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Journal articles on the topic 'Student engagement'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Woodard, Bobby R., and Jim B. Fatzinger. "Student Engagement with Other Students." New Directions for Teaching and Learning 2018, no. 154 (2018): 99–107. http://dx.doi.org/10.1002/tl.20295.

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Robinson, Carol. "Student engagement." Journal of Applied Research in Higher Education 4, no. 2 (2012): 94–108. http://dx.doi.org/10.1108/17581181211273039.

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Müller, Lars, and Edith Braun. "Student Engagement." Zeitschrift für Erziehungswissenschaft 21, no. 3 (2017): 649–70. http://dx.doi.org/10.1007/s11618-017-0799-2.

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Delfino, Armando P. "STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE OF STUDENTS OF PARTIDO STATE UNIVERSITY." Asian Journal of University Education 15, no. 3 (2019): 42–55. http://dx.doi.org/10.24191/ajue.v15i3.05.

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This research determined the extent of student engagement of students of Partido State University and analyzed the factors affecting their engagement. Moreover, it investigated the correlation between student engagement and academic performance. The study used descriptive-correlational method. A teacher made questionnaire was used to gather data. The general weighted average for two semesters was used to determine the academic performance of the respondents. Focused group discussion was used to validate the data obtained from the questionnaires. A total of three hundred and five students from

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Çali, Megi, Loren Lazimi, and Beatrice Maria Luna Ippoliti. "Relationship between student engagement and academic performance." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2211–18. https://doi.org/10.11591/ijere.v13i4.28710.

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This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic performance, while the

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Bae, Sang-Hoon, Soo-Kyung Yoon, Song-Ie Han, Eun-Ju Kwak, and Gyu-Rin Lee. "Student Engagement of College Transfer Students." Research Institute of Korean Education 34, no. 3 (2016): 41–66. http://dx.doi.org/10.22327/kei.2016.34.3.041.

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Zepke, Nick, Linda Leach, and Philippa Butler. "Student engagement: students' and teachers' perceptions." Higher Education Research & Development 33, no. 2 (2013): 386–98. http://dx.doi.org/10.1080/07294360.2013.832160.

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Leslie, Heather J. "Trifecta of Student Engagement." Journal of Research in Innovative Teaching & Learning 13, no. 2 (2019): 149–73. http://dx.doi.org/10.1108/jrit-10-2018-0024.

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Purpose The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and

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Carter, Chandra P., Amy L. Reschly, Matthew D. Lovelace, James J. Appleton, and Dianne Thompson. "Measuring student engagement among elementary students: Pilot of the Student Engagement Instrument—Elementary Version." School Psychology Quarterly 27, no. 2 (2012): 61–73. http://dx.doi.org/10.1037/a0029229.

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Hayes, Sarah. "Invisible labour." Learning and Teaching 11, no. 1 (2018): 19–34. http://dx.doi.org/10.3167/latiss.2018.110102.

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The ‘academic orthodoxy’ (Brookfield 1986) of student engagement is questioned by Zepke, who suggests that it supports ‘a neoliberal ideology’ (2014: 698). In reply, Trowler argues that Zepke fails to explain the mechanisms linking neoliberalism to the concepts and practices of student engagement (2015: 336). In this article, I respond to the Zepke-Trowler debate with an analysis of student engagement policies that illuminates the role of discourse as one mechanism linking neoliberal values with practices of student engagement. Through a corpus-based Critical Discourse Analysis, I demonstrate

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Mugizi, Wilson, Joseph Rwothumio, and John Kanyesigye. "Teacher-centred pedagogical approach and student engagement at a private university in Western Uganda." Journal of Educational Research and Reviews 8, no. 8 (2020): 128–37. http://dx.doi.org/10.33495/jerr_v8i8.20.154.

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This study investigated the relationship between the teacher-centred pedagogical approach and student engagement at a private university in south western Uganda. The teacher-centred approach was conceived in terms of immediate feedback, continuous practice and reinforcement. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-administered questionnaire and were analysed quantitatively. Descr

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Rupashree, Goswami. "Towards an Effective Education System: Harnessing Factors to Enhance Students' Performance." Management Journal for Advanced Research 5, no. 2 (2025): 1–8. https://doi.org/10.5281/zenodo.15300685.

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The objective of this study was to assess the impact of student engagement on academic performance. Student engagement refers to their participation in scholarly activities and adherence to the university’s goals. The study involved 578 students from different higher educational institutes and universities in central India. The results indicate that cognitive engagement, emotional engagement, and behavioral engagement have a significant impact on academic performance. The research findings would assist academic administrators, professors, and governments improve student performance.

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Chadha, Anita. "Deepening Engagement." International Journal of Online Pedagogy and Course Design 9, no. 3 (2019): 32–47. http://dx.doi.org/10.4018/ijopcd.2019070103.

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Peer interaction in the online classroom boosts academic progression and engages students in deeper learning. This study assesses several different forms of student peer interactions on a collaborative website in an American politics course offered across two universities. Findings reveal that students identify and personalize their interactions with each other while employing deeper learning, a measure of their reflective discussions using academic content across the universities. This study concludes that a peer interactive design is an effective online teaching method to expand student lear

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Jabborova, Aziza. "EFFECTS OF CLASSROOMS ON STUDENT ENGAGEMENT HOW CAN CLASSROOMS INCREASE STUDENT ENGAGEMENT?" MODERN SCIENCE AND RESEARCH 2, no. 12 (2023): 347–60. https://doi.org/10.5281/zenodo.10356438.

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<i>This article is devoted to determining the importance of classroom design (movable furniture and comfortable color) for students' activity, disturbing, stimulating and psychological factors of the physical environment. Ways to establish positive teacher-student relationships, eliminate negative student feelings, increase student attention, creativity, and thinking, positive aspects of arranging classrooms with flexible furniture is talked about.</i>

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Wang, Rong, and Allison BrckaLorenz. "International Student Engagement: An Exploration of Student and Faculty Perceptions." Journal of International Students 8, no. 2 (2018): 1002–33. http://dx.doi.org/10.32674/jis.v8i2.124.

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An increasing number of faculty have brought up questions and concerns comparative studyabout supporting international students’ academic engagement and success. However, little is known about faculty’s approaches to international student engagement and how they may differ from international students’ selfreported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative lear

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Waller, Dagmar. "Student Engagement Workshop." MSOR Connections 12, no. 2 (2012): 31–32. http://dx.doi.org/10.11120/msor.2012.12020031.

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Lester, Jaime, Jeannie Brown Leonard, and David Mathias. "Transfer Student Engagement." Community College Review 41, no. 3 (2013): 202–22. http://dx.doi.org/10.1177/0091552113496141.

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Axelson, Rick D., and Arend Flick. "Defining Student Engagement." Change: The Magazine of Higher Learning 43, no. 1 (2010): 38–43. http://dx.doi.org/10.1080/00091383.2011.533096.

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Cuseo, Joe. "Student-Faculty Engagement." New Directions for Teaching and Learning 2018, no. 154 (2018): 87–97. http://dx.doi.org/10.1002/tl.20294.

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Fatawi, Izzul, I. Nyoman Sudana Degeng, Punaji Setyosari, Saida Ulfa, and Tsukasa Hirashima. "Effect of Online-Based Concept Map on Student Engagement and Learning Outcome." International Journal of Distance Education Technologies 18, no. 3 (2020): 42–56. http://dx.doi.org/10.4018/ijdet.2020070103.

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One of the success factors in online learning is student engagement. Therefore, the use of technology to influence student engagement in meaningful and effective learning experiences is worthy for investigation. Concept mapping is an effective knowledge construction strategy to help students. This study investigates the influence of concept maps as a formative assessment of online learning and its impact on student engagement and learning outcomes. The design of experiment used the non-equivalent comparison group pretest-posttest. It was included in the quasi-experiment to compare two differen

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Lin, Shu-Hui, and Yun-Chen Huang. "Assessing College Student Engagement: Development and Validation of the Student Course Engagement Scale." Journal of Psychoeducational Assessment 36, no. 7 (2017): 694–708. http://dx.doi.org/10.1177/0734282917697618.

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Student engagement appears to be associated with high-quality learning outcomes. Thus, it is important to measure whether students are engaging effectively in class. This article describes the development and validation of a measure of student engagement named the Student Course Engagement Scale (SCES). Exploratory and confirmatory analyses were conducted on two independent samples ( n = 543 and n = 893, respectively) of Taiwanese college students. The resultant 20-item SCES demonstrated good reliability and factorial validity as well as being correlated positively with other engagement measur

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Arora, Dr. Mandeep Kaur, and Ms. Ishita Singh. "Perceived Teacher's engagement as a Function of Student Engagement." International Journal of Advance and Applied Research 4, no. 33 (2023): 15–22. https://doi.org/10.5281/zenodo.10153076.

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<strong>Abstract:</strong>This paper recognises the teaching-learning crisis imposed by remote schooling and exacerbated by the COVID-19 pandemic. Teacher-student relationships have proven to be a solid determinant of students' affective and cognitive development towards academic success at school. This paper collected results from a robust survey using widely reviewed assessment scale to analyse the perceptions of 7 teachers and 141 students on their individual engagement levels during online teaching and learning of Hindi and English languages across grades 9 to 12 from a school in Delh

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Muntuwenkosi, Chili, and Madzimure Jeremiah. "Using surveys of student engagement to understand and support first-time entering students at a university of technology." ScienceRise: Pedagogical Education, no. 6(51) (November 30, 2022): 4–12. https://doi.org/10.15587/2519-4984.2022.267206.

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Surveys of student engagement are receiving increased attention across the whole world, because data generated assist educational institutions in increasing student retention and improving student success. These surveys raise issues worthy of consideration particularly by institutions that might be interested in using survey data to develop their curriculum and to help their students succeed. The purpose of this paper is to demonstrate the significant role of student engagement surveys in the development of mechanisms to understand and effectively respond to the needs of first-year students en

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Firas, Layth Khaleel, Sahari Ashaari Noraidah, and Siti Meriam Tengku Wook Tengku. "The impact of gamification on students learning engagement." International Journal of Electrical and Computer Engineering (IJECE) 10, no. 5 (2020): 4965–72. https://doi.org/10.11591/ijece.v10i5.pp4965-4972.

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Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to me

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Suscano, Shaine, Ivie Mahilum, Joshua Quipse, et al. "The Role of Student Engagement in Shaping Academic Performance." Psychology and Education: A Multidisciplinary Journal 31, no. 5 (2025): 520–25. https://doi.org/10.5281/zenodo.14772893.

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This study investigated the relationship between student engagement and academic performance among 119 Grade 11 students at Buenavista Integrated School in Zamboanga City, Philippines, for the school year 2024-2025. Employing a descriptive-correlational research design, the study utilized adapted survey questionnaires and school records to assess engagement and academic performance, respectively. Results revealed high levels of student engagement, particularly in areas related to family support and perceived educational value. Academic performance was categorized as "Satisfactory" with a mean

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Jafar, Afshan. "Student Engagement, Accountability, and Empowerment." Teaching Sociology 44, no. 3 (2016): 221–32. http://dx.doi.org/10.1177/0092055x16644489.

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This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive. Three major themes that emerged from the student feedback were (1) highe

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Picton, Catherine, and Chi Baik. "Practices that Foster Engagement." Student Success 15, no. 3 (2024): 18–24. https://doi.org/10.5204/ssj.3712.

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This special issue of Student Success celebrates the work of Professor Ella Kahu and her substantial contribution to the advancement of our collective understanding of student engagement. In June 2024 Professors Karen Nelson and Chi Baik, and Dr Cat Picton sat down with Ella for a reflective conversation about her work, and additional insights in her theorising and research on student experience and engagement. In this special issue, we present the interview transcript in three parts and showcase Ella’s key publications. The publications discussed in this section explore innovative practices t

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Fransén, Lina, Victor Hellgren, Magnus Mortensen, et al. "Culture of engagement." International Journal for Students as Partners 8, no. 1 (2024): 144–61. http://dx.doi.org/10.15173/ijsap.v8i1.5531.

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Students can influence their education through evaluations and as representatives in university decision-making bodies. A way to give them more power is through participation in course development as equal partners. In this study, the relationship between the outcome of a student-teacher partnership and a culture of student influence and engagement is explored. This is done through specifically targeting examination, an area where formal power rests far away from the actual partnership. The partnership outcome was evaluated through post-project surveys and group interviews, together with post-

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Brown, Ann, Martin Rich, and Clive Holtham. "Student engagement and learning." Journal of Management Development 33, no. 6 (2014): 603–19. http://dx.doi.org/10.1108/jmd-04-2014-0038.

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Purpose – The purpose of this paper is to assess the impact of a new undergraduate one-term double module called management practice and skills – which sought to change the learning environment for the new intake of undergraduate students based on constructivist ideas aimed at creating a high level of student engagement. Design/methodology/approach – Action research focusing on the evaluation stage of the first cycle of an intervention. The intervention is described in a case study explaining the features of the new module combined with the statistical analysis of the hard data collected on th

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Indriyawati, Nina, Sudirman Sudirman, and Sri Wahyuni Awaludin. "Student Engagement Increases Caring Behaviour of Nursing Students." JENDELA NURSING JOURNAL 7, no. 2 (2023): 121–32. http://dx.doi.org/10.31983/jnj.v7i2.10921.

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Background: Even though caring behavior is introduced since nursing students enter the institution, caring behavior is still low, this may be due to a lack of student involvement.Purpose: The study provides insight into the relationship between student engagement and caring behaviour in nursing students.Methods: A descriptive correlational study was conducted. Data were collected from 250 nursing students in the second to fourth years who had clinical practice experience. A cross-sectional study design was conducted. Data were collected using a modified Caring Behaviour Inventory (CBI) and a S

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Gaffney, Theresa. "Examining the Impact of a Student-Centered Learning and Assessment Strategy on Engagement among Nursing Students." Journal of Quality in Health Care & Economics 5, no. 4 (2022): 1–4. http://dx.doi.org/10.23880/jqhe-16000293.

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Background: Engaged students have better learning experiences and outcomes. Methods: A descriptive, exploratory study using the Student Course Engagement Questionnaire examined the impact of a student-centered learning and assessment strategy on engagement among accelerated nursing students. Results: Overall, the finding show positive support for the student-centered learning and assessment strategy. Of the four engagement factors, performance engagement ranked the highest and participation engagement ranked the lowest. Conclusion: While students are more engaged in student-centered learning e

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Yassin, Abdulnassir. "Flipped Classroom Model: Enhancing Students’ Interaction and Engagement in Large Classes." Interdisciplinary Journal of Education 5, no. 2 (2022): 73–91. http://dx.doi.org/10.53449/ije.v5i2.164.

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This study sought to determine the extent of students’ learning interaction and engagement in large flipped classrooms at Islamic University in Uganda (IUIU). With major focus attributed to determining the extent of the flipped classroom method on; student-lecturer, student-student and student-content interactions, and also on students’ emotional and behavioural engagement. The study further sought to determine students’ perceived value of large flipped classroom. A mixed methods approach with an embedded design was adopted, with questionnaires and interviews administered to the 3rd year Educa

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Park, Minae, Nanok Kim, Bitna Lee, and Wonsook Sohn. "Longitudinal Interplay between Student Engagement and Achievement: Multidimensional Student Engagement Model." Korean Society for Educational Evaluation 31, no. 1 (2018): 201–24. http://dx.doi.org/10.31158/jeev.2018.31.1.201.

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Alamban, Ariel A. "Enhancing Student Engagement through Effective Classroom Management: A Study of Criminology Instructors." Dec 2022 - Jan 2023, no. 31 (January 2, 2023): 18–28. http://dx.doi.org/10.55529/jls.31.18.28.

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The main purpose of the study was to determine the significant relationship between student engagement of criminology student and classroom management of college instructs and to come up with a regression model for student engagement of criminology students. Based on the findings of the study, there was a significant relationship between classroom management and student engagement, however, there was no significant relationship between sex and student engagement. It was also revealed that the combined influence of sex and classroom management on student engagement is significant. Three models

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Onabadejo, Dr Juliet, and Richard Camacho. "Student Engagement in Concept Mapping." Imagining SoTL 2, no. 1 (2022): 39–52. http://dx.doi.org/10.29173/isotl598.

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Student engagement has been an important discourse in higher education, and researchers have determined that engagement in educational activities is vital for student retention. Retaining students in learning is crucial in a stressful healthcare environment, hence the need to identify the associated engagement factors. Concept mapping offers students a realistic venue for critical thinking, clinical reasoning, and engagement in educational activities. Building on the results obtained from a basic qualitative study where, interviews and journals were analyzed, we examined the theoretical basis

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Lenni, Jumiati Debora, and Fathur Rohman. "Revolutionizing Learning Engagement." Journal of Innovation and Research in Primary Education 4, no. 2 (2025): 111–19. https://doi.org/10.56916/jirpe.v4i2.1199.

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This study explores the implementation of Augmented Reality (AR) Smart Cards in secondary schools in Mataram, Indonesia, focusing on their impact on student engagement and the challenges faced by teachers and students in adopting this technology. AR Smart Cards enhance interactive learning by overlaying digital information on real-world objects, creating a more immersive educational experience. Specific examples of improvement include an increase in student participation during interactive activities, such as physics simulations where students actively engage with 3D visualizations of complex

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Zafar, Sabiha, and Munaza Nausheen. "Influence of Student Engagement on Academic Challenges: Does Engagement Matter?" Global Educational Studies Review VII, no. II (2022): 306–13. http://dx.doi.org/10.31703/gesr.2022(vii-ii).29.

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The study was quantitative in nature, and a causal-comparative design was used. Researchers intended to explore the influence of student engagement on their ability to cope with academic challenges. The population of the study was prospective teachers, i.e. students enrolled in B.Ed. (Hons.)at public sector universities of Punjab, Pakistan. The sample was selected in two stages. In the first stage,universities were sampled, and in the second stage, students from these universities were sampled through the purposive sampling technique. Data was collected by using a self-constructed questionnair

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Toma, Roxana, and Matthew Berge. "What Drives Student Engagement?" International Journal of Advanced Corporate Learning (iJAC) 17, no. 3 (2024): 94–107. http://dx.doi.org/10.3991/ijac.v17i3.45729.

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Cultivating a sense of community can be difficult in online education. We build on the work of Redmond et al. [9] and their proposal of an Online Engagement Framework for Higher Education to investigate online course designs and pedagogies that are likely to foster increased perceptions of social capital, confidence, and resilience in the learning process among students. Our research builds on the student-engagement themes proposed by Redmond et al.: cognitive, behavioral, collaborative, and emotional engagement; these forms of engagement can be facilitated by online course design and pedagogy

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Gladisia, Nolla, Nadhirotul Laily, and Noer Suci Endah Puspitaningrum. "Gambaran Student Engagement dalam Pembelajaran di Era New Normal." Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan 9, no. 1 (2022): 26–46. http://dx.doi.org/10.35891/jip.v9i1.2763.

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This study is to find out the description of Student Engagement in learning in the New Normal Era in grade VII students of SMP "X" which includes aspects of behavioral involvement, emotional involvement, and cognitive involvement, factors that influence Student Engagement and the resulting impact of Student Engagement. This research approach is qualitative with phenomenological method. The subjects in the study were five seventh grade students at "X" Junior High School who were facing learning in the New Normal Era. Interview and observation data collection techniques. The data analysis techni

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Sin Soo, Hooi, and Yenwan Chong. "Evaluation of First-Year University Students’ Engagement to enhance Student Development." Asian Journal of University Education 17, no. 2 (2021): 113. http://dx.doi.org/10.24191/ajue.v17i2.13388.

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Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains

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Vallee, Daniel. "Student engagement and inclusive education: reframingstudent engagement." International Journal of Inclusive Education 21, no. 9 (2017): 920–37. http://dx.doi.org/10.1080/13603116.2017.1296033.

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Wang, Zhongqiang, and Li Yuan. "Teacher–student relationships and student engagement: The mediating effect of peer relationships." Social Behavior and Personality: an international journal 52, no. 5 (2024): 13104E—13111E. http://dx.doi.org/10.2224/sbp.13104.

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Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relatio

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Fadhilah, Syifa, Nur Akmal, and Andi Halima. "The Role of Student Perception of Teacher Support on Student Engagement in Students." Journal of Correctional Issues 8, no. 1 (2025): 129–39. https://doi.org/10.52472/jci.v8i1.477.

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Student engagement in school is influenced by various factors, one of which is related to student perceptions of teacher support. Positive and negative student perceptions of the support provided affect student involvement in the classroom. This study aims to determine the role of student perceptions related to teacher support on student engagement. The method uses a quantitative approach method. The population in this study were 232 students of SMP X Makassar City with a sample of 145 students obtained through accidental sampling techniques. Data is collected through questionnaire use Scale s

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Abdullah, AL HUSSAIN. "The Effect of WhatsApp Application on Saudi Electronic University Students' and the Role of Student Engagement on Academic Performance." International Journal of Novel Research in Computer Science and Software Engineering 10, no. 1 (2023): 12–17. https://doi.org/10.5281/zenodo.7578904.

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<strong>Abstract:</strong> Digital applications have enhanced the educational experience and students performing. This paper discussed the effect of WhatsApp application on students engagement and its role on academic performance. The research addressed five hypotheses to determine the role of WhatsApp usage on student engagement. The paper also considered some influential factors that are affected using WhatsApp, including major. The intended research method the study would take was the quantitative approach using the survey to collect the data from the students. It aimed to understand the ef

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Goddard, Hannah. "Reframing 'Hard to Reach' Student Engagement." Journal of Educational Innovation, Partnership and Change 3, no. 1 (2017): 68. http://dx.doi.org/10.21100/jeipc.v3i1.628.

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What does it really mean when we say a student or student group is ‘hard to reach’? This piece aims to question this way of phrasing student engagement, by challenging the assumptions inherent within it. Using learning from The Student Engagement Partnership’s ‘Student Engagement in the Context of Commuter Students’ (Thomas and Jones, 2017), this piece argues that using ‘hard to reach’ to define a group of students serves to absolve practitioners of their responsibility towards engaging these groups. In addition it argues that reframing engagement around spheres and levels enables a more nuanc

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Parveen, Heema, and Kounsar Jan. "Student Engagement- An Assessment and Comparison." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 7 (2023): 145–51. http://dx.doi.org/10.31305/rrijm.2023.v08.n07.020.

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Though student engagement has earned a considerable attention elsewhere in the world but in India it is still an evolving concept. Engagement as a term is based on the idea of participation, identification and investment. It encompasses all the three behavioral, cognitive and affective components. Every component is equally contributing to the total engagement a student reports in an activity or school. A holistic understanding of student engagement is crucial. Its significance and role in promoting positive and better outcomes is immense, making it extremely essential to be paid special empha

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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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Xiao, Meng. "Culture Difference: Perceptions of Student Engagement of Chinese International Graduate Students at a Canadian University." Journal of Comparative & International Higher Education 17, no. 1 (2025): 182–93. https://doi.org/10.32674/sa2mgs78.

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This article provides the perspectives of Chinese international graduate students about student engagement while attending a university in Canada. The prominent Western perception of student engagement in Canadian universities emphasizes student-oriented and active-participation to hopefully enhance student academic success and better social engagement. However, this Western perspective fails to recognize the broader perceptions of student engagement from a global perspective. The Confucian perspective of student engagement highlights teacher-oriented and deep-thinking engagement through acade

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Mohd, Idaya Husna, Norashikin Hussein, Muhamad Khalil Omar, Nur Aizureen Anwar, and Syezreen Dalina Rusdi. "“The Passing Game”: Enhancing Students’ Understanding, Student Engagement and Student Involvement." Advanced Science Letters 24, no. 7 (2018): 5143–45. http://dx.doi.org/10.1166/asl.2018.11289.

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Saputra, Dandi, M. Ahkam Alwi Alwi, and Nur Akmal. "Shyness's Contribution to Student Engagement in Makassar State University Students." Journal of Correctional Issues 7, no. 1 (2024): 200–210. https://doi.org/10.52472/jci.v7i1.443.

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This study aims to determine the contribution of shyness to student engagement in university students. The respondents in this study were active students from 9 faculties at Makassar State University with a total of 456 people. The measuring instrument used in this study is a student engagement and shyness scales. The data in this study were analyzed using simple linear regression analysis techniques. The results of the data analysis showed a significant value of 0.000, meaning that there is a contribution of shyness to student engagement in UNM students. The r value was -0.430, indicating tha

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