Relevant bibliographies by topics / Student motivation and engagement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student motivation and engagement'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Student motivation and engagement"

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Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra, and Cokorda Gede Putra Yudistira. "THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.

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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.
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Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard, and Jason Last. "Supporting students’ transition into higher education: Motivation enhancement strategies." ACCESS: Contemporary Issues in Education 42, no. 1 (March 2, 2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.

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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.
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NAYIR, Funda. "The Relationship between Student Motivation and Class Engagement Levels." Eurasian Journal of Educational Research 17, no. 71 (October 20, 2017): 59–78. http://dx.doi.org/10.14689/ejer.2017.71.4.

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Rohmah, Nur. "A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 3 (September 20, 2022): 655. http://dx.doi.org/10.33394/jk.v8i3.5779.

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The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation strengthens the effect of gamification and student engagement on student achievement. This study confirms that the gamification process in the learning process enhances the interaction between students. Research indicates that relevant gamification is implemented in vocational-based schools. Research demonstrates that motivational gamification has a critical role in increasing student achievement. Schools can adopt gamification methods to improve student learning abilities and achievement so that vocational schools acquire skilled students.
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Brown, Craig. "Student engagement: identity, motivation and community." International Journal for Academic Development 21, no. 1 (January 2, 2016): 89–90. http://dx.doi.org/10.1080/1360144x.2016.1124968.

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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee, and Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement." GATR Journal of Management and Marketing Review 1, no. 1 (December 29, 2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).

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Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.
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Xia, Qi, Hongbiao Yin, Ruonan Hu, Xiuhan Li, and Junjie Shang. "Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students." SAGE Open 12, no. 4 (October 2022): 215824402211346. http://dx.doi.org/10.1177/21582440221134609.

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Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of “struggling students” showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students’ mathematics learning motivation and improving their engagement in mathematic learning.
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Mat Halif, Mazuin, Narehan Hassan, Nur Athirah Sumardi, Aida Shekh Omar, Sharrifah Ali, Rozilah Abdul Aziz, Afiza Abdul Majid, and Nor Fazalina Salleh. "Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement." Asian Journal of University Education 16, no. 2 (August 6, 2020): 93. http://dx.doi.org/10.24191/ajue.v16i2.10301.

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This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement. It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement. Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,
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Sabri, Masturah, Faten Khalida Khalid, and Liew Khe Li. "Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation." International Journal of Languages, Literature and Linguistics 2, no. 1 (March 2016): 23–31. http://dx.doi.org/10.18178/ijlll.2016.2.1.62.

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Muamar, Muamar, and Yohanes Suhari. "Pengaruh Dukungan Sosial Guru dalam Memoderasi Hubungan Motivasi dan Passion Belajar Siswa Terhadap Student Engagement Mata Pelajaran Pjok di SMA Negeri 1 Randudongkal Kabupaten Pemalang." Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) 5, no. 2 (June 12, 2022): 215–24. http://dx.doi.org/10.31539/jpjo.v5i2.3921.

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This study aimed to examine and analyze the role of teacher social support in moderating the effect of motivation and passion on student engagement. The study population was students of SMAN 1 Randudongkal in Pemalang Regency, with 291 students as the sample determined by the Slovin formula. The research method used computer software with SPSS for Windows version 22. The data analysis method used Moderation Regression Analysis (MRA) with a quasi-moderator type. The results of the t-test significance obtained that the regression coefficient of the learning motivation variable was 0.190, and the significance was 0.001 (<0.05). The regression coefficient for the learning passion variable is 0.317 with a significance of 0.000 (<0.05), and the regression coefficient for the teacher social support variable is 0.343, and a significance of 0.000 (<0.05). From the results of this study, it can be interpreted that the teacher's social support, passion, and learning motivation positively affect student engagement. The interaction between learning motivation and teacher social support resulted in a regression coefficient of -0.031 and a significant 0.579 > 0.05. The results mean that teacher social support does not moderate the effect of learning motivation on student engagement. The interaction of passion-teacher social support resulted in a regression coefficient of 0.036 and a significant 0.518 > 0.05, meaning that teacher social support did not moderate the influence of learning passion on student engagement. In conclusion, teacher social support does not moderate the effect of student learning motivation on student engagement, and teacher social support does not moderate the effect of student learning passion on student engagement if, in practice, students have high motivation and passion for learning during the learning process. Keywords: motivation, teacher social support, passion, student engagement
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Dissertations / Theses on the topic "Student motivation and engagement"

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Sjöberg, Joakim, and Oliver Reinhard. "Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130.

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Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery deficiencies and problems within the association. The pressure to engage in HHUS is compared with other financial organizations around the country very low. This led us to consider why this is the case. From experience we know that communication between the association and its members are not functioning optimally. Communication itself is essential for motivating students and for that motivation should be high for the students to experience good quality on the engagement.   The purpose of this study is to identify lines of communication and motivational factors that affect students who are members of HHUS to get involved or not. By demonstrating and explaining any shortcomings of this study, we show how these deficiencies affect engagement in HHUS. In carrying out this study we have used the theories in communication, motivation and service quality.   The study has been conducted in an objective manner with a positivistic approach. Through a deductive research approach with elements of induction, we start from theories in the above areas that concern our problem. Based on these theories, we have created a questionnaire that we distributed to all members of the HHUS group at Facebook, 113 of them completed the questionnaire. Based on the collected data received the survey have been analyzed by using SPSS.   Our study shows that the communication channels that work least well for HHUS is the plasma screen, closely followed by the website. Best working channels was communication through Facebook and friends. We also discovered weakness in communication between HHUS and their members, which affects the ability to motivate students. What motivates students to become involved proves to be both to develop personally, but also to sharpen their resume. The biggest reason that students choose not to get involved is because they perceive the work environment within HHUS to be bad.   Finally, we also examined how the quality of service commitment HHUS delivers. Through the use of a gap analysis, we investigated whether there were any deficiencies in the service. There has revealed that HHUS not really know what students want to engage in and as a result of this, they are also poor at adapting their entries by students' preferences.
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Aardema, Thomas P. "Student Engagement in LDS Seminaries." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1464.

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This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.
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Doucet, Richard John. "Student engagement : understanding the science and the stories of motivation." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99368.

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This thesis is a third-grade teacher's examination of student engagement. The promotion of student engagement is an important issue for teachers and educational researchers since engagement is considered essential for learning to occur. The purpose of this study was to identify and discuss several classroom contexts in which students motivate themselves for engagement, that is, to behave, feel, and think in ways that relate positively to school and learning. The method chosen was self-study, which is a form of narrative inquiry, whereby the author used memory work to recall and reflect on his childhood and professional experiences of student engagement. The insights gained and the issues raised from this inquiry are organised around three key themes: relationships, meaningful instruction, and goal orientation. Connections are made between the author's childhood and teacher experiences, and these experiences are linked to empirical and theoretical research on student motivation in classroom settings.
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Ward, Sarah Elizabeth. "The Impact of Blended Learning on Student Motivation, Engagement and Achievement." Wittenberg University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1561715675863705.

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Echeverria, Roy Arnon. "School Engagement: Testing the Factorial Validity, Measurement, Structural and Latent Means Invariance between African American and White Students." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30078.

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This study was designed to accomplish three main objectives. The first objective was to test the hypothesis that school engagement is a multidimensional construct with three factors: behavioral, emotional, and cognitive or academic engagement. The second objective was to test for invariance of the measurement and factorial structures of school engagement across white and African-American students. And the third objective of the study was to test for invariance of the latent mean structures of school engagement across white and African-American students. In order to accomplish the objectives of the study a step by step approached, using structural equation modeling, was followed. First, the best fitting model of school engagement for both white and African American students were identified. Second, invariance of the number of underlying factors of school engagement across white and African-American students was tested. Third, invariance of factor loadings across the two racial/ethnic groups was tested. Fourth, invariance of the factor variances and covariances was tested. Fifth, latent mean structures of school engagement between white and African-American were compared. Finally, the results of the calibrating sample were cross-validated with the second half of the sample. Results from this study produced consistent support for a three-factor model of school engagement and without cross-loadings to other dimensions of school engagement. However, some parameters including factor loadings, factor variances and latent means were found non-invariant across white and African American students. African American students rated themselves statistically significantly higher on emotional engagement than white students. In addition, weaknesses in the measurement model especially the reliability coefficients of observed indicators and variance accounted for by the latent factors were identified. Cognitive engagement proved to be the most difficult to measure among all three dimensions of school engagement. Finally, analysis of the cross-validating sample produced some important differences which included one additional non-invariant factor loading, one factor covariance, and one additional latent mean difference between white and African American students.
Ph. D.
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Munz, Stephan Georg. "Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96546.

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Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and practitioners, the vast number of motivational theories, principles, and strategies can seem overwhelming and confusing. Consequently, there is a need for providing more holistic frameworks to coaches and practitioners that not only summarize the essential findings of motivation research but also make the information more understandable and applicable in practical settings. The purpose of this study is to present and test the MUSIC Model of Motivation as a framework that can be applied in performance environments by coaches and practitioners to improve athletes' motivation, engagement, and ultimately, performance. The dissertation includes three related studies. First, I conducted a systematic content analysis to support the application of the MUSIC Model in sports. I analyzed 13 books in the realm of sport psychology and coaching. Results showed strong evidence that the underlying principles and theories of the MUSIC Model are represented in the sports literature, which supports the application of the model as a holistic framework for coaches. For the second study, Brett Jones and I developed a motivation inventory for athletes by modifying an existing motivation inventory for use with athletes. I collected data from student athletes at a large public university and conducted Exploratory Factor Analysis (EFA) with Principal Axis Factoring and Promax Rotation to examine the factor structure of the inventory scales. I used the results of the EFA to make changes to the inventory. Subsequently, I conducted a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The fit indices for the CFA demonstrated reasonably good fit to the results, which confirmed the five-factor structure of motivation inventory. Reliability analysis based on Cronbach's alpha showed very good results with alpha ratings ranging between .84 and .94. Overall, the findings provided validity evidence for the produced scores of the MUSIC® Athletic Inventory with student-athletes.
Ph. D.
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Moye-Weaver, Elizabeth. "Motivational Strategies and Student Engagement in a Blended German Course." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9233.

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Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.
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Tyler, Jessica O'Brien Pruitt. "The impact of strengths-based development on student engagement." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-08072006-120824/unrestricted/tyler.pdf.

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Peterson, Polly. "Three Non-Cognitive Factors Influencing Persistence of Student-Athletes: Motivation, Engagement, and Grit." Diss., North Dakota State University, 2017. http://hdl.handle.net/10365/25956.

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Pressure to enroll and support students who will persist to graduation has become increasingly intense. Traditional measures such as ACT and GPA do not tell a complete story; consequently, significant interest in non-cognitive factors that contribute to success has evolved. More needs to be done however, to study unique populations of students whose circumstances differ from the general student. One such population are student-athletes who face competing demands for their time and talent, thus requiring certain non-cognitive characteristics that differ from general students. Therefore, the purpose of this study was to examine non-cognitive factors that impact persistence of student-athletes at a private, Midwestern university. Using a path model, the relationship between three motivational subscales, engagement, grit and persistence were examined, and whether these factors varied by race, gender or sport. Three instruments included in this study were the SAMSAQ, the IIR-S, and the Grit-S scale. Results revealed that the grit scale did not achieve internal consistency; therefore, analysis of this data was not discussed. The remaining factors revealed that Academic Motivation, Student-Athletic Motivation, and Engagement did not predict Persistence, but that Academic Motivation (? = .33, p < .001) and Student-Athletic Motivation (? = .31, p < .001) predicted Engagement. Career-Athletic Motivation revealed a significant negative relationship to Persistence (? = -.19 p < .001). Eliminating all non-significant paths, step-wise analysis revealed that Engagement predicted Persistence (? = .15, p < .05) and mediated a significant indirect relationship between Academic (? = .05, p < .05) and Student-Athletic Motivation (? = .05, p < .05) and Persistence. These results suggest that student-athletes with academic interests are more likely to engage in educationally purposeful activities that contribute to persistence, but as student-athletes become more interested in career athletics, their likelihood of persisting in a timely manner decreases. Results also revealed significant differences in Motivation and Persistence by gender, race and sport. Male and non-white student-athletes had higher Student-Athletic and Career Athletic Motivation scores and demonstrated a significant difference in their Persistence scores suggesting that student-athletes who are more interested in achieving success athletically may not persist on time, if at all.
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Dreher, Adam. "The effects of authentic based instruction on long term retention and application, student engagement, and student motivation." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6812.

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This research attempted to determine if there was a benefit to authentic based instruction over traditional lecture based instruction. Two units were taught in the Social Studies curriculum area, the first using lecture based instruction and the second using authentic based instruction. Subject matter retention tests were given three weeks after each unit to determine subject matter retention as well as the student's ability to apply the retained knowledge to new ideas and problems. Student engagement and motivation data were also collected to help determine the effects of authentic instruction on all these areas of student performance. It was determined that authentic instruction did create a positive influence on subject matter retention, student engagement, and student motivation, but did not have an effect on the student's ability to apply the learned knowledge. It was recommended that further study be done on other specific aspects of authentic learning and the effects that can be elicited. Keywords: authentic learning, student engagement, student motivation
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
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Books on the topic "Student motivation and engagement"

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Spotlight on student engagement, motivation, and achievement. Cambridge, Mass: Harvard Education Press, 2009.

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Best Practices Motivation & Student Engagement: Creating power learners. Sacramento, California]: Younglight Educate, 2010.

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Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.

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Battling boredom: 99 strategies to spark student engagement. Larchmont, NY: Eye on Education, 2010.

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Barkley, Elizabeth F. Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass, 2010.

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Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.

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Gholar, Cheryl R. Strategies that promote student engagement: Unleashing the desire to learn. 2nd ed. Thousand Oaks, California: Corwin Press, 2008.

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author, Kaufeldt Martha 1954, ed. The motivated brain: Improving student attention, engagement, and perseverance. Alexandria, Virginia, USA: ASCD, 2015.

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You've got to reach them to teach them: Hard facts about the soft skills of student engagement. Bloomington, IN: Solution Tree Press, 2011.

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Feber, Jane. Student engagement is FUNdamental: Building a learning community with hands-on activities. Gainesville, Fla: Maupin House Pub., 2011.

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Book chapters on the topic "Student motivation and engagement"

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Hermida, Julian. "Motivation and Student Engagement." In Teaching Law and Criminal Justice through Popular Culture, 55–75. First edition.: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003084204-6.

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Macklem, Gayle L. "Student Engagement, Motivation, and Active Learning." In Preventive Mental Health at School, 41–68. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_3.

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Bempechat, Janine, and David J. Shernoff. "Parental Influences on Achievement Motivation and Student Engagement." In Handbook of Research on Student Engagement, 315–42. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_15.

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Bempechat, Janine, David J. Shernoff, Shira Wolff, and Hannah J. Puttre. "Parental Influences on Achievement Motivation and Student Engagement." In Handbook of Research on Student Engagement, 403–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_19.

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Skinner, Ellen A., and Kristen E. Raine. "Unlocking the Positive Synergy Between Engagement and Motivation." In Handbook of Research on Student Engagement, 25–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_2.

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Martin, Andrew J. "Part II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity." In Handbook of Research on Student Engagement, 303–11. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_14.

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Brooks, Robert, Suzanne Brooks, and Sam Goldstein. "The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students." In Handbook of Research on Student Engagement, 541–62. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_26.

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Scales, Peter C., Kent Pekel, and Benjamin J. Houltberg. "Developmental Relationships and Student Academic Motivation: Current Research and Future Directions." In Handbook of Research on Student Engagement, 257–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_13.

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Tinto, Vincent. "Exploring the Character of Student Persistence in Higher Education: The Impact of Perception, Motivation, and Engagement." In Handbook of Research on Student Engagement, 357–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_17.

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Gute, Brian D., and Jacob W. Wainman. "Factors Influencing Student Engagement, Motivation, and Learning: Strategies to Enhance Student Success and Retention." In ACS Symposium Series, 159–72. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1341.ch012.

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Conference papers on the topic "Student motivation and engagement"

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Dicheva, Darina, Rebecca Caldwell, and Breonte Guy. "Do Badges Increase Student Engagement and Motivation?" In SIGITE '20: The 21st Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3368308.3415393.

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Cassel, Lillian, Darina Dicheva, Christo Dichev, Breonte Guy, and Keith Irwin. "Student Motivation and Engagement in STEM Courses." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325578.

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Dicheva, Darina, Keith Irwin, Christo Dichev, and Swapna Talasila. "A course gamification platform supporting student motivation and engagement." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009214.

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Morrison, Jennifer Symonds. "Getting to know you: Student-faculty interaction and student engagement in online courses." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13160.

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Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.
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Cooper, Lauren A., Daria Kotys-Schwartz, and Derek T. Reamon. "Project-Based Service-Learning and Student Motivation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62729.

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We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2010, is being completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. This paper will discuss the research design, theoretical framework, and the results from our first year of research. Our objective is to provide a more thorough understanding of the effects of service-learning on engineering education. Although service-learning may not be appropriate for every engineering course, we can strive to identify and implement specific elements of service-learning that are correlated with student motivation.
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Mustamiah, Dewi, and Nurul S. Widanti. "Learning Motivation as Predictor of Student Engagement in Private Junior High Schools Students." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008591204860493.

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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Tokola, Teemu, Niklas Saari, Juha Kälkäinen, and Juha Röning. "Digital Fabrication in Promoting Student Engagement and Motivation in University Courses." In the FabLearn Europe 2019 conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3335055.3335059.

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Amado, Coleen, and Lydia Roleda. "THE EFFECT OF GAMIFYING PHYSICS IN STUDENT MOTIVATION, ENGAGEMENT AND PERFORMANCE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2636.

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Siddique, Zahed, and Patricia L. Hardré. "Structuring Engineering Design Courses to Motivate Students." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12392.

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The purpose of this study was to determine the effects of motivation in engineering design courses. In this study we present a structured approach to identify motivational gaps and instructional design to explicitly address motivational needs in a current course in mechanical engineering design. The SUCCESS framework (Hardré, 2009) has been proposed to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, along with the process and products of the analysis of the course to improve motivation for engagement and innovation.
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Reports on the topic "Student motivation and engagement"

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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McMahon, Michael F. Employability, Transferable Skills and Student Motivation. Bristol, UK: The Economics Network, November 2007. http://dx.doi.org/10.53593/n190a.

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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2111.

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Yelverton, Rita. Motivation and Engagement Across the Kindergarten Transition: A Self Determination Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2025.

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MILOVANOVA, G., N. KULYASHOVA, and E. SHEMYAKINA. ANALYSIS OF STUDENT ENGAGEMENT FACTORS IN TRAINING ACTIVITIES. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-3-14-20.

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The effectiveness of training is largely determined by the degree of involvement of students in the educational process. In accordance with the main directions of reforming higher education, it is planned to transfer universities to individual educational trajectories. The article discusses the results of a survey of students about what, in their opinion, is lacking for full involvement in educational activities in the light of future changes.
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Mankowski, Andrew. Do "Clickers" Improve Student Engagement and Learning in Secondary Schools? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.144.

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Currie, Cailin. Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6113.

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Chen, Chanjuan, Kendra Lapolla, and Archana Mehta. Stitched Together: Community Engagement for Undergraduate Student Learning in Apparel Design. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8778.

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Ree, Ashli. Promoting Experiential Learning and Community Engagement through a Student Pop-up Shop. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-88.

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Adams, Jennifer, and Tanja C. Sargent. Curriculum Transformation in China: Trends in Student Perceptions of Classroom Practice and Engagement. Unknown, 2013. http://dx.doi.org/10.35648/20.500.12413/11781/ii140.

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