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Journal articles on the topic 'Group engagement'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Hausman, Daniel M. "Group Risks, Risks to Groups, and Group Engagement in Genetics Research." Kennedy Institute of Ethics Journal 17, no. 4 (2008): 351–69. http://dx.doi.org/10.1353/ken.2008.0009.

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2

Macgowan, Mark J. "The Group Engagement Measure." Journal of Groups in Addiction & Recovery 1, no. 2 (2006): 33–52. http://dx.doi.org/10.1300/j384v01n02_04.

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3

STURMEY, P., and A. G. CRISP. "Group Engagement: a conceptual analysis." Journal of Intellectual Disability Research 38, no. 5 (2008): 455–68. http://dx.doi.org/10.1111/j.1365-2788.1994.tb00435.x.

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4

Delialioğlu, Ömer, Berkan Çelik, and Amine Hatun Ataş. "Comparison Group." European Journal of Multidisciplinary Studies 5, no. 1 (2017): 471. http://dx.doi.org/10.26417/ejms.v5i1.p471-471.

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The aim of this study is to compare course engagement for vocational education students who enrolled in the Cisco Networking Academy (CNA) courses and who took the network courses from the standard vocational education curriculum in Turkey. The comparison group was established in a way that students in both groups had very similar characteristics. The data were collected using a survey throughout 2 separate school years. The participants are 2793 vocational education students (Cisco Group=1373, Non-Cisco Group=1420). Engagement was measured with 7 constructs, which are active learning, collabo

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Simmons-Mackie, Nina, and Jack Damico. "Engagement in Group Therapy for Aphasia." Seminars in Speech and Language 30, no. 01 (2009): 018–26. http://dx.doi.org/10.1055/s-0028-1104531.

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6

Low, David. "University-Community Engagement: A grid-group analysis." Gateways: International Journal of Community Research and Engagement 1 (September 29, 2008): 107–27. http://dx.doi.org/10.5130/ijcre.v1i0.445.

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University-community engagement involves complex issues, entangling multiple and interacting points of view, all of which operate in a wider dynamic evolving social environment. For this reason, there is often disagreement about why engagement is necessary or desirable, and whether there is one optimal method to practice it. To address this issue, I argue that university-community engagement can be examined as a form of enquiry. In this view, engagement is viewed as a system that arises through the recognition of the dissent it embodies. As such, enquiry functions to process disagreements into

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Roy, Valérie, Marie-Andrée Gourde, and Éric Couto. "Engagement of men in group treatment programs." Groupwork 21, no. 1 (2012): 28–45. http://dx.doi.org/10.1921/gpwk.v21i1.712.

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The goal of this paper is to arrive at a better understanding of the process of men’s engagement in treatment groups. Given the low perseverance rate of men in such groups, engagement is crucial to program continuance and results. A number of treatment factors and strategies that can influence engagement in group therapy programs are drawn from a review of the literature. To gain a better understanding of the factors and how they interrelate, the literature was reviewed from the perspective of Bronfenbrenner’s (1979) ecological model. The studies reviewed show that engagement is influenced by

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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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Gao, Nan, Mohammad Saiedur Rahaman, Wei Shao, Kaixin Ji, and Flora D. Salim. "Individual and Group-wise Classroom Seating Experience." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 6, no. 3 (2022): 1–23. http://dx.doi.org/10.1145/3550335.

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Seating location in the classroom can affect student engagement, attention and academic performance by providing better visibility, improved movement, and participation in discussions. Existing studies typically explore how traditional seating arrangements (e.g. grouped tables or traditional rows) influence students' perceived engagement, without considering group seating behaviours under more flexible seating arrangements. Furthermore, survey-based measures of student engagement are prone to subjectivity and various response bias. Therefore, in this research, we investigate how individual and

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van Mierlo, Heleen, and Arnold B. Bakker. "Crossover of engagement in groups." Career Development International 23, no. 1 (2018): 106–18. http://dx.doi.org/10.1108/cdi-03-2017-0060.

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Purpose The purpose of this paper is to extend the current knowledge on psychological contagion and crossover by investigating the crossover of task-specific engagement (a positive, fulfilling state of mind) among group members. The paper also examines whether this crossover process is reinforced by strong group cohesion or by higher a priori levels of task engagement of the most engaged group member. Design/methodology/approach The authors operationalized crossover as within-group convergence on individual engagement over time. The authors studied this process in 43 newly formed groups perfor

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Roy, Valérie, Marie-Andrée Gourde, and Éric Couto. "Engagement of men in group treatment programs." Groupwork 21, no. 1 (2011): 28–45. http://dx.doi.org/10.1921/095182411x578838.

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12

Eisenstein, EL, B. Levitan, KA Getz, B. Patrick-Lake, and M. Harker. "Identifying And Valuing Patient Group Engagement Methods." Value in Health 19, no. 3 (2016): A103. http://dx.doi.org/10.1016/j.jval.2016.03.1672.

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13

Macgowan, M. J., and F. L. Newman. "Factor Structure of the Group Engagement Measure." Social Work Research 29, no. 2 (2005): 107–18. http://dx.doi.org/10.1093/swr/29.2.107.

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14

Pennell, Joan, Myles Edwards, and Gale Burford. "Expedited family group engagement and child permanency." Children and Youth Services Review 32, no. 7 (2010): 1012–19. http://dx.doi.org/10.1016/j.childyouth.2010.03.029.

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15

Linnenbrink-Garcia, Lisa, Toni Kempler Rogat, and Kristin L. K. Koskey. "Affect and engagement during small group instruction." Contemporary Educational Psychology 36, no. 1 (2011): 13–24. http://dx.doi.org/10.1016/j.cedpsych.2010.09.001.

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16

Bonaccorsi, Andrea. "Towards peer review as a group engagement." JLIS.it 14, no. 1 (2022): 46–59. http://dx.doi.org/10.36253/jlis.it-511.

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I discuss from an economic perspective two of the most recent suggestions to reform the peer review system: (a) payment to referees; (b) ex post peer review. I show that strong economic arguments militate against these ideas. With respect to payment to referees I use results from the economic analysis of prosocial behavior and the private production of public goods, which show that the supply of monetary incentives has the paradoxical effect of reducing the willingness of agents to collaborate, insofar as they substitute intrincic motivation with extrinsic motivation. With respect

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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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Michael Klipfel, Kevin. "Authentic engagement." Reference Services Review 42, no. 2 (2014): 229–45. http://dx.doi.org/10.1108/rsr-08-2013-0043.

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Purpose – The purpose of this case study is to measure the impact of authenticity – the operation of one’s true self in one’s daily activities – on student engagement and learning in the context of information literacy instruction. Design/methodology/approach – The study was conducted during information literacy instruction for English 105 classes at the House Undergraduate Library at the University of North Carolina at Chapel Hill. A classroom modeling exercise was developed to help students choose authentic topics of interest. Students then filled out a questionnaire to assess whether choosi

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Gaber, Shreen. "Enhancement Health Care Workers Engagement in the Light of Advanced Technology: Employees’ Perspectives." Pakistan Journal of Medical and Health Sciences 15, no. 8 (2021): 2334–38. http://dx.doi.org/10.53350/pjmhs211582334.

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Regardless of the size of the hospital, the leaders have critical responsibilities to engage the employee in some situations. So you are in luck if you have the most precious tool of technologies usage as an enhancement variable. Aim: This study aimed to explore Employee Engagement factors in the light of advanced technology. Design: An exploratory correlation study design was exploited in this study. Sample& Setting: a cross-sectional sample of 350 different category employees was employed. Tools: an adapted engagement questionnaire was used to collect the pertinent facts. Results: The ma

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A. Kreindler, Sara, Bridget K. Larson, Frances M. Wu, et al. "The rules of engagement: physician engagement strategies in intergroup contexts." Journal of Health Organization and Management 28, no. 1 (2014): 41–61. http://dx.doi.org/10.1108/jhom-02-2013-0024.

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Purpose – Recognition of the importance and difficulty of engaging physicians in organisational change has sparked an explosion of literature. The social identity approach, by considering engagement in terms of underlying group identifications and intergroup dynamics, may provide a framework for choosing among the plethora of proposed engagement techniques. This paper seeks to address this issue. Design/methodology/approach – The authors examined how four disparate organisations engaged physicians in change. Qualitative methods included interviews (109 managers and physicians), observation, an

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Kalinowski, Jolaade, Christie Idiong, Loneke Blackman-Carr, et al. "Black Girls Run Too: A Content Analysis of the Black Girls Run National Facebook Group." Iproceedings 9 (January 27, 2023): e40047. http://dx.doi.org/10.2196/40047.

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Background Recent evidence suggests that 59%-73% of Black women are not reaching recommended targets for physical activity (PA). PA is a key modifiable lifestyle factor that can help mitigate risk for chronic diseases such as obesity, diabetes, and hypertension, which disproportionately affect Black women. Web-based communities focused on PA have been emerging in recent years as digital gathering spaces to provide support for PA in specific populations. Objective The purpose of this study was to conduct a content analysis of the Black Girls Run (BGR) Facebook page, which is devoted to promotin

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22

Griffin, Barbara. "Collective norms of engagement link to individual engagement." Journal of Managerial Psychology 30, no. 7 (2015): 847–60. http://dx.doi.org/10.1108/jmp-12-2012-0393.

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Purpose – The purpose of this paper is to apply a group norm approach to explain how average engagement across an organization is related to an individual’s level of engagement. Design/methodology/approach – Survey data were collected from over 46,000 participants from 140 organizations. Multi-level analysis tested the hypotheses that similarity (in terms of shared status) and likely interaction would determine the extent a group’s norms affected individual engagement. Normative data and the dependent variable data were provided by different participants. Findings – Results supported the aggre

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23

Ling, Stacy M., and David W. Barnett. "Increasing Preschool Student Engagement During Group Learning Activities Using a Group Contingency." Topics in Early Childhood Special Education 33, no. 3 (2013): 186–96. http://dx.doi.org/10.1177/0271121413484595.

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Rathje, Steve, Jay J. Van Bavel, and Sander van der Linden. "Out-group animosity drives engagement on social media." Proceedings of the National Academy of Sciences 118, no. 26 (2021): e2024292118. http://dx.doi.org/10.1073/pnas.2024292118.

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There has been growing concern about the role social media plays in political polarization. We investigated whether out-group animosity was particularly successful at generating engagement on two of the largest social media platforms: Facebook and Twitter. Analyzing posts from news media accounts and US congressional members (n = 2,730,215), we found that posts about the political out-group were shared or retweeted about twice as often as posts about the in-group. Each individual term referring to the political out-group increased the odds of a social media post being shared by 67%. Out-group

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Youniss, James, Jeffrey A. Mclellan, and Barbara Mazer. "Voluntary Service, Peer Group Orientation, and Civic Engagement." Journal of Adolescent Research 16, no. 5 (2001): 456–68. http://dx.doi.org/10.1177/0743558401165003.

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Xiang, Changchun, Chenwei Li, Keke Wu, and Lirong Long. "Procedural justice and voice: a group engagement model." Journal of Managerial Psychology 34, no. 7 (2019): 491–503. http://dx.doi.org/10.1108/jmp-12-2018-0557.

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Purpose The purpose of this paper is to examine the impact on employee voice from formal vs informal sources of procedural justice: group responsiveness and interactional justice, and to test how this impact may vary according to employees’ traditionality. Design/methodology/approach Dyadic data were collected from 261 employees and their supervisors. Results of the analyses offered support for the hypothesized moderated mediation model where group responsiveness and interactional justice would influence employee voice through enhanced organization-based self-esteem, and where such influence w

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Macgowan, Mark J. "A Measure of Engagement for Social Group Work." Journal of Social Service Research 23, no. 2 (1997): 17–37. http://dx.doi.org/10.1300/j079v23n02_02.

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Master, Allison, Sapna Cheryan, and Andrew N. Meltzoff. "Social group membership increases STEM engagement among preschoolers." Developmental Psychology 53, no. 2 (2017): 201–9. http://dx.doi.org/10.1037/dev0000195.

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29

Zahavi, Dan. "Second-Person Engagement, Self-Alienation, and Group-Identification." Topoi 38, no. 1 (2016): 251–60. http://dx.doi.org/10.1007/s11245-016-9444-6.

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Brownlee, Naomi, David Curran, and Sue Mun Tsang. "Client Engagement with a Manualized Group Therapy Program." Journal of Groups in Addiction & Recovery 12, no. 1 (2017): 45–61. http://dx.doi.org/10.1080/1556035x.2016.1272073.

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31

Gillespie, Sally. "Maturing conversations: developing climate engagement through group dialogues." Journal of Analytical Psychology 67, no. 5 (2022): 1452–74. http://dx.doi.org/10.1111/1468-5922.12867.

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32

Fairfax, Simon A. "Improving student engagement through employability themed group work." MSOR Connections 21, no. 1 (2023): 23–28. http://dx.doi.org/10.21100/msor.v21i1.1396.

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In an ideal world, universities and their departments are able to reach out to employers for collaborative, employer-set, authentic assessment which align industry expectations with an assessment that tests the intended learning outcomes of a module. This is a large and ambitious undertaking for practical reasons. The author identified three practical challenges as: sourcing willing employers, relevance and level-setting, and scalability, i.e., use in modules with large numbers of students. As module leader, each of these challenges were addressed and solutions identified allowing the employab

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Liu, Jiaqi, Zhenping Zhang, Jiayin Qi, Hong Wu, and Manyi Chen. "Understanding the Impact of Opinion Leaders’ Characteristics on Online Group Knowledge-Sharing Engagement from In-Group and Out-Group Perspectives: Evidence from a Chinese Online Knowledge-Sharing Community." Sustainability 11, no. 16 (2019): 4461. http://dx.doi.org/10.3390/su11164461.

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Opinion leaders often play key roles in online knowledge-sharing communities, which has intrigued a lot of researchers and practitioners worldwide. However, it is not clear how various characteristics of opinion leaders may affect different online groups’ knowledge-sharing engagement. This paper aims to answer this question by building upon social capital theory to examine the differential influences of opinion leaders’ characteristics (interactivity, authority, and activity) on online groups. In-groups and out-groups were distinguished, and the study used the context of an investment-oriented

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Gupta, Manish, and Arnold B. Bakker. "Future time perspective and group performance among students." Journal of Applied Research in Higher Education 12, no. 5 (2020): 1265–80. http://dx.doi.org/10.1108/jarhe-05-2019-0128.

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PurposeThe objective of this study is to understand the mediating role of student engagement between future time perspective and group task performance. In addition, the study examines the interaction effect of group cohesion task with student engagement on group performance.Design/methodology/approachData were collected from 170 (a total of 34 groups of five members each) business management students for three consecutive months. To analyze the data, multi-level modeling was carried out.FindingsThe results of the three-wave multi-level analysis indicate support for the hypotheses and suggest

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Zhang, Xiaojie, Guang Chen, and Bing Xu. "The Influence of Group Big-Five Personality Composition on Student Engagement in Online Discussion." International Journal of Information and Education Technology 10, no. 10 (2020): 744–50. http://dx.doi.org/10.18178/ijiet.2020.10.10.1452.

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To explore the influence of the group personality composition on students' engagement in the online discussion, correlation analysis was conducted among the Big-5 personality of group members and student engagement in the group. This study comprehensively used four measurement indicators of the Big-Five personality of group members as group composition: average, variance, maximum, and minimum. In this study, student engagement was divided into behavioral engagement, affective engagement, and cognitive engagement. The study found that the combination of the Big-Five personalities in the group c

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Dumas, Jean E., Angela D. Moreland, Alexandra H. Gitter, Amanda M. Pearl, and Alicia H. Nordstrom. "Engaging Parents in Preventive Parenting Groups: Do Ethnic, Socioeconomic, and Belief Match Between Parents and Group Leaders Matter?" Health Education & Behavior 35, no. 5 (2006): 619–33. http://dx.doi.org/10.1177/1090198106291374.

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The authors evaluate the relation of ethnic, socioeconomic status (SES), and belief match between parents and group leaders and engagement in a preventive intervention for parents of preschoolers. Engagement was assessed through attendance, retention, and quality of participation in sessions with 171 parents and 11 group leaders. SES match predicted attendance, retention, and quality of participation. Parents attended more sessions, remained longer in the program, and participated more actively when their group leader came from comparable SES backgrounds. Ethnic match predicted retention only,

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E. Feniasse, Tamele, and Katayanagi Mari. "Pathways of engagement with a terrorist group in Mozambique." African Journal of Social Issues 7, no. 1 (2024): 703–17. https://doi.org/10.4314/ajosi.v7i1.53.

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The rapid expansion of terrorism has threatened the security and stability of Mozambique. The terrorist group locally called "al-Shabaab" has attracted many people, established terrorist camps in the bush, and created military bases in occupied villages. This research aims to understand who these people are, what strategies the terrorist group use to engage local people, and what form the actual engagement takes. Applying a qualitative approach, interviews with 54 informants were conducted and thematically analysed, including 35 prisoners confined on charges of terrorism in Cabo Delgado and se

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Teng, Mark Feng, and Jerry Huang. "Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement." International Journal of Computer-Assisted Language Learning and Teaching 15, no. 1 (2025): 1–21. https://doi.org/10.4018/ijcallt.367874.

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Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year undergraduate students at a teacher education university in China, enrolled in a mandatory writing class. The control group (n = 86) did not use ChatGPT, while the treatment group (n = 83) engaged with ChatGPT, leveraging carefully designed prompts to rece

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Makanju, Damilola, Andrew G. Livingstone, and Joseph Sweetman. "How group members appraise collective history: Appraisal dimensions of collective history and their role in in-group engagement." Journal of Social and Political Psychology 11, no. 1 (2023): 229–46. http://dx.doi.org/10.5964/jspp.6355.

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Group members’ appraisals of their in-group’s collective history have been found to shape their engagement with the in-group and its collective goals. We add to this research by examining the complexity and dimensionality of how group members appraise collective history, and how different forms of appraisals relate to different forms of in-group engagement. We do so by (1) outlining four key dimensions – richness, clarity, valence and subjective importance – of how an in-group’s collective history can be appraised, and (2) examining how these appraisal dimensions relate to group members’ engag

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Mary, T. Sahaya, and B. William Dharma Raja. "Optimising Students’ Enjoyment and Engagement in Learning via Scaffolding-fused Digital Game-based Learning." Indian Journal Of Science And Technology 17, no. 10 (2024): 891–98. http://dx.doi.org/10.17485/ijst/v17i10.2439.

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Objective: To determine how a scaffolding-fused digital game impacted primary school students' enjoyment and engagement in Mathematics. Method: This experimental study was carried out with two groups of primary students. The experimental group was taught using the scaffolding fused digital game-based learning, whereas the control group was taught with the conventional method. The instruments used in this study were pre and post-interviews, and, pre and post-observations. The data were analysed using independent t-tests, matched pair t-tests and a One-way Analysis of Covariance. Findings: The r

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Selmer, Jan, Charlotte Jonasson, and Jakob Lauring. "Group conflict and faculty engagement: is there a moderating effect of group trust?" Journal of Higher Education Policy and Management 35, no. 1 (2013): 95–109. http://dx.doi.org/10.1080/1360080x.2013.748477.

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Sleebos, Ed, Naomi Ellemers, and Dick de Gilder. "The paradox of the disrespected: Disrespected group members’ engagement in group-serving efforts." Journal of Experimental Social Psychology 42, no. 4 (2006): 413–27. http://dx.doi.org/10.1016/j.jesp.2005.06.002.

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Conroy, Meredith, Jessica T. Feezell, and Mario Guerrero. "Facebook and political engagement: A study of online political group membership and offline political engagement." Computers in Human Behavior 28, no. 5 (2012): 1535–46. http://dx.doi.org/10.1016/j.chb.2012.03.012.

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P Desai, Sumanth, M. M Munshi, Sanjay V Hanji, and Chakradhar Pabba. "Optimizing Class Timing: AI Driven Group Engagement’s Role in Academic Success." Journal of Information Technology Education: Research 24 (2025): 007. https://doi.org/10.28945/5460.

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Aim/Purpose: This study investigates the relationship between time of class and the academic performance of Master of Business Administration (MBA) students with ‘group engagement’ serving as the moderator. Notably, ‘group engagement’ is measured using a novel computer vision-based deep learning approach. Background: Generally, the first year of MBA programs is a critical phase for students, marked by academic and personal growth challenges. The timing of MBA classes, particularly morning sessions, can disrupt students’ circadian rhythms, leading to decreased engagement and academic performanc

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Holdsworth, Emma, Erica Bowen, Sarah Brown, and Douglas Howat. "The Development of a Program Engagement Theory for Group Offending Behavior Programs." International Journal of Offender Therapy and Comparative Criminology 61, no. 13 (2016): 1479–99. http://dx.doi.org/10.1177/0306624x15624177.

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Offender engagement in group offending behavior programs is poorly understood and under-theorized. In addition, there is no research on facilitators’ engagement. This article presents the first ever theory to address this gap. A Program Engagement Theory (PET) was derived from a constructivist grounded theory analysis that accounts for both facilitators’ and offenders’ engagement in group offending behavior programs (GOBPs). Interviews and session observations were used to collect data from 23 program facilitators and 28 offenders (group members). The analysis revealed that group members’ enga

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Vega Alviani and Willem Saragih. "STUDENTS’ PERCEPTIONS ON THEIR ENGAGEMENT IN SMALL GROUP DISCUSSION." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 13, no. 4 (2024): 30–39. https://doi.org/10.24114/gj.v13i4.65493.

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The aims of this study were to describe how the students perceive their engagement in small group discussions and to explain the factors that influence the students engagement in small group discussions. A descriptive qualitative design was used in this study. The source of data was 25 students of Grade VIII SMP Al-Wasliyah 8 Medan. The data were analyzed by using descriptive qualitative. The results showed that (1) The students perceive their engagement in small group discussion positively. Most of the students agreed that being engaged in small group discussion was useful for them as EFL stu

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Holdsworth, Emma, Erica Bowen, Sarah Brown, and Douglas Howat. "Using Theory to Understand the Barriers to Engagement in Group Offending Behavior Programs." International Journal of Offender Therapy and Comparative Criminology 63, no. 7 (2018): 993–1017. http://dx.doi.org/10.1177/0306624x18812040.

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Noncompletion of group offending behavior programs is a common problem, indicating barriers to engagement. While existing theoretical models have accounted for determinants of motivation, little focus has been directed towards barriers to engagement. The authors developed the program engagement theory (PET) which not only accounts for the determinants of engagement and the engagement process, it also considers the barriers to engagement. Interviews and session observations were used to collect data from 23 program facilitators and 28 offenders, which were analyzed using grounded theory. The ba

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Vollet, Justin W., and Thomas A. Kindermann. "Promoting persistence: Peer group influences on students’ re-engagement following academic problems and setbacks." International Journal of Behavioral Development 44, no. 4 (2019): 354–64. http://dx.doi.org/10.1177/0165025419880614.

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This study examined the role that peer groups play in shaping students’ academic re-engagement across their first year in middle school and whether influences are stronger from peers with whom students remained affiliated over time. Data were collected on an entire cohort of 366 sixth graders (48% female) in a small town. Students reported on their behavioral re-engagement—or persistence following academic problems or failure, on the extent to which they experienced academic setbacks, and on their teachers’ involvement. Teachers rated students’ academic engagement. Peer groups were identified

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Gitau, Lydia, Gail Kenning, Sophie Burgess, et al. "Pre-Engagement as Method: An EmbodiMap^TM VR Experience to Explore Lived Experience of People from South Sudanese Refugee Background." International Journal of Qualitative Methods 21 (January 2022): 160940692211231. http://dx.doi.org/10.1177/16094069221123167.

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Abstract:

This paper discusses the use of pre-engagement as a method to introduce EmbodiMap, a Virtual Reality (VR) tool to a group of South Sudanese refugees in Sydney, Australia. The aim of the pre-engagment is to understand how currently available support for the mental and emotional wellbeing of the refugee population can be further supported through psychosocial engagements using purposefully developed tools. The EmbodiMap tool and experience, developed by the felt Experience and Empathy Lab (fEEL) at UNSW Sydney, is a creative approach that potentially offers a transformative experience as partici

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Haley, Lize-Mari, Karina Mostert, and Crizelle Els. "Burnout and Work Engagement for Different Age Groups: Examining Group-Level Differences and Predictors." Journal of Psychology in Africa 23, no. 2 (2013): 283–95. http://dx.doi.org/10.1080/14330237.2013.10820625.

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