex factors were shown to inhibit reading motivation. Implications and practical recommendations for educators are discussed.
... In the school context, it is also possible to identify adverse situations linked to maladaptive difficulties (Perry, Donohue, & Weinstein, 2007;Perry & Weinstein, 1998). Among these, much attention has been paid to teachers' low expectations and negative perception of children's achievements and their relationships with students, which are linked to lower classroom adaptation and school achievement (Friedrich, Flunger, Nagengast, Jonkmann, & Trautwein, 2015;Jiménez & López-Zafra, 2010Rubie-Davies, 2006), in contrast with high expectations, which are associated with better student participation and satisfaction at school (Hafen, Ruzek, Gregory, Allen, & Mikami, 2015;Klem & Connell, 2004;Marks, 2000). ...
... At this stage, a teacher is often the adult who spends the most time engaged in constant interaction with a child; therefore, his figure gains unparalleled relevance. The effect of teachers' perceptions and expectations regarding their students is well-known (Friedrich et al., 2015;Hafen et al., 2015;Jiménez & López-Zafra, 2013;Klem & Connell, 2004;Marks, 2000;Rubie-Davies, 2006); however, acknowledging that their effect is stronger than that of certain extensively researched risk factors, such as the psychopathology of a relative or psychosocial dysfunction, stresses the importance of teachers as a direct determinant of students' academic success probabilities. ...
... Efnisorð: virk þátttaka í skólastarfi, skuldbinding til náms og skóla, námsárangur, lesskilningur, kyn og unglingar INNGANGUR Á síðustu árum hefur umraeða um dvínandi lestrarfaerni unglinga fengið aukinn hljómgrunn í íslensku samfélagi og er þá gjarnan vísað til gagna úr PISA-rannsókn OECDríkjanna, þar sem lestrarfaerni er metin ásamt öðrum þáttum og borin saman milli ára og við önnur lönd (Almar M. Halldórsson, Ragnar F. Ólafsson og Júlíus K. Björnsson, 2012;Menntamálastofnun, 2017). Samkvaemt niðurstöðum PISA-könnunarinnar maelist árangur íslenskra ungmenna í lesskilningi nú undir meðaltali OECD-ríkjanna og hefur staðið í stað síðustu ár, eftir að hafa dalað verulega á árunum 2000til 2006(Mennta-og menningarmálaráðuneytið, 2014Menntamálastofnun, 2017). Niðurstöður PISA sýndu að árið 2015 töldust 22% íslenskra nemenda við lok grunnskóla ekki búa yfir þeirri lágmarksfaerni í lestri sem talin er nauðsynleg til að geta lesið sér til gagns og tekið virkan þátt í samfélaginu (Menntamálastofnun, 2017). ...
... Tengsl virkrar þátttöku í skólastarfi og virkrar þátttöku í lestri við námsárangur og lesskilning Í leit að árangursríkum leiðum til að draga úr brottfalli (Finn, 1989) og auka faerni nemenda hefur virk þátttaka í skólastarfi verið vinsaelt rannsóknarefni en fjölmargar rannsóknir hafa sýnt jákvaeð tengsl virkrar þátttöku í skólastarfi og námsárangurs (Fredricks o.fl., 2004;Kristján Ketill Stefánsson, Steinunn Gestsdóttir, Geldhof, Sigurgrímur Skúlason og Lerner, 2016;Li og Lerner, 2011). Sýnt hefur verið fram á fylgni hegðunarlegrar virkni, til daemis þátttöku og vinnusemi, við betri námsárangur í ólíkum úrtökum á ýmsum aldri (Connell, Spencer og Aber, 1994;Connell og Wellborn, 1991;Marks, 2000;Skinner, Wellborn og Connell, 1990). Einnig hefur verið sýnt fram á tengsl milli notkunar á lausnaleit (e. strategy use) og námsárangurs á mið-og unglingastigi og fyrstu árum framhaldsskóla (Nystrand og Gamoran, 1991) en lausnaleit er eitt af grundvallaratriðum vitsmunalegrar virkni (Fredricks o.fl., 2004). ...
Kynjamunur á lesskilningi, þar sem stúlkur standa sig betur en drengir, er nokkuð þekktur víða um heim. Einnig er vitað að virk þátttaka stúlkna í skólastarfi er meiri en drengja en tengsl virkrar þátttöku í skólastarfi og lesskilnings eru hins vegar minna þekkt. Aukin þekking á þessu sviði getur átt þátt í að bæta lesskilning ungmenna auk þess að draga úr þeim kynjamun sem fram kemur á lesskilningi. Markmið rannsóknarinnar var að kanna (1) hvort kynjamunur kæmi fram á lesskilningi og virkri þátttöku í skólastarfi, (2) að hve miklu leyti kynjamunur á virkri þátttöku í skólastarfi geti skýrt kynjamun á lesskilningi (miðlunartilgáta) og (3) hvort virk þátttaka í skólastarfi skipti jafn miklu máli fyrir drengi og stúlkur þegar kemur að árangri í lesskilningi (tilgáta um mismunandi áhrif). Rannsóknin er byggð á gögnum úr langtímarannsókninni Þróun sjálfstjórnunar og farsæll þroski ungmenna á Íslandi. Alls tók 561 nemandi þátt. Mæling á virkri þátttöku í skólastarfi fór fram við upphaf 9. bekkjar og notaðar voru niðurstöður sömu nemenda úr lesskilningshluta samræmdra prófa í íslensku við upphaf 10. bekkjar. Formgerðargreining var notuð til að prófa tilgátur rannsóknarinnar. Drengir komu verr út úr lesskilningsprófum og sýndu minni virka þátttöku í skólastarfi en stúlkur. Virk þátttaka miðlaði að fullu áhrifum kyns á lesskilning og ekki fannst greinanlegur munur á forspá virkrar þátttöku í skólastarfi um lesskilning eftir kyni. Því er hugsanlegt að kynjamuninn á lesskilningi hafi mátt rekja til skorts á virkri þátttöku drengja í skólastarfi og að aukinn stuðningur við virka þátttöku í skólastarfi sé líklegur til að skila sér í auknum lesskilningi hjá báðum kynjum.
... With respect to gender differences, findings have been mixed, with some studies reporting that girls are more engaged than boys, regardless of type of engagement (Johnson, Crosnoe, & Elder, 2001;Marks, 2000) and others reporting that girls' higher levels were found in behavioral and emotional engagement but not cognitive engagement (Wang, Willett, & Eccles, 2011). Studies of race/ethnicity also have yielded mixed findings, with results often dependent on the type of engagement assessed (Bingham & Okagaki, 2012;Johnson et al., 2001;Wang et al., 2011). ...
... Studies of race/ethnicity also have yielded mixed findings, with results often dependent on the type of engagement assessed (Bingham & Okagaki, 2012;Johnson et al., 2001;Wang et al., 2011). Results regarding age/grade-level differences in student engagment also have been mixed (Marks, 2000;Perry, Liu, & Pabian, 2010;Wang & Eccles, 2012). For example, in a recent longitudinal study of secondary students, the average growth trajectories for student engagement (i.e., behavioral and emotional engagement) decreased from 7th to 11th grade (Wang & Eccles, 2012). ...
The concurrent association between students’ perceptions of cognitive-behavioral and emotional engagement in schools and three factors aligning with the major aims of school-wide social–emotional learning (SEL) approach (i.e., teacher-student relationships, student-student relationships, teaching of social and emotional competencies) were examined among 25, 896 students across elementary, middle and high school, while controlling statistically for demographic variables. Results indicated that at the student level all three factors were associated significantly with cognitive-behavioral engagement, but at the school level only the teaching of social and emotional competencies was associated significantly with cognitive-behavioral engagement. All three factors also were associated significantly with emotional engagement, and at both the student and school levels, with teacher-student relationships have the strongest association. Results of moderating analyses revealed that that the strength of association of student engagement with teacher-student, student-student relationships and teaching of social–emotional competencies varied depending on the type of engagement and students’ grade level. These and other key findings, as well as implications for research and practice, are discussed.
... However, teacher support cannot be generalized. Different types of teacher support have different effects on the subjective well-being of males and females (Marks, 2000;Hamre & Pianta, 2001). ...
Teacher support has a vital impact on students’ well-being. However, the role of gender in the relationship between teacher support and students’ well-being remained unstudied in East Asia. The present study aims to unravel the relationship between three types of teacher support (i.e., autonomy, competence, relatedness) and four dimensions of students’ subjective well-being (i.e., life satisfaction, positive affect, negative affect, and eudaemonism), as well as identify the moderating effect of gender. Multiple linear regression with a moderation analysis was implemented for 34,968 fifteen-year-old students from five East Asian economies participating in the Programme for International Student Assessment (PISA) 2022. Results indicated that teacher support significantly influenced students’ subjective well-being in East Asia. Moreover, gender significantly moderated the relationship between teacher support (i.e., autonomy, competence, relatedness) and students’ eudaemonism. Compared with males, teacher competence support was more effective in fostering females’ eudaemonism in East Asia. This study provides new insights into developing students’ well-being from the gender perspective.
... These studies mainly focus on the impact of factors such as academic ability, time management skills, learning strategies, and student characteristics (Paul et al., 2012). Research has found a significant positive relationship between learning engagement and academic performance, indicating that the more engaged students are, the better their academic performance (Cheng, 2016;Marks, 2000). Additionally, students' learning engagement positively predicts their academic motivation and negatively predicts their dropout rates (Galla et al., 2014;Lam et al., 2014). ...
In the context of higher education, learning engagement is a critical factor influencing meaningful learning and academic performance, and it is frequently disrupted by social media interference, which has become a prevalent phenomenon. This study aims to explore the impact of social media overload on learning engagement through semi-structured in-depth interviews conducted with 18 undergraduate students’ participants from China. The interview data was analyzed using NVivo 14.0 software. The results reveal a significant correlation between social media overload and learning engagement. Undergraduate students can't learn knowledge and acquire life skills without social media, and excessive use of them will take up a lot of time and reduce the time and energy invested in learning. Moreover, undergraduate students regard recreational activities (including games) on social media as a kind of rest, which has cognitive bias. When they feel the conflict between entertainment and study, they can exert their subjective ability, and to a certain extent, they can adjust with willpower belief and time pressure, so as to complete their study and life goals. The study highlights the importance of effectively managing social media usage among undergraduate students to enhance their learning performance.
... Several studies have investigated student engagement in regard to gender and find that girls generally are slightly more engaged in class than boys (e.g., Appel, 2015;Godwin et al., 2016;Marks, 2000) Accordingly, it is assumed that female students show higher engagement during class than male students. ...
Student engagement in class is the time during class when students are actively and productively learning in regard to specific scholastic content. Educational scientists agree that student engagement is a substantial predictor of academic performance. Nevertheless, factors influencing student engagement in elementary school have not been investigated systematically. Accordingly, this dissertation examines factors which might affect elementary students’ engagement during class. Based on a synthesis of theoretical models and a systematic literature review of studies that empirically examine observable student engagement in elementary schools, a working model is presented. The model proposes that student engagement is affected by personal, social, and instructional factors relating to internal and external regulatory processes. It is assumed that in a classroom context, internal and external regulatory processes might interact with each other and jointly contribute to student engagement during class.
The sample used consists of 34 fifth grade elementary school classes in Switzerland. The data used in this dissertation was collected using three instruments: First, a longer questionnaire about attributes of the students which are conceptualized as more stable. Second, a standardized observation of students’ on-task engagement employing a 15-second time-sampling approach. Third, a short student questionnaire after each observed lesson capturing the student’s self-perception during the lesson.
The data analysis strategy follows a quantitative approach, taking into account dependencies between students from the same classroom. Research question 1 investigated a triangulation of student engagement in class. The analysis revealed that a comparison referent effect, similar to the 'Big-Fish-Little-Pond'-Effect, can be observed regarding student engagement. Research question 2 examined the relationship between motivation, self-control, and student engagement. The results indicate that self-control as well as different types of internal and external motivation significantly impacted student engagement at both the individual and class levels. Research question 3 examined the relationship between social connectedness within a class and student engagement. The data suggests that students with slightly lower engagement levels than the class average were more likely to be chosen as best friends by their classmates.
Overall, the results of the dissertation support the significance of social factors related to classmates in influencing student engagement in class. Therefore, it is important to consider not only individual and instructional factors, but also social factors when promoting student engagement in the classroom.
... These definitions suggest a positive relationship between a student's sense of belonging and a student's engagement in the course. Engagement has emotional, behavioral, and cognitive components (Marks, 2000) with active participation-via both cognitive attention and behavioral participation-being seen as a prerequisite for learning (Finn, 1989). However affective engagement which measures a learner's identification with the learning environment (Finn & Zimmer, 2012) has been found to directly contribute to a learner's motivation which, in turn, contributes to academic participation (Wong & Liem, 2022;Zumbrunn et al., 2014). ...
Understanding how to create trauma-informed learning environments which can contribute to learner empowerment is the focus of this phase of an ongoing education design research project. As embedding opportunities for social-emotional learning (SEL) competency development has proven to help all students develop a sense of belonging within their educational environments (Cooper, 2014), a classroom climate that promotes these opportunities proves a useful metric by which to define inclusive learning environments. Internal and external factors K-12 faculty perceive as affecting their ability to create inclusive learning environments for increasingly diverse student bodies are examined. Observations are used to understand the extent to which faculty perception informs classroom practice. As K12 teachers are often collaborators in design and implementation of inclusive environments, an understanding of the extent to which these individuals conceptualize terms such as “belonging” is critical.
... Research on dialogic pedagogy also confirms other important findings, such as "changes in pedagogical practices and higher levels of student participation in the classroom" (Hardman, 2019, p. 12); development of critical thinking skills (Fulmer & Turner, 2014;Marks, 2000); "creation of a math-positive learning environment" (Parr et al., 2019, p. 655); "the creative co-construction of ideas in the geography subject" (Cook et al., 2019, p. 217); "the promotion of student conversations with a significant dialogical component and high frequency of elaborate and reasoned talk" (Vrikki et al., 2019, p. 85); "relationship networks that favor the articulation of operational learning processes with subjective development processes" (Martins-do-Carmo-de-Oliveira & Massot-Madeira-Coelho, 2020, p. 116); "an intensified pedagogy of cultural sensitivity, collaboration, and dialogism has resulted in notably greater and more responsive engagement on the part of students with reading, writing, and listening comprehension (Mendelowitz & Lazar, 2020, p. 38); and finally, that dialogic pedagogy "has the power to break the cycle of low demand/low performance that is too often experienced by children from disadvantaged socioeconomic backgrounds, children belonging to ethnic minorities, and/or those who do not master the dominant language" (Resnick et al., 2015, p. 5). ...
Dialogic Pedagogy of the "Linking Worlds" is characterized by forming community classrooms incorporating a diversity of community agents who join to transform the official school curriculum in Chilean public schools. The participatory action research we report in this article was developed in two of these classrooms, one in the cultural context of a mining community and the other in a rural cultural context. The action research project aimed to make their local cultures visible in the school curriculum. Our objective was to systematize the knowledge and practices of the people who are part of community classrooms and determine whether these contributions managed to challenge the official curriculum structure. We achieved our objective in a four-year study involving 76 participants in dialogical conversations and collective dialogues. Throughout the study, we collected audiovisual records. We identified two areas of knowledge and practices that transform the official curriculum: the corporeality-affectivity and community areas. In addition, it was possible to verify that although the themes nominally coincided, the curricular transformations differed depending on the local characteristics of each classroom. These local curricular transformations promote the advancement of dialogic pedagogy because in such decisions and through egalitarian dialogue, debates, disputes, etc., different participants’ voices are heard in each community classroom. In addition, these transformations keep the debate and interpretation of school curricular contents open.
... Quando ocorre a intervenção e o apoio de PQ, os estudantes apresentam uma predisposição a seguir às normas estabelecidas que estão além do roteiro, contribuindo para uma maior participação na aprendizagem e na realização da atividade. Marks (2000) retrata que os estudantes tendem a abandonar a escola quando sentem a falta do apoio diante das dificuldades escolares, logo a intervenção dos profissionais da educação durante as atividades como forma de apoio está associada a um maior engajamento escolar e à permanência na escola. ...
As questões relacionadas ao engajamento dos estudantes mostram-se relevantes no contexto do ensino da disciplina de Química considerando-se as dificuldades inerentes ao processo de ensino e aprendizagem de conceitos científicos. Nesse viés, o presente trabalho objetivou discutir as perspectivas de engajamento dos estudantes de Ensino Médio a partir do desenvolvimento de aulas experimentais tendo como temática abordada as questões ambientais. Entende-se que as atividades experimentais se configuram como estratégias didáticas que podem proporcionar o estabelecimento de diversas relações conceituais em aulas de química e que a temática ambiental é importante no sentido de aproximação dos conceitos com as questões éticas e sociais do contexto atual. Esta pesquisa se configura como um estudo de caso que foi desenvolvido junto a duas turmas de Ensino Médio. As atividades foram gravadas e transcritas para a análise. Foi possível identificar elementos característicos do engajamento comportamental, emocional e cognitivo, o que evidenciou que que estes configuram-se como elementos importantes que precisam ser destacados e discutidos pelos professores e pesquisadores no contexto pedagógico das aulas de química.
... In addition, the three types of learning engagement, cognitive, affective and behavioral, had a positive correlation with creative performance, and among the three significant paths, the path coefficient value of cognitive engagement on creative performance was higher than that of behavioral engagement and emotional engagement. The study resulted was consistent with the study by Marks (2000). ...
C-STEAM education is aimed at preserving local culture, while also improving students’ interests and skills in science, technology, engineering, art, and mathematics-related fields. Other goals are to cultivate students to solve complex and practical problems through interdisciplinary thinking or integrate learning subjects with local senses in the context. In the present curriculum implemented in China, STEAM education mainly focuses on K-12 education and kindergarten education, and it is not widely implemented in colleges and universities, and most of the existing courses are carried out in general technical courses such as robotics and 3D printing, and less in design courses, since the concept of STEAM education has just begun to be advocated recently. Nevertheless, STEAM courses are still limited to special educational systems and disciplines, even though these courses have been vigorously promoted in China. Thus, this study designed an innovative higher vocational college curriculum based on the interdisciplinary principle of C-STEAM, using art design as a meta-theme framework and integrating Chinese local culture. A single-subject quasi-experimental design method was used. A total of 45 students majoring in art design in a higher vocational college were invited to participate in this study. The teaching experiment lasted for 9 weeks. Through teachers’ teaching and, demonstration and students’ independent learning of C-STEAM knowledge in the field of art and design, the concept of C-STEAM was introduced to the creation of packaging design. At the same time, a model composed of six hypotheses was constructed, using the creative self-efficacy scale, learning engagement scale, and creative performance assessment as measurement methods, to discuss students’ participation in the art and design courses of higher vocational colleges based on the concept of C-STEAM integration of creative self-efficacy, learning engagement, and creative performance over time. The results showed that students with higher creative self-efficacy had higher learning engagement (cognitive, affective, and behavioral), and students with higher learning engagement performed better in terms of creative performance. The results of this study can help researchers and educators to focus on C-STEAM courses and provide suggestions for the cultivation of art and design professionals in higher vocational colleges.
... Although researchers attempt to conceptualize school engagement as a multidimensional construct (Fredricks et al., 2004), school engagement primarily emphasizes observable individual student behaviors directly related to academic performance (Jimerson et al., 2003). Even in cases where researchers emphasize a psychological process of school engagement, they often only indicate the aspects of individual students' engagement in academics (Marks, 2000). Overall, the concept of school engagement gives less attention to emotional elements and students' reciprocal relationships with adults and peers in school. ...
Research demonstrates that school connectedness protects students from risky behaviors and improves healthy development and academic achievement. Despite its importance, there has been little focus on how to promote school connectedness through school-based interventions. One problem with this area of practical application is that school connectedness has been discussed in various disciplines, leading to multiple definitions and theoretical inconsistency in its usage. Another problem is the limited theoretical understanding of the core components that promote school connectedness, which is crucial in implementing and evaluating school-based interventions. Our critical review of definitions and theoretical models creates a more consistent foundation for practical applications that educators can adapt in school settings to enhance school connectedness.
... Students' perception of the support, in turn, has a positive impact on their academic performance (Brophy and Good, 1969). Learning engagement is an attitude to learning and a key indicator of students' emotions toward learning and their degree of participation (Marks, 2000). It has a continuous impact on students' academic performance and is affected by external factors such as schools and families (Heping et al., 2020). ...
Teachers and parents are key participants in the growth of secondary vocational students, and can jointly support them. This study aimed to explore how the support of teachers and parents affects the academic performance of secondary vocational students and to reveal the ‘black box’ mechanism for their interaction and relationship. We adapted a Chinese version of a scale for secondary vocational students’ perception of teacher and parent support, drawing on self-determination theory. A survey was conducted through the Chinese questionnaire platform wjx.cn, and respondents were fully informed about the research. Data were collected from 710 secondary vocational students in Shanghai and analyzed using SPSS and AMOS. Our hypothesis model was verified, with results indicating that the support of autonomy, emotion, and ability provided by parents and teachers has a significant impact on students’ academic performance. The degree of learning engagement plays a mediating role in the relationship between support and achievement. The achievement goal orientation of students can adjust individual learning engagement, and further, affect the influence of teacher and parent support on academic performance. Teacher and parent support interactively influence learning engagement. The study findings suggest that an optimization strategy is needed to promote the academic improvement of secondary vocational students to meet students’ basic psychological needs and promote cooperation between family and school. Parents and teachers should also consider the impact of learning engagement and the learning process, and offer guidance in developing an appropriate achievement goal orientation and a positive learning concept.
... A study using national data found that students who actively participate and pay attention in class have significantly higher test scores in high school (Ainsworth-Darnell and Douglas Downey, 1998) [7]. Using data from various samples, a number of empirical studies have pointed out a generally consistent relationship between students' engagement in school and academic achievement (Connell et al. 1994[8]; Fredricks et al. 2004[9]; Marks 2000 [10]). Besides, students' engagement in school is also about the sense of belonging, from the psychological side. ...
... Moreover, the educational experiences of young people with migrant or refugee backgrounds are important due to the critical role that education has to play in a range of developmental outcomes for young people, including not only intellectual and cognitive development along with academic growth for several years after arrival in a resettlement country (Motti-Stefanidi & Masten, 2013), but also in relation to a range of areas related to childhood development and wellbeing more broadly. Early experiences of education are particularly important in this regard and can play a crucial role in developing school engagement, which is particularly important in relation to ongoing educational achievement and ensuring that a gradual process of disengagement leading to attrition does not occur (Marks, 2000;Fredricks et al., 2004). ...
... Moreover, the educational experiences of young people with migrant or refugee backgrounds are important due to the critical role that education has to play in a range of developmental outcomes for young people, including not only intellectual and cognitive development along with academic growth for several years after arrival in a resettlement country (Motti-Stefanidi & Masten, 2013), but also in relation to a range of areas related to childhood development and wellbeing more broadly. Early experiences of education are particularly important in this regard and can play a crucial role in developing school engagement, which is particularly important in relation to ongoing educational achievement and ensuring that a gradual process of disengagement leading to attrition does not occur (Marks, 2000;Fredricks et al., 2004). ...
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... Nevertheless, it must be kept in mind that these ages correspond to a critical life stage. Numerous authors indicate that academic problems can appear at this stage and there is a possibility that adolescents will abandon their studies due to a lack of interest, lack of goals in their life project or influences exerted by their peer group [61,62,[88][89][90]. This situation is seen to be accentuated in UFM as uncertainty surrounding their academic and professional future directly depends on their permanent and administrative situation in their recipient country. ...
Spain is one of the countries with the greatest influx of immigrants and, specifically, of unaccompanied foreign minors (UFMs). The educational and social inclusion of unaccompanied foreign minors poses both a challenge and a threat to current policy. Nonetheless, studies linking educational aspects to the phenomenon of the integration of these children are scarce and do not specify the most influential educational tools and strategies. In this sense, a descriptive, quantitative and cross-sectional research study is presented. The aim of this study is to examine whether variables such as age and the use of applications and social networks determine the personal learning environments (PLE) of unaccompanied foreign minors. The sample of the present study was formed by 624 individuals (⇢ = 92.1% (n = 575); ⇡ = 7.9% (n = 49)) aged between 8 and 17 years old. The majority came from Morocco and resided in the cities of Ceuta and Melilla. The “PLE and Social Integration of UFMs” questionnaire was used as the study instrument. Amongst the main findings, significant di↵erences are highlighted in the personal learning environments as a function of age-related psychosocial factors as they pertain to unaccompanied foreign minors. Four factors were seen to exist in relation to the personal learning environments of unaccompanied foreign minors: self-concept of the learning process, planning and management of learning, use of resources and tools, and communication and social interaction. The same trend was observed in the four factors, with older age groups reporting better scores. On the other hand, results show that the use of applications and social networks have a significant and favourable impact on personal learning environment construction.
... Various researchers have tried to define different dimensions of school engagement. For example, some define behavioral engagement as positive conduct, putting forth effort, and participation in school activities [10,11]. Emotional or affective engagement is conceptualized as an interest in the school, identification with the school, school belonging, and positive attitude about learning in the school [12,13]. ...
[This corrects the article DOI: 10.1371/journal.pone.0225542.].
... Various researchers have tried to define different dimensions of school engagement. For example, some define behavioral engagement as positive conduct, putting forth effort, and participation in school activities [10,11]. Emotional or affective engagement is conceptualized as an interest in the school, identification with the school, school belonging, and positive attitude about learning in the school [12,13]. ...
School engagement reflects the degree to which students are invested, motivated and willing to participate in learning at their school and this relates to future academic and professional success. Although school engagement is a primary factor predicting educational dropout or successful school completion in Europe and North America, little is known about school engagement factors in non-English speaking countries. We adapted a 15-item school engagement scale and assessed validity and reliability of the Russian translation on a sample of Russian school-aged children (N = 537, 6–12 years, 46% females) who attended at public schools in Moscow. Results of the final factorial structure that included emotional, cognitive and behavioral components were selected based on its excellent fit indices and principles of parsimony. Component results show that the emotional component has the highest internal consistency and the behavioral component has the lowest. Although, all components are significantly interrelated, we observed no gender differences and no significant correlation with age. Theoretically, our data agree with the notion that children’s emotional engagement in schools sets the foundation for learning, participating and succeeding in school activities. Practically, the proposed scale in Russian can be used in educational and clinical settings with Russian speaking children.
... Individually and jointly, these dimensions are critical ingredients in attachment and investment in the educational experience. As a global concept, engagement is a strong predictor of academic achievement and educational attainment (Eccles, 2009;Marks, 2000;Patrick et al., 2007) although each dimension may be differentially associated with academic performance indicators, mental health, and student well-being (Appleton et al., 2006;Jimerson, Campos, & Greif, 2003;Wang & Peck, 2013). For example, affective engagement has been linked to adaptive, positive behaviors and attendance (Goodenow, 1993;Ryan, Stiller, & Lynch, 1994) and cognitive engagement to academic achievement (Dotterer & Lowe, 2011;Miller, Greene, Montalvo, Ravindran, & Nichols, 1996), whereas behavioral disengagement has been associated with problem behaviors and prematurely leaving school (Wang & Peck, 2013). ...
Few studies have examined whether dimensions of school engagement are differentially associated with bullying victimization and perpetration, behaviors that undermine the capacity to achieve academically and increase risk for depression and school dropout. We investigated associations between affective, cognitive, and behavioral engagement upon entry into middle school and four types of bullying behaviors (i.e., relational and physical victimization and perpetration) 6 months later. Our sample was comprised of an ethnically diverse cohort of students attending middle schools characterized by lower than state average standardized test scores and located in socioeconomically vulnerable communities. Results from multivariable logistic regression models that included all three measures of engagement suggest that affective engagement reduced the odds of the three types of bullying behaviors that increased over the study period, regardless of sex or ethnic group. Tests of moderation by sex yielded some differences in the association between behavioral engagement and bullying behaviors. Findings highlight the potential promise of strengthening bonds between students and teachers as a strategy to reduce bullying and encourage healthy development in under resourced contexts.
... Other researchers found that students' academic engagement decreased with age or grade level (Eccles, Wigfield, Harold, & Blumenfeld, 1993;Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006). They suggested that senior students face greater academic assessment and competition than juniors; that can have a negative effect on their intrinsic motivation in learning, which can impede student engagement (Gottfried, Fleming, & Gottfried, 2001;Marks, 2000;Otis, Grouzet, & Pelletier, 2005). Finally, some researchers proposed that engagementincreasedovertimeundertheinfluenceofindividualandenvironmentalfactors (Sharkey, 2009;Welsh, Miller, Kooken, Chafouleas, & McCoach, 2016). ...
Background:
The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement.
Aims:
Examine the developmental trajectories of cognitive, emotional, and behavioural engagement, and assess relations between the implicit theory of intelligence and academic self-efficacy and the development of academic engagement.
Sample and methods:
We recruited 532, 450, and 415 elementary students to rate on self-report scales in April 2016 (T1), October 2016 (T2), and April 2017 (T3), respectively. Trajectories of academic engagement were analysed by using a multiple-process growth mixture model, and levels of entity theory of intelligence and academic self-efficacy between engagement groups were compared by using analysis of variance.
Results:
We categorized the students into four groups: persistent (71.24%), climbing (6.01%), descending (16.54%), and struggling engagement (6.20%) groups. Within each group, the levels of academic self-efficacy from T1 to T3 demonstrated a consistent trend with the engagement trajectory; the levels of the implicit theory of intelligence over time showed the reverse trend.
Conclusions:
Attention should be given more on the students from the descending and struggling groups. The implicit theory of intelligence and academic self-efficacy showed different longitudinal associations with engagement trajectories.
... • (Mathematik-)Unterricht beeinflusst das Engagement von SuS positiv z.B. durch : emotionale Unterstützung (Fall & Roberts, 2012;Wang & Eccles, 2013) persönlich relevante und kognitiv aktivierende Aufgaben (Marks, 2000;Wang & Eccles, 2013) gut strukturierten Unterricht (Jang, Reeve & Deci, 2010). ...
... The instructional practices regularly delivered by the teacher will have a strong impact a students' learning experiences (Stefanou, Perencevich, DiCintio, & Turner, 2004). Marks (2000) and Newmann and Wehlage (1993) believed that to promote academic motivation, instructional practices should be rigorous, hands-on activities that have significant real-world applications. In addition, effective instructional practices should be differentiated by personalizing each activity to fit the needs and skill sets of individual students. ...
The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between the school’s climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Like most states, Georgia legislatures have increasingly placed more responsibilities on schools to graduate students on time. For this study, "on time” refers to students who graduate within a four-year cohort, beginning when students enter the ninth grade. Research over the last decade suggests attention should be given to alternative aspects of the school experience, including the quality of instruction, interpersonal relationships, school safety, and structural features within the school building that may increase positive student outcomes (Ali & Siddiqui, 2016; Eller & Eller, 2009; La Salle, 2013; Wang & Degol, 2016).
... From the earliest years of schooling, students who have a greater emotional bond with their teacher are more engaged in learning (Birch & Ladd, 1997;Hamre & Pianta, 2001), even aft er controlling for academic performance (Wentzel, 1997). Students in emotionally supportive classrooms report greater interest, enjoyment, and engagement (Curby et al., 2009;Marks, 2000;Rimm-Kaufman, La Paro, Downer & Pianta, 2005;Skinner & Belmont, 1993;Wentzel, 1998;Woolley, Kol & Bowen, 2009). Th e role of aff ect in foreign language learning has been emphasised by many researchers (Stevick, 1980;Andres, 2007;Covington 1989;Dorneyei 1998;Rubio 2007). ...
We all learn best when we are in a state of rational and emotional balance, or what is referred to as ‘flow’. We know that body and mind are linked physically, cognitively and emotionally and teachers need to recognise and support the integrated development of all the three areas within their teaching and to seek safe and positive ways of doing so. The emotional environment improves students’ self-awareness, motivation, empathy, recognition of choices and leads to strong and supportive communities. Drama provides a supportive forum for checking out that impact in a distanced way, with the teacher there to mediate the experience, often from within a role. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empa-thising with, feeling and exploring the emotions of characters both portrayed and interacted with in a role. Drama provides a safe emotional context and a sense of security for learners. In the various fields of research into the factors influencing success in Second Language Acquisition (SLA), trends accentuating the importance of recognising the indicators of success based upon personality and psychology have been ascribed great significance. In the paper, the results of a pilot study to an ongoing research project will be presented. The main aim of the project is to establish the influence of drama on the creation of a positive educational environment, taking into consideration such variable factors as: feeling of security, feeling of identity, sense of belonging, sense of purpose, feeling of competence, and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verificatory nature. Results will be presented from the perspective of both quantitative and qualitative analysis.
... The classrooms with emotionally supportive climate develops student motivation, interest, enjoyment, and engagement (Curby et al., 2009;Marks, 2000;Woolley, Kol, & Bowen, 2009), mechanism to cope up stress and frustration (Ruus et al., 2007) Theoretical Background ...
Social and emotional learning (SEL) is the instructional approach to foster social and emotional
competence of the student. It requires the establishment of positive classroom environment, for which
the teachers are instrumental. The teachers have immense role and accountability to develop and
foster the socio-emotional learning (SEL) in the class room set up. The current study is an effort
to develop and validate the scale to assess the teacher’s SEL fostering behavior. The SEL
Fostering scale for teachers (SFST) could be used as an assessment tool, to identify the
behavioral training needs of teacher to meet the requirements to be part of SEL programs. The
Exploratory factor analysis resulted in four factors: Self-regulated Learning; Resilience;
Autonomy and Social Skills & teacher’s support. The confirmatory factor analysis confirms the
good fit of the model.
Keywords: Socio-emotional learning; Socio-emotional competence; SEL fostering behavior
of teachers; Self-regulated learning; Resilience; Autonomy; Social skills and teachers
support
... Behavioral engagement mainly involves students' participation in class activities and academic-relevant activities, which is considered to be essential to prevent dropout (Fredricks, Blumenfeld, & Paris, 2004). Psychological engagement can be seen as a result of interaction in emotion and cognition, and it stresses students' affective reactions toward class and the psychological investment in learning (Glanville & Wildhagen, 2007;Marks, 2000;Ramey et al., 2015). ...
Although Massive Open Online Courses (MOOCs) attract millions of people to enroll in their courses, the completion rate for most courses is very low. A majority of MOOCs students are not fully engaged in MOOCs, thus leading them to quit in the early stage of the courses. Therefore, it is important to investigate students’ engagement in MOOCs. Drawing on self‐determination theory and the theory of relationship quality, this study proposes a model that conceptualizes the MOOCs engagement as consisting of psychological engagement and behavioral engagement and explores the antecedents of students’ engagement in MOOCs. The research model is tested using data collected from 374 students of Chinese University MOOC. The results show that fulfillment of three basic psychological needs for autonomy, competence and relatedness have significant positive effects on intrinsic motivation, increasing students’ psychological engagement in MOOCs. Relationship quality significantly predicts students’ psychological engagement, and psychological engagement promotes behavioral engagement in MOOCs. Implications for research and practice as well as limitations of this study are discussed finally.
... From the earliest years of schooling, students who have a greater emotional bond with their teacher are more engaged in learning (Birch & Ladd, 1997;Hamre & Pianta, 2001), even after controlling for academic performance (Wentzel, 1997). Students in emotionally supportive classrooms report greater interest, enjoyment, and engagement (Curby et al., 2009;Marks, 2000;Rimm-Kaufman, La Paro, Downer & Pianta, 2005;Skinner & Belmont, 1993;Wentzel, 1998;Woolley, Kol & Bowen, 2009). The role of affect in foreign language learning has been emphasised by many researchers (Stevick, 1980;Andres, 2007;Covington 1989;Dorneyei 1998;Rubio 2007). ...
The article presents the results of an Internet questionnaire examining high school graduates (general education high schools and technical high schools) on the subject of aesthetical and cultural education in institutional context. The study was based on students’ narratives gathered by means of a purpose-designed interview questionnaire using the methodology of interpretive anthropology in relation to the perspective of an ‘insider’ or a ‘local’. The results were further organised accordingly with the strategy of horizonalisation, which made it possible to construct a model encompassing all the participants’ contributions.
Key words: culture, education, qualitative research
open access: http://www.educationalrev.us.edu.pl/issues/volume-54-2018/
... The third linkage further demonstrates that classroom engagement is crucial to academic achievement and supports Wentzel's (1999) suggestion that children who are comfortable at school and engaged in the learning process generally perform well in academic work because of their motivation to pursue goals valued at school. This linkage provides further support for extant research indicating that engaged students are attentive to instruction, more actively participate in classroom activities, are more willing to exert effort, and tend to display interest in learning (Marks, 2000). Disengaged students, however, tend to be disruptive, have lower educational aspirations, and lower grades (Kaplan, Peck, & Kaplan, 1997). ...
... The fourth column presents the cumulative means for any type of plan completed, and the final column shows the means for those who did not complete a plan. The selected variables were grounded in previous research in the areas of school engagement and career/education planning (Archambault et al. 2009;Fredricks et al. 2004;Hauser and Anderson 1991;Marks 2000;Zimmerman et al. 1992). All measures were drawn from base-year surveys. ...
Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their later lives. Through two-level propensity score matching analyses using data from the High School Longitudinal Study of 2009, this study explores the direct relationship of completing such a plan and student engagement late in high school. I found that completion of a plan had a positive significant relationship with student engagement. These results held true for the entire sample and for the public school sample. This information adds to the growing research on career and college readiness and to more limited literature on the role of education planning in high schools.
... The third linkage further demonstrates that classroom engagement is crucial to academic achievement and supports Wentzel's (1999) suggestion that children who are comfortable at school and engaged in the learning process generally perform well in academic work because of their motivation to pursue goals valued at school. This linkage provides further support for extant research indicating that engaged students are attentive to instruction, more actively participate in classroom activities, are more willing to exert effort, and tend to display interest in learning (Marks, 2000). Disengaged students, however, tend to be disruptive, have lower educational aspirations, and lower grades (Kaplan, Peck, & Kaplan, 1997). ...
This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n = 815, mean age = 12.55. years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect "path" for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential "paths" from harsh parenting to adolescent academic achievement, as well as gender differences in these "paths." The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.
... Essa relação é influenciada pela interação entre o estudante e o contexto no qual a atividade ocorre, pois mudanças no contexto implicam alterações nos níveis de engajamento (Fredricks;Blumenfeld;Paris, 2004;Australia, 2005). Inúmeros estudos (Marks, 2000;Singh;Granville;Dika, 2002;Borges;Coelho, 2005;Vaz;Faria, 2006;Milne;Otieno, 2007;Faria, 20083. poucos estudantes não estão envolvidos nas atividades em questão; 4. os estudantes estão atentos às proposições dos colegas, o que pode ser evidenciado pela posição corporal e pelo olhar; 5. os estudantes se envolvem frequentemente de modo passional; 6. os estudantes, espontaneamente, reengajam-se em um tópico e continuam engajados por um longo período de tempo.50h/a ...
RESUMO Este trabalho teve como objetivo identificar, em uma amostragem de professores do Ensino Superior de diversas áreas do conhecimento, as estratégias pedagógicas mais citadas, a forma como planejam suas aulas e como atraem os estudantes para a participação nas atividades propostas em sala. Para isso, concebemos um instrumento de coleta de dados e analisamos as respostas dadas a um conjunto de questões que tratavam do planejamento e das estratégias didáticas utilizadas. As respostas foram tabuladas e analisadas por meio do software de análise estatística Statistical Package for the Social Sciences (SPSS). Constatou-se que as variações de aulas expositivas são predominantes em todas as áreas; que o planejamento das aulas, para muitos professores, é uma atividade que mais se assemelha à organização do conteúdo do que aos objetivos de ensino; e que o engajamento dos estudantes está diretamente relacionado com as estratégias utilizadas pelos professores.
In the wake of network technology and with the flourishing development of online learning, online presence is beginning to be conceptualized as a pivotal determinant affecting students’ cognitive and learning behaviors in the online landscapes. However, how online presence influences students’ technology-enhanced language learning experience through a multivariate relationship is critical to developing multidimensional approaches to understand students’ online learning beyond the classroom. This study surveyed 330 undergraduate students of college English course in a comprehensive research university in Eastern China concerning online presence, learning aspiration, perceived authenticity and learning engagement which are associated with their technology-enhanced language learning experience. Structural equation modeling analyses of the survey responses indicated the significant association between online presence, learning aspiration, perceived authenticity and learning engagement. Specifically, research results supported the major hypothesis of online presence’s influence on learning aspiration and learning engagement, and this effect was found to be mediated by perceived authenticity and learning engagement. In addition, this study found that perceived authenticity significantly influenced learning engagement, and that learning engagement significantly influenced learning aspiration as well. This research extended our understanding of the main effects of online presence and would help inform teacher educators and network administrators for curriculum and technological development purposes.
This chapter discusses the affordances and transportability of educational video games. Scholars and educational psychologists have recognized that playing challenging educational video games requires complex problem-solving, the acquisition of knowledge, and application of new skills. We report on the results of a 4-year study evaluating the extent to which a video game approach to undergraduate engineering education increased student engagement and learning, as well as the extent to which it was transportable to other engineering courses and universities. The studies highlight some unique affordances of educational video games for real-life learning. At the same time, they also suggest that the benefits do not lie in the educational technology alone, underscoring the vast importance of ongoing technological support, adaptability supports, student supports, and especially, teacher professional development when an instructor attempts to implement sophisticated technologies to teach complex content.
The purpose of this study was to investigate Practices and Challenges of preprimary school Education in Eastern Ethiopia. To this effect, the following questions were raised to be answered; what does the status of educational practice in preprimary schools of the study area look like? What are the major constraints that hinder the effective implementation of preprimary Education in Eastern Ethiopia? Based on the direction of these basic questions, descriptive survey design including quantitative and qualitative data gathering approaches were employed. Participants of the study were selected employing both probability and non-probability sampling techniques. Accordingly 245 teachers and 20 school principals and concerned bodies were recruited for the study. Data were collected via questionnaire, interview, and observation. The data collected through questionnaires were analyzed using descriptive statistics such as percentile, mean and standard deviation whereas data gathered through interview and observation check lists was analyzed using narration. Accordingly the following results were obtained: Preprimary school teachers and principals didn't get trained on concern related to preprimary care and education rather they are trained for primary schools on Teacher Training Colleges (TTC) and some of them are 10 th and 12 th grade complete with no prior training), despite the fact that children have full right to attend their education by their mother tongue language, except in the government owned schools, out number of children living in Harari and dire Dawa city administration have been denied to attend their preprimary school education by their mother tongue language especially in private ownership schools. However, in Eastern Hararghe zone, in both schools (government and private) blends of Afan Oromo, Amharic and English languages have been used as a medium of instruction. Although not to the level of expectation, different methods of teaching children have been practiced in the study area. Homework is one of the dominantly used assessment method for preprimary school students followed by continues observation and classwork respectively. The observed major challenges of preschool education are teachers high turnover because of low salary, lack of competent and trained teacher, lack of instructional materials, lack of appropriate indoor and outdoor materials, lack of trained assistance teacher, and lack of conducive school environment are the common challenges reported which would seriously affects the successful implementation of the program.
This study used the instructional humor processing theory to test how different humor subtypes employed by teachers (course-related, course-unrelated, self-disparaging, other-disparaging) relate to students’ well-being, sense of belonging, and engagement. The participants comprised 395 students (107 boys, 278 girls) from 12 elementary and six high schools in the province of Quebec (Canada) aged between 10 and 17 years (Mage = 14.11). Correlational and structural equation modeling methods were used to analyze these relationships. Results showed that only humor related to course content (positive association) and other-disparaging humor (negative association) were significantly associated with the sense of belonging, which, in turn, was positively associated with a cognitive, affective, and behavioral engagement. Results also showed that only course-related humor (positive association) and unrelated humor (negative association) were significantly associated with students’ emotional well-being, which, in turn, was positively associated with cognitive and affective engagement. As far as this study is concerned, humor in the classroom should be course-related when it comes to supporting students’ emotional well-being, sense of belonging, and engagement.
ملخص: هدفت هذه الدراسة إلى الكشف عن العلاقة بين الانهماك المعرفي في التعلم وقلق الاختبار المعرفي في مساقات التعلم عن بعد خلال جائحة كورونا (كوفيد- 19) لدى طلبة كلية العلوم التربوية والآداب / الأنروا في الأردن، كما هدفت إلى معرفة مستوى الانهماك المعرفي في التعلم، ومستوى قلق الاختبار المعرفي في ضوء متغيرات الجنس والكلية ومستوى السنة الدراسية. ولتحقيق أهداف الدراسة استخدم الباحث مقياسين، الأول يقيس الانهماك المعرفي في التعلم، والثاني يقيس قلق الاختبار المعرفي. وتكونت عينة الدراسة من (262) طالبًا وطالبة، تم اختيارهم بالطريقة المتيسرة من أصل (1386) يمثلون مجتمع الدراسة. وأظهرت النتائج وجود مستوى متوسط لكل من الانهماك المعرفي في التعلم وقلق الاختبار المعرفي، كما أظهرت النتائج وجود فروق في مستوى الانهماك المعرفي في التعلم وقلق الاختبار المعرفي تعزى لمتغير الجنس ولصالح الإناث، وعدم وجود فروق تعزى لمتغيري الكلية والسنة الدراسية. وأشارت النتائج أيضًا إلى عدم وجود علاقة ارتباطية دالة إحصائيًا بين الانهماك المعرفي في التعلم وقلق الاختبار المعرفي.
Purpose: In contemporary time, delivery of undesirable instructional quality (IQ) in Nigeria’s education system, particularly in public secondary education has gradually become a serious concern to education stakeholders. The challenge seemly to be associated with teacher factors (such as qualification, experienced and professionalism) among other factors. Thus, this study investigated influence of teacher features on instructional quality in public secondary schools in the South-west, Nigeria. Methodology; This study adopted descriptive survey research design. Multi-stage sampling procedure was employed. Random sampling technique was used to select 1,440 respondents (1,200 teachers and 240 principals) which were in 240 public secondary schools in Southwest, Nigeria. One self-design and adopted rating scale were scrutinized and validated by experts from the field of Evaluation and Management, after which modifications was made. Teacher Factor Questionnaire (r = 0.87) and Instructional Quality Rating Scale (r = 0.85) were administered. Pearson Product Moment Correlation Coefficient Analysis and Multiple Regression Analysis were employed to answer three research questions and test one hypothesis at 0.05 level of significance respectively. Findings: The results revealed that there is a significant positive relationship between teacher qualification and IQ (r = 0.28; p< 0.05); teacher experience; (r = 0.27; p< 0.05) and teacher professionalism (r = 0.30; p<0.05). The composite relationship between all the independent variables and dependent variable further revealed that R = 0.40. Professionalism had the highest significant influence on IQ (β= 0.29; t= 3.24; p <0.05); followed by teacher experience (β = 0.22; t = 5.54; p<0.05) and qualifications, (β = - 0.03; t = -0.37; p>0.05). This led to the fact that the independent variables accounted for 15.3% of the total variance in the IQ in public secondary schools in Southwest (Adjusted R2 = 0.153). This composite influence is shown to be statistically significant (F (7, 606) = 16.83; p < 0.05. Unique Contribution to theory, practice and policy: The study uncovered and pointed the influence of teachers’ professionalism, experience and education qualification as a major dependable and benchmarks for achieving IQ in the school setting. The adopted Systems theory clarifies intra-relationship of each variable with IQ and inter-relationship among the variables in the study. Likewise, it confirmed IQ as a fundamental factor to the success of the school operation. Moreover, it established the transformation process (in teaching-learning process), which in turn enhance achieving educational objectives and school’s future productivity.
Through two studies, this work examined the applicability, interpretability, and construct validity of the Classroom Assessment Scoring System K-3 (CLASS) to measure quality of classroom interactions. In the first study, the CLASS was used in 332 classrooms to test three alternative models (in time order, the one-, three-factor, and two-factor models) to examine its factorial structure. The one-factor model showed worse fit than the other two models. The latent factors of the three-factor model were highly correlated. The bifactor model showed adequate fit. The aim of the second study was to investigate the construct validity of the CLASS. We used data collected from 31 classrooms to examine associations between factors extracted from the bifactor model with outcome variables in the domains of the student-teacher relationship, behavioral problems, and academic achievement. General- and domain-specific factors revealed different patterns of associations with child outcomes. The results are discussed relative to the Italian context.
Several challenges are associated with e-learning systems, the most significant of which is the lack of student motivation in various course activities and for various course materials. In this study, we used machine learning (ML) algorithms to identify low-engagement students in a social science course at the Open University (OU) to assess the effect of engagement on student performance. The input variables of the study included highest education level , final results , score on the assessment , and the number of clicks on virtual learning environment (VLE) activities, which included dataplus , forumng , glossary , oucollaborate , oucontent , resources , subpages , homepage , and URL during the first course assessment. The output variable was the student level of engagement in the various activities. To predict low-engagement students, we applied several ML algorithms to the dataset. Using these algorithms, trained models were first obtained; then, the accuracy and kappa values of the models were compared. The results demonstrated that the J48, decision tree, JRIP, and gradient-boosted classifiers exhibited better performance in terms of the accuracy, kappa value, and recall compared to the other tested models. Based on these findings, we developed a dashboard to facilitate instructor at the OU. These models can easily be incorporated into VLE systems to help instructors evaluate student engagement during VLE courses with regard to different activities and materials and to provide additional interventions for students in advance of their final exam. Furthermore, this study examined the relationship between student engagement and the course assessment score.
A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes associated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understanding how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.
Cadaveric dissection has been the gold standard in the teaching of anatomy in medical schools around the world. Cadaveric dissection allows a medical student to understand the spatial relationships of different parts in the body in ways that a typical 2D representation cannot, due to its ability to provide an authentic learning experience which engages all the senses. However, in the modern times that we live in, the availability of suitable cadavers for medical education is low, and there is an urgent need to supplement the practice of cadaveric dissection with more sustainable and economical methods of teaching. Virtual Reality (VR) may serve as a suitable supplement owing to its ability to simulate an immersive 3D environment. However, the authentic learning experience is difficult to recreate in VR, due to the lack of design guidelines. This project is an early exploration into designing active learning interactions for learning anatomy.
This study assessed the impact on 10th-grade students of attending high schools whose practices are consistent with the school-restructuring movement Using data on a sample of 11,794 sophomores in 830 high schools from the first two waves of the National Educational Longitudinal Study of 1988, the authors evaluated restructuring effects on students' gains in engagement and achievement in four subjects and the social distribution of those gains. High schools with several practices consistent with restructuring and those with none of the 30 practices that were considered were contrasted with schools that engaged in only traditional reforms. School size was evaluated as an independent structural feature. The results revealed that students' gains in achievement and engagement were significantly higher in schools with restructuring practices and lower in schools without reforms. Higher and more socially equitable engagement and achievement were consistently associated with smaller high schools.
Math and social studies differ in the usual instructional pattern found in elementary classrooms, in the goals sought, and of course in the actual content. Based on documented differences in the two fields, we expected pupils to hold different ideas about how to learn each subject and to express different reasons for positive and negative experiences in each subject. Sixty fifth grade pupils from 11 classrooms were interviewed to explore their attitudes and conceptions about learning math and social studies. The interviews included pupils' definitions of each school subject, descriptions of typical classroom activities, probes regarding how each subject was actually learned, and descriptions of times liked and disliked in each subject. Students' conceptions and attitudes regarding math and social studies were different. Consistent with expectations, pupils characterized positive and negative experiences in math in regard to their success or ability to do the work while social studies experiences were evaluated more in terms of whether they were interesting or boring. Among other differences, more students thought they could learn social studies on their own than math.
The rhetoric of restructuring reforms overshadows what we really know about restructured schools. Analyzing data from a nominated sample of restructured schools, this article proposes some relevant dimensions and criteria of restructured schools, and it describes how focused and comprehensive restructuring is in them. For the proposed themes or dimensions of restructured schools-student experiences, professional lives of teachers, governance, and community coordination-schools tended to meet more restructuring criteria in the areas of students and teachers. Significantly fewer nominated schools were restructured in governance and community coordination. Schools tended to be more focused in their restructuring efforts in the areas of teacher professional life and community coordination than in the areas of student experiences and governance. Only 18% (29 of 159) of the schools were comprehensively restructured. If this sample is representative of restructured schools in the United States, restructuring may be much less prevalent than the reform rhetoric suggests.
This study examined the impact of attending restructured schools on the achievement and engagement of young adolescents. The restructuring movement is placed within the conceptual framework that favors the development of more communally organized schools, as opposed to the largely bureaucratic model of most American schools. Using a subsample of data from the base year of the National Longitudinal Study of 1988 (NELS:88), including 8,845 eighth graders in 377 public, Catholic, and independent middle-grade schools, the effects of school restructuring on student achievement, engagement with academic work, and the extent of at-risk behaviors are examined. The construct of restructuring is captured as less departmentalization, more heterogeneous grouping, more team teaching, and a composite index of restructuring. The study makes use of multilevel analytic models and includes statistical controls for characteristics of students and schools. Findings indicate that restructuring has modest but positive effects on both achievement and engagement and contributes to a more equitable distribution of these outcomes among students from different social backgrounds. Students attending schools with fewer eighth-grade peers also demonstrate more academic engagement and a more equitable distribution of achievement. Eight tables and 18 technical notes are included. Appendices include tables of hierarchical linear models. (98 references) (LMI)