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Journal articles on the topic 'Cognitive engagement'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Kumar, Manish, T. Muhammad, and Laxmi Kant Dwivedi. "Assessing the role of depressive symptoms in the association between social engagement and cognitive functioning among older adults: analysis of cross-sectional data from the Longitudinal Aging Study in India (LASI)." BMJ Open 12, no. 10 (2022): e063336. http://dx.doi.org/10.1136/bmjopen-2022-063336.

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ObjectiveThe present study aimed to examine the confounding effects of depressive symptoms and the role of gender in the association between social engagement and cognitive functioning among older Indian adults.DesignLarge-scale cross-sectional survey data were analysed.Setting and participantsData from the Longitudinal Aging Study in India (2017–2019) were used in the analysis. The sample included 23 584 individuals aged 60 years and above (11 403 men and 12 181 women).Outcome measuresThe outcome variable was cognitive functioning, which was based on various measures including immediate and d

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Amano, Takashi, Nancy Morrow-Howell, Sojung Park, and Brian Carpenter. "Social Engagement and Cognitive Health: The Mediating Role of Cognitive and Physical Activity." Innovation in Aging 4, Supplement_1 (2020): 285–86. http://dx.doi.org/10.1093/geroni/igaa057.914.

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Abstract This study aimed to assess the association between social engagement and conversion from Cognitive Impairment No Dementia (CIND) to dementia and to investigate the mediating role of cognitive and physical engagements on that relationship. Data from two waves (2010 and 2014) of the psychosocial and core modules of the Health and Retirement Study (HRS) were used. The sample consisted of 929 people who had CIND in 2010 and participated in the survey in 2014. Latent Class Analysis (LCA) with eight indicators of social engagement (activities with children, volunteering with youth/others, a

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Abdelaziz, Hamdy A. "From Content Engagement to Cognitive Engagement." International Journal of Technology Diffusion 4, no. 1 (2013): 16–32. http://dx.doi.org/10.4018/jtd.2013010102.

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The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A c

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von Stumm, Sophie. "Investment Trait, Activity Engagement, and Age: Independent Effects on Cognitive Ability." Journal of Aging Research 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/949837.

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In cognitive aging research, the “engagement hypothesis” suggests that the participation in cognitively demanding activities helps maintain better cognitive performance in later life. In differential psychology, the “investment” theory proclaims that age differences in cognition are influenced by personality traits that determine when, where, and how people invest their ability. Although both models follow similar theoretical rationales, they differ in their emphasis of behavior (i.e., activity engagement) versus predisposition (i.e., investment trait). The current study compared a cognitive a

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Pruitt, Patrick J., Jessica S. Damoiseaux, Benjamin M. Hampstead, et al. "Salience Network Functional Connectivity Mediates Association Between Social Engagement and Cognition in Non-Demented Older Adults: Exploratory Investigation." Journal of Alzheimer's Disease Reports 8, no. 1 (2024): 531–42. http://dx.doi.org/10.3233/adr-220082.

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Background: Social engagement has beneficial effects during cognitive aging. Large-scale cognitive brain network functions are implicated in both social behaviors and cognition. Objective: We evaluated associations between functional connectivity (FC) of large-scale brain cognitive networks and social engagement, characterized by self-reported social network size and contact frequency. We subsequently tested large-scale brain network FC as a potential mediator of the beneficial relationship between social engagement and cognitive performance. Methods: 112 older adults (70.7±7.3 years, range 54

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Zhang, Yan, Anna, Gloria H. Y. Wong, and Terry Lum. "ENGAGEMENT MATTERS TO OPTIMIZE COGNITIVE BENEFITS OF COGNITIVELY IMPAIRED PEOPLE IN COGNITIVE STIMULATION THERAPY." Innovation in Aging 3, Supplement_1 (2019): S114. http://dx.doi.org/10.1093/geroni/igz038.421.

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Abstract Background Cognitive stimulation therapy (CST), a 14-session themed groupwork for people with cognitive impairment, shows effectiveness in maintaining cognitive functioning, quality of life and communication. However, its mechanism of optimizing individual cognitive benefits is little known. Engagement, a state of being occupied by meaningful external stimuli, may be an overlooked link. Individual constructive engagement is defined as the verbal or motor individual behavior exhibited for the meaningful purposed activities. Objective To investigate the individual experience of engageme

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Jung, Seojung, and Karen Siedlecki. "Temporal Relationship Between Activity Engagement and Cognition." Innovation in Aging 4, Supplement_1 (2020): 592. http://dx.doi.org/10.1093/geroni/igaa057.1987.

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Abstract Previous studies have shown that activity engagement is related to cognitive function. However, few studies have examined the temporal order between activity engagement and various domains of cognition. Using data from the Virginia Cognitive Aging Project (baseline N =5430, Mage =51.28, SD =18.12), we examined the temporal relationships between engagement in physical and cognitive activity and different cognitive domains (reasoning, spatial visualization, episodic memory, processing speed, vocabulary) after controlling for age, education, self-rated health and depression. Cross-lagged

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Casimiro, Leni T. "Cognitive Engagement in Online Intercultural Interactions: Beyond Analytics." International Journal of Information and Education Technology 6, no. 6 (2016): 441–47. http://dx.doi.org/10.7763/ijiet.2016.v6.729.

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Sharifian, Neika, A. Zarina Kraal, and Laura Zahodne. "Depressive Symptoms, Leisure Activity Engagement, and Global Cognition in Non-Hispanic White and Black Older Adults." Innovation in Aging 5, Supplement_1 (2021): 579. http://dx.doi.org/10.1093/geroni/igab046.2224.

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Abstract Prior research has linked more depressive symptoms to worse global cognition in older adulthood through lower leisure activity engagement. Less is known regarding which types of activities drive these associations. Additionally, depressive symptoms disproportionately affect cognition in Non-Hispanic Blacks (NHB) versus Non-Hispanic Whites (NHW). This cross-sectional study used data from the Michigan Cognitive Aging Project (n=453, 52% NHB, Mage=63.60 years) to examine whether distinct leisure activities (solitary-cognitive, solitary-creative, community-social, physical, intergeneratio

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Mathews, Jose, and Tshering Lhamo. "Customer Engagement: An Experiential System View." Delhi Business Review 23, no. 1 (2022): 9–22. http://dx.doi.org/10.51768/dbr.v23i1.231202202.

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Purpose - This conceptual research analyses the interrelationship of cognition and affect in the development of customer engagement in the backdrop of the cognitive-experiential self-theory. Design/methodology/approach - The existing literature on the interpretation of customer engagement and cognitive experiential self-theory is used to develop the new theoretical framework of customer engagement Findings -The multidimensional view of the interaction between the intra-psychic subsystems of cognition, affect, inner dispositions and behaviour is the one generally followed by investigators in th

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Lyu, Boning. "The Effect of Self-Regulated Learning and Community of Inquiry on the Online Learning Engagement of Chinese as Foreign Language Learners." Education Sciences 14, no. 7 (2024): 691. http://dx.doi.org/10.3390/educsci14070691.

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This study aimed to understand how different dimensions of online learning engagement were influenced by learners’ self-regulated learning (SRL) and their perceptions of teaching, cognitive, and social presence in the community of inquiry (CoI) framework. A structural equation modelling analysis of survey responses from 154 online Chinese-as-a-foreign-language learners showed that the level of learners’ SRL positively influenced their perceptions of teaching, cognitive, and social presence and consistently directly impacted all dimensions of students’ learning engagement. Regarding the differe

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Miranda, Agustín Ramiro, Luisina Rivadero, Jorge Ángel Bruera, et al. "Examining the relationship between engagement and perceived stress-related cognitive complaints in the argentinian working population." Europe’s Journal of Psychology 16, no. 1 (2020): 12–31. http://dx.doi.org/10.5964/ejop.v16i1.1832.

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Stress has a negative impact on cognitive functioning and occupational well-being. The aim of this study was to assess the relationship among perceived stress, cognitive complaints and work engagement in public employees from Córdoba, Argentina. In this cross-sectional study, self-report questionnaires were administered to 240 participants. Spanish versions of the following instruments were used: Perceived Stress Scale (PSS), Utrecht Work Engagement Scale (UWES), Memory Failures in Everyday (MFE), Executive Complaint Questionnaire (ECQ). Statistical analysis included ANOVA, path analysis, and

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Gosden, Chris. "Cognitive landscapes." Creativity, Cognition and Material Culture 22, no. 1 (2014): 93–108. http://dx.doi.org/10.1075/pc.22.1.05gos.

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Human engagements with the world form the basis for their intelligent understanding of it. Such material engagements are not piecemeal but follow some broad set of regularities as activities in one area of life are picked up and developed in another. Sweeping changes in life processes, which we might see as bursts of creativity, occur across areas of life we might label as secular or pragmatic and the sacred, calling into question such distinctions. In this paper, I follow the case of the emergence of the early medieval village and parish in England from around AD 750 onwards to examine how ne

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Sharp, Emily Schoenhofen, Chandra A. Reynolds, Nancy L. Pedersen, and Margaret Gatz. "Cognitive engagement and cognitive aging: Is openness protective?" Psychology and Aging 25, no. 1 (2010): 60–73. http://dx.doi.org/10.1037/a0018748.

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Kang, Bada, Eunhee Cho, and Sarah Oh. "Social Disengagement and Cognitive Function: Does the Association Vary by Gender?" Innovation in Aging 5, Supplement_1 (2021): 697. http://dx.doi.org/10.1093/geroni/igab046.2614.

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Abstract Although social disengagement is considered to be a predictor of cognitive decline, and increase risk of Alzheimer’s and related dementias, little is known regarding the gender-specific association between social disengagement and cognition among Korean middle-aged and older adults. Korea’s Confucianism-based gender roles provide unique contexts to examine gender differences in the influence of social disengagement on cognition. This study investigated the association between social disengagement and cognitive function in a nationally representative sample of Koreans aged 45 years or

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Haryanto, Margareth, Eko Wahono, Riani Wisnujono, and Mudjiani Basuki. "CORRELATION BETWEEN SOCIAL ENGAGEMENT AND COGNITIVE FUNCTION IN ELDERLY." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 4014–19. http://dx.doi.org/10.37200/ijpr/v24i2/pr200720.

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Sharma, Dr Ankita. "Activities, Social Engagement and Cognitive Decline among Elderly Male." International Journal of Scientific Research 3, no. 8 (2012): 393–98. http://dx.doi.org/10.15373/22778179/august2014/121.

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Vickers, Kayci L., Jessica L. Saurman, and Felicia C. Goldstein. "3 Exploring the Relationship Between Cognition, Adherence, and Engagement in Compensatory Strategy Training in Mild Cognitive Impairment." Journal of the International Neuropsychological Society 29, s1 (2023): 791–92. http://dx.doi.org/10.1017/s1355617723009839.

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Objective:Compensatory strategy training has been identified as a useful mechanism to improve everyday cognitive function among older adults with Mild Cognitive Impairment (MCI). Despite this, few studies have looked at cognitive factors that support adherence and engagement in these programs, which are key to maximizing benefit. The present study aimed to evaluate the relationship between cognition, adherence, and engagement during a group-based compensatory strategy training for people with MCI. We hypothesized individuals with better memory and executive function performance would show bett

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Patel, Khushbu, Katelyn Singer, and Benjamin Katz. "COGNITIVE FUNCTIONING AMONG GRANDPARENT CAREGIVERS: AN INTERGENERATIONAL PERSPECTIVE." Innovation in Aging 7, Supplement_1 (2023): 915. http://dx.doi.org/10.1093/geroni/igad104.2940.

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Abstract Grandparents have a unique bond with their grandchildren, given their position in the grandchild’s life. They may be a historian, mentor, playmate, caregiver, role model, advocate, and friend. These interactions may offer an opportunity for cognitive engagement, but the level of this engagement may in turn be linked to a grandparent’s cognitive status. For example, memory issues may challenge one’s ability to serve as a historian for a grandchild. To better understand the association of caregiving and engagement in activities with a grandchild on cognition, a secondary analysis was co

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Kennedy, Ashleigh, and Jordan Hassin. "EEG Markers of Cognitive Engagement." Neurology 93, no. 14 Supplement 1 (2019): S3.1—S3. http://dx.doi.org/10.1212/01.wnl.0000580848.54563.2d.

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ObjectiveThe purpose of this study was to use portable electroencephalography and qualitative assessments to characterize cognitive changes associated with perceived increase in mental load and to identify markers of mental fatigue in these individuals.BackgroundThe ability to focus on cognitive tasks impacts everything from our social interactions to our success in the classroom or workplace. Concussion negatively impacts the ability to focus and causes patients to experience signs of mental fatigue more quickly than those without concussion. The mechanisms behind these changes are still not

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Kam, Cindy D., and Stephen M. Utych. "Close Elections and Cognitive Engagement." Journal of Politics 73, no. 4 (2011): 1251–66. http://dx.doi.org/10.1017/s0022381611000922.

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Lao, Joseph, and Deanna Kuhn. "Cognitive engagement and attitude development." Cognitive Development 17, no. 2 (2002): 1203–17. http://dx.doi.org/10.1016/s0885-2014(02)00117-x.

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Hess, Thomas M. "Selective Engagement of Cognitive Resources." Perspectives on Psychological Science 9, no. 4 (2014): 388–407. http://dx.doi.org/10.1177/1745691614527465.

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Acosta-Gonzaga, Elizabeth, and Aldo Ramirez-Arellano. "Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education." Sustainability 14, no. 20 (2022): 13419. http://dx.doi.org/10.3390/su142013419.

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In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new

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Tang, Fengyan, Wei Zhang, Iris Chi, Mengting Li, and Xin Qi Dong. "Importance of Activity Engagement and Neighborhood to Cognitive Function Among Older Chinese Americans." Research on Aging 42, no. 7-8 (2020): 226–35. http://dx.doi.org/10.1177/0164027520917064.

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This study investigates the differential associations of activity engagement and perceived neighborhood characteristics (i.e., cohesion, disorder, sense of community) with cognitive measures. Using data of 2,713 Chinese older adults in Chicago, who completed two interviews between 2011 and 2015, we identified three activity domains: reading, social, and games. In general, engagement in more reading and social activities was associated with better baseline cognitive function, but the positive effects tapered off over time in some cases. Neighborhood cohesion had both direct and indirect effects

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Kang, Duck-Hee, Lisa Boss, and Licia Clowtis. "Social Support and Cognition." Western Journal of Nursing Research 38, no. 12 (2016): 1639–59. http://dx.doi.org/10.1177/0193945916655796.

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Cognitive development in early childhood and cognitive preservation in older adulthood are critical for leading healthy life. Social engagement can significantly affect cognition, but their relationships are unclear. The purpose of this review was to synthesize current findings on the relationship between social engagement and cognition in early childhood and older adulthood. PubMed, Web of Science, Ovid Medline, and PsycINFO were searched for studies published in 1995-2015 for a comprehensive review. Included in this review were 42 articles written in English, published in peer-reviewed journ

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Fassi, Janelle. "CREATIVE ACTIVITIES AND COGNITION AMONG OLDER ADULTS: DOES EDUCATION MODERATE THE BENEFITS OF CREATIVE ACTIVITIES?" Innovation in Aging 7, Supplement_1 (2023): 1013. http://dx.doi.org/10.1093/geroni/igad104.3254.

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Abstract Engagement in leisure activities has been shown to offset age-related cognitive losses. Although activity engagement has a compensatory effect on later life cognition among adults with low educational levels in early life, no studies have examined this effect with creative activity engagement. The aims of the present study were to (1) investigate whether older adults’ engagement in any creative leisure activities is related to cognitive functioning, (2) investigate whether the number of creative activities in which older adults engage is related to cognitive functioning, and (3) deter

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Sharifian, Neika, A. Zarina Kraal, Afsara B. Zaheed, Ketlyne Sol, and Laura B. Zahodne. "Longitudinal Associations Between Contact Frequency with Friends and with Family, Activity Engagement, and Cognitive Functioning." Journal of the International Neuropsychological Society 26, no. 8 (2020): 815–24. http://dx.doi.org/10.1017/s1355617720000259.

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AbstractObjectives:Social engagement may be an important protective resource for cognitive aging. Some evidence suggests that time spent with friends may be more beneficial for cognition than time spent with family. Because maintaining friendships has been demonstrated to require more active maintenance and engagement in shared activities, activity engagement may be one underlying pathway that explains the distinct associations between contact frequency with friends versus family and cognition.Methods:Using two waves of data from the national survey of Midlife in the United States (n = 3707, M

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Yin, Ziyan, Anmin Huang, and Jiashu Wang. "Memorable Tourism Experiences’ Formation Mechanism in Cultural Creative Tourism: From the Perspective of Embodied Cognition." Sustainability 15, no. 5 (2023): 4055. http://dx.doi.org/10.3390/su15054055.

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Drawing on embodied cognition theory, this study treated embodied engagement as an antecedent to memorable tourism experiences. Grounded theory and content analysis methods were used to construct the formation mechanism model of memorable tourism experiences in cultural creative tourism. The concept and characteristics of memorable tourism experiences were also discussed. The results indicated that embodied and thinking engagements had positive effects on cognitive evaluation and emotion, which further led to memorable tourism experiences. Visitor interaction played a regulating role in the in

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Macoveanu, Julian, Kirsa M. Demant, Maj Vinberg, Hartwig R. Siebner, Lars V. Kessing, and Kamilla W. Miskowiak. "Towards a biomarker model for cognitive improvement: No change in memory-related prefrontal engagement following a negative cognitive remediation trial in bipolar disorder." Journal of Psychopharmacology 32, no. 10 (2018): 1075–85. http://dx.doi.org/10.1177/0269881118783334.

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Background: Cognitive deficits are prevalent in bipolar disorder during remission but effective cognition treatments are lacking due to insufficient insight into the neurobiological targets of cognitive improvement. Emerging data suggest that dorsal prefrontal cortex target engagement is a key neurocircuitry biomarker of pro-cognitive treatment effects. Aims: In this randomized controlled functional magnetic resonance imaging study, we test this hypothesis by investigating the effects of an ineffective cognitive remediation intervention on dorsal prefrontal response during strategic memory enc

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Huang, Jerry, and Mark Feng Teng. "Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language writing context." Digital Applied Linguistics 2 (January 24, 2025): 102469. https://doi.org/10.29140/dal.v2.102469.

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In Second Language Acquisition (SLA), affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study investigates the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 324) were 1st and 2nd-year undergraduate students at a Japanese university. The peer group (n = 164) received peer feedback, while the ChatGPT group (n = 160) utilized ChatGPT with crafted prompts for feedback. A survey instrument me

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Ihle, Andreas, Élvio R. Gouveia, Bruna R. Gouveia, et al. "The Relation of Having Experienced a Fall in the Past to Lower Cognitive Functioning in Old Age is Mediated via Less Physical Activity Engagement as Cognitive Reserve Contributor." Biology 11, no. 12 (2022): 1754. http://dx.doi.org/10.3390/biology11121754.

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Physical activity and exercise contribute to the accumulation of cognitive reserve, which is instrumental for preserving cognitive health in old age. In a large sample of 701 older adults (mean age = 70.36 years), we investigated whether the relationship between having experienced a fall in the past and lower performance in cognitive functioning was mediated via less physical activity engagement as a cognitive reserve contributor. General cognition was assessed using the mini-mental state examination (MMSE), long-term memory using a word-pair delayed recall test and working memory using a back

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Ardina, G., and H. Boholano. "The Cognitive and Non-Cognitive Effects of Geogebra Integration." Malaysian Journal of Mathematical Sciences 18, no. 2 (2024): 423–43. http://dx.doi.org/10.47836/mjms.18.2.12.

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Geogebra was known as an interactive mathematics software and environment that supported a variety of mathematical activities, making it ideal for learning and teaching Science, Technology, Engineering, and Mathematics (STEM). The study investigated the integration of geogebra into a geometry curriculum and its effects on cognitive and non-cognitive aspects. Using mixed-method research, the study examined the impact of geogebra on student test performance, engagement, and motivation. The research participants were BSED mathematics students enrolled in plane and solid geometry. The respondents

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Montenegro, Aida, and Manuela Schmidt. "Achievement Goals, Student Engagement, and the Mediatory Role of Autonomy Support in Lecture-Based Courses." Education Sciences 13, no. 9 (2023): 912. http://dx.doi.org/10.3390/educsci13090912.

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What makes first-semester students stay engaged in non-mandatory lecture-based courses? This study aims to answer this question by analyzing the relationship between student engagement with autonomy support and achievement goals. Data gathered through self-reports from 340 students attending four introductory lecture-based courses at four German universities were used to test the following hypotheses: (1) students who pursue goals for self-improvement display emotional, behavioral, and cognitive engagement, (2) emotional engagement is predicted by students’ perceptions of autonomy support, and

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Anzeneder, Sofia, Cäcilia Zehnder, Anna Lisa Martin-Niedecken, Mirko Schmidt, and Valentin Benzing. "Acute exercise and children's cognitive functioning: What is the optimal dose of cognitive challenge?" Psychology of Sport and Exercise 66, no. 102404 (2023): 1–9. https://doi.org/10.5281/zenodo.13284956.

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Acute bouts of exercise have the potential to benefit children's cognition. Inconsistent evidence on the role of qualitative exercise task characteristics calls for further investigation of the cognitive challenge level in exercise. Thus, the study aim was to investigate which "dose" of cognitive challenge in acute exercise benefits children's cognition, also exploring the moderating role of individual characteristics. In a within-subject experimental design, 103 children (Mage = 11.1, SD = 0.9, 48% female) participated weekly in one of three 15-min exergames followed by an Attention Network t

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Ding, Nianliang. "Analysis of the Role of Teacher Feedback in Students’ Cognitive Engagement." International Journal of Education and Humanities 18, no. 1 (2025): 279–83. https://doi.org/10.54097/6qe8s854.

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Teacher feedback is critical for enhancing students’ cognitive engagement in learning. This paper aims to analyze the different forms of teacher feedback that considerably enhance student cognitive engagement, investigate the factors that impact the effectiveness of such feedback, and outline practical strategies for educators to improve student cognition through effective feedback methods. This paper also reviews the latest trends in educational technology and feedback methods. The results of this analysis show that the integration of technology-enhanced interactive feedback methods, combined

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Besser, Lorraine L. "Engagement, Experience, and Value." Journal of Philosophical Research 48 (2023): 259–69. http://dx.doi.org/10.5840/jpr202348222.

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In this reply to comments by Neera Badhwar and Barbara Montero, I examine more deeply the nature of cognitive engagement and how it is distinct from other forms of cognitive activity; revisit the distinction between interesting and boring experiences; and present an analysis of all-things-considered value that illustrates the contributions that the interesting makes. I conclude by considering what all-things-considered value becomes for patients with severe cognitive impairments.

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Lin, Lin, JunYi Wang, and XianYun Meng. "Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment." International Journal of Emerging Technologies in Learning (iJET) 17, no. 17 (2022): 127–39. http://dx.doi.org/10.3991/ijet.v17i17.33851.

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This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners’ cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, and technological affordances on learners’ cognitive engagement in an online learning environment were estimated. Research results demonstrated that the overall Cronbach’s α of the questionnaire was 0.883, KMO was 0.859, and cumulative variance interpretation rate after rotation was 79.199%. Thus, the

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Zhang, Jieting, Liye Zou, Can Jiao, et al. "Cognitive Benefits of Activity Engagement among 12,093 Adults Aged over 65 Years." Brain Sciences 10, no. 12 (2020): 967. http://dx.doi.org/10.3390/brainsci10120967.

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Objective: The present study includes two aims: (1) to understand patterns of activity engagement among older Chinese adults; (2) to further investigate associations between activity engagement and cognitive abilities in this population. Methods: Latent class analysis was applied to answer the aforementioned research questions across different age ranges while controlling for confounding variables (age, health, socioeconomic status (SES), and living alone). Specifically, five latent classes (non-active, working-active, comprehensive-active, physical-active, and less-active) were identified. Fu

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Hong, Wei Han, Vinod Pallath, Donnie Adams, Yew Kong Lee, Kit Mun Tan, and Chan Choong Foong. "Now You See Me, Now You Don’t: Exploring Medical Students’ Cognitive, Emotional and Behavioural Engagement with Emergency Remote Learning During the COVID-19 Pandemic." Education in Medicine Journal 14, no. 3 (2022): 109–22. http://dx.doi.org/10.21315/eimj2022.14.3.8.

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The COVID-19 pandemic had forced medical students to study at home, transitioning to an emergency remote learning mode of instruction. Its impact on students was unknown and likely to be of concern. Therefore, this study assessed cognitive, emotional and behavioural engagements of medical students during emergency remote learning, and examined its associations with regard to their age, gender, stages of study and ethnic groups. A self-administered questionnaire was distributed to undergraduate medical students at one public medical school in Malaysia. Emergency remote learning was conducted vi

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R. Sinuhin, Alden. "Perceived Teacher Affective Support and Cognitive and Psychological Engagement among STEM Students in Distance Learning." International Multidisciplinary Research Journal 4, no. 2 (2022): 1–7. http://dx.doi.org/10.54476/3832251.

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Teacher affective support and student engagement are both fundamental to making the educative process meaningful in distance learning environments. This study assessed the levels of perceived teacher affective support and cognitive and psychological engagements among Science, Technology, Engineering, and Mathematics (STEM) students enrolled in online, modular, and blended distance learning modalities. The study also examined the relationship between the respondents’ perceived teacher affective support and cognitive and psychological engagement. Descriptive research design and correlational met

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R. Sinuhin, Alden. "Perceived Teacher Affective Support and Cognitive and Psychological Engagement among STEM Students in Distance Learning." International Multidisciplinary Research Journal 4, no. 2 (2022): 1–7. http://dx.doi.org/10.54476/iimrj45.

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Teacher affective support and student engagement are both fundamental to making the educative process meaningful in distance learning environments. This study assessed the levels of perceived teacher affective support and cognitive and psychological engagements among Science, Technology, Engineering, and Mathematics (STEM) students enrolled in online, modular, and blended distance learning modalities. The study also examined the relationship between the respondents’ perceived teacher affective support and cognitive and psychological engagement. Descriptive research design and correlational met

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Setiawan, Agung Gumelar, and Putri Kamalia Hakim. "Student’s Cognitive Engagement in Teaching Vocabulary through Mnemonic Strategy." Pedagogy : Journal of English Language Teaching 11, no. 2 (2023): 230. http://dx.doi.org/10.32332/joelt.v11i2.7658.

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This research aims to explore students' cognitive engagement and find out student’s perception towards learning vocabulary through mnemonic strategy. This research is a qualitative research with TPT cognitive engagement model as research design. The data of this research was gathered for four meetings by using observation, interview, and documentation. The data of observation were analyzed by interactive analysis supported by quadrant and tally analysis. The researcher take five participants from 10th grades from one of Islamic senior high school MAN 2 Kuningan. The findings showed that studen

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Liao, Hsiao-Wen, Li Chu, and Laura Carstensen. "RELATIONSHIPS OF SOCIAL AND COGNITIVE ACTIVITY TO WELL-BEING AND COGNITIVE FUNCTIONING OVER TIME." Innovation in Aging 7, Supplement_1 (2023): 99–100. http://dx.doi.org/10.1093/geroni/igad104.0322.

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Abstract Research on engaged lifestyles points to promising ways to age well. Findings are mixed, however, when different types of social and cognitive activity engagement are examined. The present study, juxtaposing core tenets of socioemotional selectivity theory and the engagement hypothesis, tested the relative importance of social engagement with close partners and engaging in cognitively stimulating activities for older adults’ psychological well-being and cognitive performance over time. Of particular interest was the comparison between individuals with high levels of interaction with c

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Liu, Huijun, Yaolin Pei, and Bei Wu. "Association between cognitive functioning and active life engagement: A time-use study of older adults in rural China." International Journal of Population Studies 8, no. 1 (2022): 52. http://dx.doi.org/10.18063/ijps.v8i1.1301.

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This study aimed to examine the pattern of active life engagement and the association between cognitive functioning and active life engagement among older adults in rural China. Two waves of panel data with the previous day’s activities in a time-use survey were collected among older adults age 60 and older in rural China. Logistic and OLS regressions were used to examine the impacts of cognitive functioning on participation and intensity in six types of activities. The overall active life engagement level of older adults in rural China was relatively low. Cognitive functioning and its decline

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Wengie, C. Pino, and Jade S. Mongas Crystal. "Technology Integration and Pupils' Cognitive Engagement." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 1833–42. https://doi.org/10.5281/zenodo.15228818.

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Technology integration plays a crucial role in enhancing teaching and learning process by making lessons more interactive, engaging and accessible to foster pupils’ cognitive engagement. This study examined the influence of technology integration to pupils’ cognitive engagement for School Year 2024-2025. Furthermore, it examined the relationship between the level of technology integration and the level of pupils’ cognitive engagement as well as determining the independent variable/s that influence the level of pupil’s cognitive engagement. The study used descriptive cor

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Sesmiyanti, Sesmiyanti. "Student’s Cognitive Engagement in Learning Process." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 5, no. 2 (2018): 48–51. http://dx.doi.org/10.30630/polingua.v5i2.34.

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Students’ engagement becomes essential factors in learning process because students have to participate in learningprocess. Not only the students but also the teachers have to make a good atmosphere during classroom activities. They have to createlesson, assignment and also project that interested to the students. Students’ cognitive engagement involves the students to thinkduring academic task, they have to have motivated to improve their ability in learning and also they have to participate and active inthe classroom. This paper is literary study.

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Wallace-Spurgin, Mekca. "Implementing Technology: Measuring Student Cognitive Engagement." International Journal of Technology in Education 3, no. 1 (2019): 24. http://dx.doi.org/10.46328/ijte.v3i1.13.

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In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The year after the initial rollout of the devices, IPI-T data was collected three times. Additionally, faculty collaborative sessions were pla

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Bonneh, Y., Y. Adini, M. Fried, and A. Arieli. "An oculomotor trace of cognitive engagement." Journal of Vision 11, no. 11 (2011): 473. http://dx.doi.org/10.1167/11.11.473.

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Weber, Daniela. "Social engagement to prevent cognitive ageing?" Age and Ageing 45, no. 4 (2016): 441–42. http://dx.doi.org/10.1093/ageing/afw083.

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