Showing papers on "Student engagement published in 2011"
TL;DR: In this article, a meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students' school engagement and achievement, based on 99 studies, including students from preschool to high school.
Abstract: A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.
1,637 citations
TL;DR: Experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role is provided.
Abstract: Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.
1,425 citations
TL;DR: In this paper, the authors formulate 10 key questions and shape a research agenda for engagement and discuss the importance of state work engagement, arguing that the social context is crucial and may set the stage for a climate for engagement with an important role for management.
Abstract: This article discusses the concept of work engagement and summarizes research on its most important antecedents. The authors formulate 10 key questions and shape a research agenda for engagement. In addition to the conceptual development and measurement of enduring work engagement, the authors discuss the importance of state work engagement. Further, they argue that the social context is crucial and may set the stage for a climate for engagement with an important role for management. Engaged employees conserve their own engagement through a process of job crafting. After discussing possible dark sides of engagement and the relationship between engagement and health, the article closes with a discussion of organizational interventions to increase work engagement.
904 citations
TL;DR: In this article, the authors define agentic engagement as students' constructive contribution into the flow of the instruction they receive, as well as personalizing and enhancing both the lesson and the conditions under which they learn.
794 citations
TL;DR: Four trajectories for behavioral school engagement and four trajectories of emotional engagement were identified using a semiparametric mixture model and different trajectories were linked to grades, depression, delinquency, and substance use.
Abstract: Using longitudinal data from the 4-H Study of Positive Youth Development, the authors assessed 1,977 adolescents across Grades 5 to 8 to determine if there were distinctive developmental paths for behavioral and emotional school engagement; if these paths varied in relation to sex, race/ethnicity, and family socioeconomic status (SES); and whether links existed between trajectories of school engagement and grades, depression, substance use, and delinquency. Four trajectories for behavioral school engagement and four trajectories of emotional engagement were identified using a semiparametric mixture model. These trajectories were distinct with regard to initial levels of and changes in engagement, as well as to their shapes. Trajectories varied in regard to sex, SES, and race/ethnicity. Different trajectories of behavioral and emotional engagement were linked to grades, depression, delinquency, and substance use. Directions for future research and application are discussed.
545 citations
TL;DR: In this article, structural equation modeling is used to test predictions based on Hidi and Renninger's (2006) four-phase model of interest development, and Pekrun's control-value theory of achievement emotions.
393 citations
TL;DR: It is suggested that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties, and additional strategies may be needed for these students.
Abstract: Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.
373 citations
TL;DR: The findings provide important evidence of the role of early adolescents’ life satisfaction in their engagement in schooling during the important transition grades between elementary and high school and extend the positive psychology perspective to the relatively neglected context of education.
Abstract: Situated within a positive psychology perspective, this study explored linkages between adolescent students’ positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and student engagement variables. It was hypothesized that adolescents’ life satisfaction and student engagement variables would show bidirectional relationships. To test this hypothesis, 779 students (53% female, 62% Caucasian) in a Southeastern US middle school completed a measure of global life satisfaction and measures of cognitive, emotional, and behavioral engagement at two time points, 5 months apart. A statistically significant bidirectional relationship between life satisfaction and cognitive engagement was found; however, non-significant relationships were found between life satisfaction and emotional and behavioral student engagement. The findings provide important evidence of the role of early adolescents’ life satisfaction in their engagement in schooling during the important transition grades between elementary and high school. The findings also help extend the positive psychology perspective to the relatively neglected context of education.
371 citations
01 Jan 2011
TL;DR: Motivation is probably the most important factor that educators can target in order to improve learning as discussed by the authors, and very little if any learning can occur unless students are motivated on a consistent basis.
Abstract: Motivation is probably the most important factor that educators can target in order to improve learning. Numerous cross-disciplinary theories have been postulated to explain motivation. While each of these theories has some truth, no single theory seems to adequately explain all human motivation. The fact is that human beings in general and students in particular are complex creatures with complex needs and desires. With regard to students, very little if any learning can occur unless students are motivated on a consistent basis. The five key ingredients impacting student motivation are: student, teacher, content, method/process, and environment. The focus of this article is to provide the educator with suggestions from each of the five key ingredient areas that can be used to motivate his or her students. What is the best way to motivate students? The short answer is that all of the strategies enumerated in this paper can be used...as often as possible. Educators could start just by choosing and trying three new possibilities for enriching student motivation. Or, more importantly, educators could watch themselves and their own behaviors to become self-aware of new understandings about motivation.
344 citations
TL;DR: A recent special issue as discussed by the authors highlights new research in this area and aims to inspire others to join us in conducting empirical research on emotions in education, using a variety of theoretical and methodological perspectives, sharing a unique focus on the linkages between students' emotions and their academic engagement.
334 citations
TL;DR: This paper explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to selfefficacy for teaching in general, and found that moderate correlations between TSELI and the more general TSES suggest that while there is some overlap, they are not the same thing.
TL;DR: In this paper, a three-year study focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement, which suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed.
Abstract: Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors’ ‘instruction’.
TL;DR: It is concluded that school engagement was a multidimensional construct, with evidence to support the hypothesized second-order engagement factor structure with behavioral, emotional, and cognitive dimensions, using large-scale representative data on 1103 students in middle school.
TL;DR: Frequency 1550, a game about medieval Amsterdam merging digital and urban play spaces, has been examined as an exemplar of game-based learning and flow was shown to have an effect on their game performance, but not on their learning outcome.
Journal Article•
TL;DR: This paper reviewed research literature in the area of student engagement to discover curricular and pedagogical ideas educators might successfully use to better engage student learning and found that student engagement has historically focused upon increasing achievement, positive behaviors, and a sense of belonging to help students remain in school.
Abstract: This paper reviews research literature in the area of student engagement to discover curricular and pedagogical ideas educators might successfully use to better engage student learning. Student engagement has historically focused upon increasing achievement, positive behaviors, and a sense of belonging to help students remain in school. The authors suggest that work in student engagement has grown from a focus upon disengaged students (who are not learning) to engaged learners (who are learning) and theorize that older work attempted to reshape ‘renegade’ students into schooling, but current work revises schools to fit student needs.
TL;DR: The shared and unique effects of teacher and student reports of teacher-student relationship quality (TSRQ) in second and third grade on academic self-views, behavioral engagement, and achievement the following year were investigated.
Abstract: The shared and unique effects of teacher and student reports of teacher-student relationship quality (TSRQ) in second and third grade on academic self-views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child-perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed.
TL;DR: In this article, the authors explored the relationship between first-year academic experience and non-traditional students' retention and found that engagement, social integration, and meaningfulness of learning experience have different effects on nontraditional and traditional students.
Abstract: In the light of the literature on student engagement, social integration, and adult learning, an empirical study ( n = 228 students) explored the relationship between first-year academic experience and non-traditional students' retention. Results show that engagement, social integration, and meaningfulness of learning experience have different effects on non-traditional and traditional students' retention.
TL;DR: In this paper, a study of nontraditional students' perceptions of satisfaction and engagement in campus activities and explore reasons and motivations that influence their pursuit of further educational activity is presented.
Abstract: Today, more than any other time in history, student demographics of college and university students in the United States are experiencing rapid and profound changes. Along with these increases in nontraditional student enrollment comes an increasing percentage of working nontraditional college students with a multitude of commitments that serve to create barriers to educational success that traditional student learners do not have in a traditional college setting. This article reviews findings from a study of nontraditional students’ perceptions of satisfaction and engagement in campus activities and explore reasons and motivations that influence their pursuit of further educational activity.
TL;DR: Work engagement can sensibly be conceptualized as a positive and high arousal affective state characterized by energy and involvement as mentioned in this paper, which is the state and task engagement, climate for engagement versus collective engagement, dark side of engagement, where job crafting may go wrong and moderators of the engagement-performance relationship.
Abstract: In this article we further reflect on the "state of play" of work engagement. We consider, clarify, and respond to issues and themes raised by eight preeminent work engagement researchers who were invited to respond to our position article. The key themes we reflect upon include: (1) theory and measurement of engagement; (2) state and task engagement; (3) climate for engagement versus collective engagement; (4) the dark side of engagement; (5) where job crafting may go wrong; and (6) moderators of the engagement-performance relationship. We conclude that engagement can sensibly be conceptualized as a positive and high arousal affective state characterized by energy and involvement; that there may be additional dimensions that might usefully be included; that we need to more fully understand the day-to-day and momentto- moment temporal dynamics and implications of engagement; that a "climate for engagement" will influence individual and organizational outcomes; that although engagement is at heart a positive construct, the "dark side" of engagement needs to be acknowledged and understood; that "job crafting" provides a potentially powerful way for employees to manage their engagement; and that we need to gain a better understanding of the moderators that influence the way that engagement is related to performance. We also outline some practical implications that follow from our conclusions.
01 Jan 2011
TL;DR: Nurse educators are urged to consider using YouTube for teaching and learning, in and outside the classroom, to a generation of students who are native of a rapidly changing digital world.
TL;DR: This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students and distinguishes three types of engagement (emotional, behavioral, and cognitive), to improve upon prior research in this area.
Abstract: Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys; 66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional, behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for policy are discussed.
TL;DR: A review of sport education research can be found in this article, where the authors identified certain strengths of the sport education model (particularly persistent team membership) in facilitating student engagement within student-centered learning tasks.
Abstract: Background: In 2005, Wallhead and O'Sullivan presented a review of research on the Sport Education model. In that review, the authors identified certain strengths of the model (particularly persistent team membership) in facilitating student engagement within student-centered learning tasks. Other areas (such as student leadership skills) were considered as potentially problematic. Suggestions were also made for future research. Purpose: The three purposes of this review were to conduct a review of research on Sport Education since the 2005 analysis, to identify any new trends in research since the original review, and to describe the extent to which the limitations and future research directions of Wallhead and O'Sullivan have been addressed. Data collection: Papers for analysis were selected through searches of EBSCO databases with the main identifier ‘sport education’. Further journal articles were then obtained through the citations and references in the original documents. Data analysis: Papers were ...
TL;DR: Further high-quality experimental studies are needed to confirm that TBL positively affects examination scores and other learning outcomes and to determine whether TBL produces students who have the ability to function well in groups.
Abstract: Team-based learning (TBL) is an active learning method developed to help students achieve course objectives while learning how to function in teams. Many faculty members have adopted TBL because it is a unique teaching method, but evidence about its effectiveness is unclear. Seventeen original studies on TBL are presented in this systematic review of research. The studies include descriptive, explanatory, and experimental research published from 2003 to 2011 in the nursing, medical, education, and business literature. Generally, students are satisfied with TBL and student engagement is higher in TBL classes. Evidence also exists that students in TBL classes score higher on examinations. However, further high-quality experimental studies are needed to confirm that TBL positively affects examination scores and other learning outcomes and to determine whether TBL produces students who have the ability to function well in groups.
TL;DR: The authors argue that too much emphasis on wishing and hoping that benefits will flow from cultural diversity on campus and not enough emphasis on strategic and informed intervention to improve inclusion and engagement of students.
Abstract: There is clear evidence from a number of studies conducted over the last decade that the student experience of internationalisation in universities around the world can be both positive and negative. In this paper we explore these polarised views of internationalisation as they are recorded in the literature. We argue there is evidence of too much emphasis on ‘wishing and hoping’ that benefits will flow from cultural diversity on campus and not enough emphasis on strategic and informed intervention to improve inclusion and engagement. We start by exploring what happens when students are forced into cross-cultural encounters without additional actions and interventions and go on to discuss what we can learn from examples of successful inclusion and engagement in multi-cultural classrooms. We suggest that there are at least three things we should focus on in order to enhance students' engagement with cultural diversity and ensure that real benefits for student learning result from culturally diverse campuse...
TL;DR: In this article, a multidimensional model of engagement across school and organized out-of-school contexts (e.g., extracurricular activities, community organizations, and after-school programs) is presented.
Abstract: This article presents a multidimensional model of engagement (i.e., behavioral, emotional, cognitive) across school and organized out-of-school contexts (i.e., extracurricular activities, community organizations, and after-school programs). First, I describe the reasons why it is important to examine engagement in both school and organized out-of-school contexts. Next, an outline of the different ways involvement in organized out-of-school activities may relate to school is given. Finally, I present a conceptual model that outlines the contextual factors that are related to higher engagement in both school and out-of-school settings. The impact of teacher support, peer relationships, structure, and task characteristics on engagement are outlined. Practical examples of ways teachers can increase engagement in each area are given.
TL;DR: Data is presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed.
Abstract: The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.
TL;DR: This article examined the contingent relationships between learning community participation and student engagement in educational activities inside and outside the classroom using data from the 2004 administration of the National Survey of Student Engagement (NSSE).
Abstract: This study examined the contingent relationships between learning community participation and student engagement in educational activities inside and outside the classroom using data from the 2004 administration of the National Survey of Student Engagement (NSSE). Results indicated that learning community participation was positively and significantly related to student engagement, both for first-year students and seniors. For some types of engagement, relationships were significantly stronger for seniors than for first-year students. Analyses also revealed there was substantial variability across institutions in the magnitude of the relationships between learning community participation and first-year students’ levels of engagement. Although institutional characteristics accounted for some of the variability across institutions, a substantial amount of the variability in engagement–learning community relationships remained unexplained.
TL;DR: Empirical support is provided for the theoretical proposition that there is a facilitation effect of discussion forum participation on course performance and suggests that implementation of an online discussion forum is beneficial even if a teacher only invests minimal time on the forum.
Abstract: The purpose of this study was to evaluate the effectiveness of voluntary discussion forums in a higher education setting. Specifically, we examined intrinsic forum participation and investigated its relation to course performance across two experiments. In Experiment 1 (N = 1284) an online discussion forum was implemented at the beginning of an undergraduate introductory psychology course, and measures of course performance (i.e., writing assignment grades, exam grades, and extra-credits obtained) were compared with measures of forum participation. In Experiment 2 (N = 1334) an online discussion forum was implemented halfway through a second undergraduate introductory psychology course, after an initial measure of course performance was obtained, to control for the potential confound of student engagement (e.g., students who perform better in the course use the forum more). Overall, the results showed that students who participated in the forum tended to have better performance in the course, and furthermore that participating in the discussion forum, particularly reading posts on the forum, slightly improved exam performance. This study provides empirical support for the theoretical proposition that there is a facilitation effect of discussion forum participation on course performance. The results also suggest that implementation of an online discussion forum is beneficial even if a teacher only invests minimal time on the forum.
TL;DR: A review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks is presented in this article.
Abstract: This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited. Keywords: engagement; feedback; technology DOI: 10.1080/21567069.2011.586677