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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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Cai, Elaine Yu Ling, and Gregory Arief D. Liem. "‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement." School Psychology International 38, no. 2 (February 2, 2017): 131–48. http://dx.doi.org/10.1177/0143034316686399.
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This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in almost all the links connecting motivational reasons to different engagement outcomes. Specifically, whilst autonomous motivation (AM) was associated with greater effort/persistence, heightened elaboration, and lower anxiety, controlled motivation (CM) was associated with higher anxiety. Although self-based goals strengthened the positive direct effects of AM on effort/persistence and elaboration, and channeled the adaptive effects of CM on these two engagement outcomes, this goal type also heightened the effect of CM on anxiety and cancelled out the benefits of AM in reducing anxiety. Taken together, findings pointed to the more adaptive role of AM relative to CM, and the apparently double-edged-sword effects of self-based goals on student engagement. Key findings and their implications for teaching and school psychology practices are discussed.
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Hidayat, Dylmoon, Tina Kim, Tanti Listiani, and Agustina Reni Setianingsih. "Adolescence Student Behavioral Engagement In Mathematics Class." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (August 7, 2019): 244. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.16927.
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Mathematics becomes one of many subjects which shows low student engagement. This paper aims to understand students’ attitudes toward school and mathematics, the impact of student behavioral engagement, influential factors, obstacles in promoting student behavioral engagement, and how to promote student behavioral engagement. Students’ interests of school decrease in high school. Behavioral engagement impacts academic achievement, meaning of learning, and self-esteem. Influential factors of student behavioral engagement are motivation, the role of parents and teachers, and peer support. Obstacles in promoting student behavioral engagement are building intrinsic motivation, teachers’ beliefs about student behavioral engagement, and parental styles. Some ways to promote student behavioral engagement are using various teaching method, keeping optimal learning environment, and focusing on peer. Conclusion and suggestion emphasize on the role of teachers in their authority in the class and cooperate with parents.
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Li, Ming, Lingyun Yu, Yu Qin, Peng Lu, and Xiaohui Zhang. "College Student Academic Motivation and Engagement in the College English Course." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1767. http://dx.doi.org/10.17507/tpls.0609.07.
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This research examined the relationship between student academic motivation and engagement in the college English course. Based on the current study on communicative language teaching, student academic motivation, and engagement, we hypothesized that student motivation in the English course could predict their engagement. We used the MUSIC model of academic motivation inventory (Jones, 2016b) to explore students’ course perceptions, and we added engagement items to the survey. The participants were 101 first-year college students who were enrolled in this English course. The descriptive statistics data presented the main problems the course in terms of empowerment, success, and interest. The stepwise regression results indicated that the components of empowerment and success in the MUSIC model predicted student engagement. The findings revealed that it is possible for Chinese college EFL teachers to use the strategies in the MUSIC model to redesign their instruction to motivate and engage their students in the English coursework.
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Mai, Mohammed, Muhammed Yusuf, and Maria Saleh. "Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students." European Journal of Social Science Education and Research 2, no. 4 (December 30, 2015): 25. http://dx.doi.org/10.26417/623oeo47r.
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Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell - Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students' motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students' motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43 percent male, 57 percent female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students' Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.
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Nurnberger-Haag, Julie, Jamie L. Wernet, and Judy I. Benjamin. "Gameplay in Perspective: Applications of a Conceptual Framework to Analyze Features of Mathematics Classroom Games in Consideration of Students’ Experiences." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (November 5, 2022): 267–303. http://dx.doi.org/10.46328/ijemst.2328.
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Games are often used to foster student engagement and motivation to learn content, such as mathematics. Although digital games dominate game-based learning research, the table games commonly used in classrooms warrant investigation. Especially for mathematics learning, prior research has not taken into account content-specific frameworks. Integer arithmetic (i.e., calculations with negative numbers) is a difficult topic that is crucial for later mathematics. Thus, this study synthesized multiple theoretical perspectives to understand students’ experiences playing games during an integer unit. A mixed methods design study was conducted to answer the primary question: How was student experience (motivation to learn and engagement) related to game features? Student perspectives about the three integer games they played and observations of student engagement during gameplay were analyzed using perspectives from game design and the Cognitive Demand framework for mathematical tasks. Overall, students positively perceived playing games, however, individuals’ motivation and engagement varied in relation to game features. Students provided valuable insights for research and practice as to which game features were engaging or motivating and why. Speed-based synchronous games that exclusively used skill, rather than a chance-skill balance induced stress and decreased motivation for many students. Thus, a critical implication was to first do no harm by selecting or designing classroom games that have features of turn-taking and chance. We suggest recommendations for mathematics learning and provide the STEM Classroom Games Features Framework to benefit research and practice of any STEM content area.
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Ghelichli, Yahya, Seyyed Hassan Seyyedrezaei, and Zari Sadat Seyyedrezaei. "Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners." Theory and Practice of Second Language Acquisition 8, no. 2 (July 29, 2022): 1–19. http://dx.doi.org/10.31261/tapsla.11768.
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One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
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Machumu, Haruni, Chang Zhu, and Mustapha Almasi. "Students’ motivational factors and engagement strategies in constructivist-based blended learning environments." Afrika Focus 31, no. 1 (February 26, 2018): 13–34. http://dx.doi.org/10.1163/2031356x-03101002.
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Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.
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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.
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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.
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Kobylinski, Chris. "Student Feedback On The Effectiveness Of Using A WebQuest For An Integrative Skills Course In A Korean University." Contemporary Issues in Education Research (CIER) 7, no. 1 (February 18, 2014): 63. http://dx.doi.org/10.19030/cier.v7i1.8399.
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This paper focuses on the students feedback after their participation in a WebQuest research project and aims to determine if the format of a WebQuest enhances student interest and engagement with a text compared to a traditional reading. It was hypothesized that students would respond favorably to this format, and that the increased engagement would lead to greater motivation; however, after analyzing student feedback, it was determined that the format alone wasnt successful in promoting student interest and some modifications would be necessary to increase student engagement and motivation.
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Crane, Bret D. "Teacher Openness and Prosocial Motivation." Management Teaching Review 2, no. 1 (October 10, 2016): 7–16. http://dx.doi.org/10.1177/2379298116673838.
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Evidence suggests that student engagement in the classroom leads to improved learning outcomes. As a result, teachers of management have promoted ways to involve students through Socratic teaching methods, case-based pedagogy, and class discussion. These approaches to learning emphasize the use of questions to stimulate student engagement. However, as with all communication, questions are subject to interpretation and can lead to differing outcomes. Perceived motives of instructors are powerful environmental cues that inform a student’s interpretation of a question and the appropriate response. Here, I share insights from research to highlight two motives, teacher openness and prosocial motivation, that can give meaning to questions and help create an environment where questions are most likely to yield engaged students.
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Escosio Suguis, Jeric, and Saramie Suraya Belleza. "Student Engagement as Influenced by Physical Activity and Student Motivation Among College Students." International Journal of Sports Science and Physical Education 7, no. 1 (2022): 28. http://dx.doi.org/10.11648/j.ijsspe.20220701.15.
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Hands, Africa S. "What’s your type? An examination of first-year doctoral student motivation." Education for Information 36, no. 4 (December 16, 2020): 371–87. http://dx.doi.org/10.3233/efi-200373.
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Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.
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Dolan, Alyson Lavigne, and Mary Mccaslin. "Student Perceptions of Teacher Support." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.
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Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning. Research Question We examined students’ responses to pictures of student-teacher interaction to understand how students who attend CSR schools think about motivation and learning. Story analysis was guided by the following questions: How do student stories portray student-teacher interaction? Specifically, what interpersonal supports and opportunities do they describe? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? How do the story characters feel and manage their emotions? Population Students (N = 174) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of student-teacher interaction. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation. Achievement goals of story characters primarily concerned correctness; understanding and volitional engagement also were expressed. Story characters primarily were portrayed as compliant, optimistic, and relatively positive about their interaction with their teacher and their learning. In approximately one third of the narratives, story characters struggled with problems of varied magnitude; however, in half of these stories, characters were able to navigate solutions and overcome negative emotions and obstacles.
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Ding, Haiyong, Haichun Sun, and Ang Chen. "Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 253–69. http://dx.doi.org/10.1123/jtpe.32.3.253.
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To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. Results from correlation, regression, and structural equation model analyses revealed causal inferences demonstrating differentiated effects of motivation components on the outcome measures: task values were specific to knowledge outcome, expectancy beliefs to skills, and situational interest to engagement. The findings imply that physical educators need to adopt motivation strategies compatible to specific learning outcomes to maximize student motivation for engagement and achievement.
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Blau, Gary, Corinne M. Snell, Deborah Campbell, Krupa Viswanathan, William Aaronson, and Satyajit Karnik. "Professional Development Engagement." Journal of Assessment and Institutional Effectiveness 4, no. 1 (January 1, 2014): 1–26. http://dx.doi.org/10.5325/jasseinsteffe.4.1.1.
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Abstract Professional development engagement (PDE) is defined as “the level of perceived undergraduate engagement in professional development activities.” Current measures of student engagement do not adequately measure PDE. A promising PDE scale was utilized for a sample of senior-level business undergraduates. After controlling for student background/precollege variables and college-related variables sets, an organization-related variables set, followed by a motivation-related variables set, explained significant incremental variance in PDE. Specific variables with a significant positive relationship to PDE were joining a student professional organization, motivation to attend the business school, and career development center access ease and service quality.
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Raza, Syed Ali, Wasim Qazi, and Bushra Umer. "Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students." Journal of Applied Research in Higher Education 12, no. 3 (October 4, 2019): 517–33. http://dx.doi.org/10.1108/jarhe-05-2019-0105.
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Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.
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Singh, Maninder, P. S. James, Happy Paul, and Kartikeya Bolar. "Impact of cognitive-behavioral motivation on student engagement." Heliyon 8, no. 7 (July 2022): e09843. http://dx.doi.org/10.1016/j.heliyon.2022.e09843.
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Martin, Andrew, and Herb Marsh. "Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference?" Australian Journal of Education 49, no. 3 (November 2005): 320–34. http://dx.doi.org/10.1177/000494410504900308.
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We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the individual student level. Of the statistically significant main effects for gender, most favoured girls. In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher's gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers.
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Lau, Patricia Yin Yin, Christina Kwai Choi Lee, and ChyeKok Ho. "University student engagement in learning." Education + Training 61, no. 3 (March 11, 2019): 342–58. http://dx.doi.org/10.1108/et-02-2018-0045.
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Purpose The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory. Design/methodology/approach Using reflective logs, follow-up focus groups after two years and facilitator observations, this Malaysian qualitative study followed 12 business students across two three-day rainforest fieldtrips. Findings Students progressed toward greater – and enduring – engagement, and transferable socio-cognitive skills, via three thematic stages. Voice and self-reflection – motivated by protecting group harmony – were key, enabled by facilitator and peer encouragement. Research limitations/implications This exploratory study invites research in specified education cultures. Further, a longitudinal, quantitative study could be designed to examine the conceptual framework developed in Figure 1. Practical implications University curricula, especially in collectivist high power distance cultures, should include fieldtrips as a particularly powerful form of experiential learning. Benefits of deeper engagement extend beyond present to future courses and the workplace. Higher student attraction/retention and employability may follow. Intrinsic motivation grows through the student–instructor interaction, watching theoretical principles in action, and having eureka moments through reflection, expression and exchange of ideas. Originality/value The research fills a gap by mapping student engagement progressively from extrinsic to intrinsic motivation along with socio-cognitive competencies. The authors reveal the centrality of voice and reflection to promote group harmony, explain the roles of facilitators and peers and show long-lasting transferable benefits to learning. Novelly, the authors provide empirical support for existing conceptual frameworks but also extend these.
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Quynh, Ngo Hai, Nguyen Thanh Hoai, and Nguyenthingoc Thu. "The roles of student engagement motivations in learning and managing." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 223–34. http://dx.doi.org/10.31686/ijier.vol9.iss4.3043.
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The purpose of this study is to explore how the combined influence of intrinsic motivation and extrinsic one on the engagement about behavioral, emotional, and cognitive of university students to bring academic achievements. To do this, an experimental questionnaire is designed to collect data from Vietnamese students in Danang and employed Structural Equation Modeling (SEM) to estimate the relationships among proposed variables. The results from 393 samples indicated that intrinsic motivation is the crucial element stimulating their efforts and engagement to obtain learning success. In contrast, extrinsic motivation is found to not bring a positive influence on the cognitive engagement of students. Therefore, this is an important research result that contributes to the theoretical foundation of student engagement as well as makes sense for the management of higher education
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Aelterman, Nathalie, Maarten Vansteenkiste, Hilde Van Keer, Lynn Van den Berghe, Jotie De Meyer, and Leen Haerens. "Students’ Objectively Measured Physical Activity Levels and Engagement as a Function of Between-Class and Between-Student Differences in Motivation Toward Physical Education." Journal of Sport and Exercise Psychology 34, no. 4 (August 2012): 457–80. http://dx.doi.org/10.1123/jsep.34.4.457.
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Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ± 1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students’ personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory’s emphasis on quality of motivation.
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Martin, Andrew J. "Can educators reduce students’ cognitive load and boost motivation and engagement? Integrating explicit instruction and discovery learning through Load Reduction Instruction (LRI)." Vernon Wall Lecture 1, no. 35 (2016): 4–60. http://dx.doi.org/10.53841/bpsvern.2016.1.35.4.
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Load Reduction Instruction (LRI) is an umbrella term referring to instructional approaches that seek to reduce cognitive load in order to optimise students’ learning and achievement. LRI typically encompasses explicit and direct instruction, and under particular conditions can also encompass less structured approaches such as guided discovery-, problem-, and inquiry-based learning. Theory and research support the role of LRI in students’ academic learning and achievement. Relatively less attention has been given to the role of LRI in students’ academic motivation and engagement. This review examines key dimensions of motivation and engagement and explores the extent to which specific approaches and strategies under LRI may promote them. A major tenet of the review is that students are at first novices with respect to academic skill and subject matter and that a structured and somewhat directional approach to instruction that reduces cognitive load is important for achievement, motivation, and engagement in the early stages of learning. LRI helps build the content of long-term memory and develops a level of fluency and automaticity that frees up working memory to apply to a given task or problem. As discussed, this fluency and automaticity has implications for students’ motivation and engagement. Importantly, as core skill, knowledge and automaticity further develop, LRI emphasises the centrality of guided discovery-, problem-, and inquiry-based learning. Introduced at the appropriate point in the learning process, these scaffolded exploratory approaches can also be a means to manage cognitive load, generate autonomous learning, and provide a further basis for students’ motivation and engagement. The review concludes by showing how these instructional practices that unambiguously emphasise the role of the teacher are in fact predominantly student-centered and student-salient. Taken together, it is considered important to recognise the motivating and engaging properties of clear, structured and well guided instruction, and the implications this has for students’ learning and achievement outcomes.
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Michael Klipfel, Kevin. "Authentic engagement." Reference Services Review 42, no. 2 (June 3, 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 choosing authentic topics led to increased engagement and increased learning according to Association of College & Research Libraries (ACRL) Information Literacy Competency Standards compared to students in the control group. Results were analyzed using an independent samples t-test. Findings – The data illustrate that the exercise successfully helped students choose authentic topics and that these students’ motivation to learn was higher than students in the control group. Students in the experimental group also, on average, rated their learning of ACRL Information Literacy Competency Standards significantly higher than students in the control group. Originality/value – The study provides the first empirical data confirming the positive impact of authenticity on student motivation and learning in the context of information literacy instruction. An implication of the study is that it is possible not only to provide students with resources – as the traditional role of librarians might have it – but also that librarians can have a positive and substantial impact on the content students choose to work on, and the degree to which they care about it. The impact of this particular result could radically change the way instruction librarians view the nature and scope of their pedagogical role in academic libraries.
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Stolk, Jonathan, and Janie Harari. "Student motivations as predictors of high-level cognitions in project-based classrooms." Active Learning in Higher Education 15, no. 3 (November 2014): 231–47. http://dx.doi.org/10.1177/1469787414554873.
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It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students’ valuing of the learning tasks, adoption of internalized goal orientations, and development of personal agency. In this study, we test these relationships by generating multiple regression models that use motivational variables to predict college students’ use of elaboration and critical thinking in project-based courses. We find that elaboration strategies are significantly and positively predicted in regression models based on task value and intrinsic goal orientation or on task value and self-efficacy. Regression analyses illustrate that models based on task value and intrinsic goal orientation, in combination with either self-efficacy or extrinsic goal orientation, described students’ use of critical thinking strategies. These findings support prior research that shows that student motivations are significantly tied to their use of cognitive strategies. The findings extend the existing research base by illustrating the extent to which student motivations may be used to predict cognitive engagement in active, project-based environments.
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Susanti, Arik, and Anis Trisusana. "STUDENT ENGAGEMENT AND MOTIVATION IN A VOCATIONAL ENGLISH PROJECT BASED LEARNING." UAD TEFL International Conference 1 (November 20, 2017): 48. http://dx.doi.org/10.12928/utic.v1.149.2017.
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This study aimed to describe the student engagement and motivation in studying English through Project Based Learning (PjBL). PjBL provides students the freedom to be critical thinkers and problem solvers. Moreover, it places the students in situations that require authentic use of language in order to communicate and to present. The method used was qualitative since the objective of the research was to describe the development of the students’ creativity. The participants were 40 students and 2 English teachers in Vocational High Schools in East Java Province. The data were gained through interview and classroom observation. The data from interview were transcribed and analyzed qualitatively, and the data from classroom observation were coded and analyzed qualitatively. The results showed that PjBL could increase the students’ motivation. The students were interested in completing their projects and enthusiastic in learning English. Therefore, PjBL is recommended to be used in English learning to encourage the student engagement and motivation.
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Rogmans, Tim, and Wasseem Abaza. "The Impact of International Business Strategy Simulation Games on Student Engagement." Simulation & Gaming 50, no. 3 (May 25, 2019): 393–407. http://dx.doi.org/10.1177/1046878119848138.
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Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.
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Martin, Tamica G., Andrew J. Martin, and Paul Evans. "Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students." School Psychology International 38, no. 2 (December 25, 2016): 184–200. http://dx.doi.org/10.1177/0143034316683765.
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Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.
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Schaddelee, Marjolein, and Christine McConnell. "Analysing student perceptions to enhance engagement." Journal of International Education in Business 11, no. 2 (November 5, 2018): 161–77. http://dx.doi.org/10.1108/jieb-09-2017-0034.
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PurposeThe purpose of this paper is to better understand what helps and hinders the engagement of students in a project-based learning (PjBL) approach as the sole mode of teaching and learning for the entire first year of a Bachelor of Applied Management.Design/methodology/approachThis study takes an action research approach by investigating the perceptions of students of an interdisciplinary PjBL programme, and then taking action and responding to the students. Students were asked to share their experiences through a series of surveys spanning the first two years of the programme’s introduction.FindingsResults indicate that there were significant challenges associated with the introduction of a PjBL programme. Students expressed both their positive and negative experiences in relation to working in groups, the way the programme and projects were designed and how the programme was communicated and integrated. The comments and suggestions students made led to a number of recommendations to further improve student engagement and learning outcomes.Research limitations/implicationsThe research was conducted at a state-funded tertiary provider located in New Zealand and may not necessarily be applied to other geographical regions or cultures.Practical implicationsThe results and recommendations have value for international education in business providers that are interested to introduce or further develop an interdisciplinary PjBL approach.Social implicationsFurther understanding of how students may be further engaged has value for a variety of different contexts where engagement and motivation feature as a desired outcome.Originality/valueThis research study contributes to the understanding of how PjBL can be implemented to increase student motivation and engagement, and the insights provided practical suggestions for similar programmes of an interdisciplinary nature.
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Kelly, Sean, and Julianne Turner. "Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students." Teachers College Record: The Voice of Scholarship in Education 111, no. 7 (July 2009): 1665–92. http://dx.doi.org/10.1177/016146810911100706.
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Background/Context A common perspective found in the literature on classroom activity structures hypothesizes that a whole-class mode of instruction is linked with increased problems of achievement motivation for low-achieving students. If whole-class methods of instruction (e.g., recitation-style question-and-answer sessions) are rich in evaluation and foster social comparisons among students, low-achieving students may become disengaged in an effort to avoid negative evaluations. It is important to consider the evidence on activity structures and engagement carefully because this perspective represents a sweeping critique, concluding essentially that the predominant mode of instruction in American schools is detrimental to achieving widespread educational success. Purpose/Objective/Research Question/Focus of Study Are whole-class modes of instruction linked with increased problems of achievement motivation and disengagement for low-achieving students? Research Design This study is a review of research on the association between student engagement and activity structure. We review both quantitative and qualitative studies investigating the link between activity structure and student engagement, with an emphasis on studies that identify an interaction between students’ level of achievement, activity structure, and engagement. In interpreting the evidence, we focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement. Conclusions/Recommendations Although many relationships between motivational climates and levels of engagement have been clearly documented, we find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students. Research on classroom discourse illustrates that the activities that constitute whole-class instruction are not inherently problematic for low-achieving students and can, in fact, promote engagement.
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Wang, Min, and Zhonggen. "Performance, Motivation, Engagement, and Interactions in MOOC-Based Learning." International Journal of Technology and Human Interaction 18, no. 1 (January 2022): 1–21. http://dx.doi.org/10.4018/ijthi.299066.
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With the rapid development of information technologies, the new decade has been witnessing an advancement of massive open online courses (MOOCs)-based learning. However, MOOCs are infamous for the lower engagement and completion rates and very few studies have systematically reviewed student performance, motivation, engagement and interactions in MOOCs-based learning in order to provide constructive suggestions for researchers and practitioners. Through content analysis, this study firstly identified top 10 cited works and their major concerns and then discussed student performance, motivation, engagement, and interactions, as well as methods to improve the effectiveness of MOOCs-based learning. It also provides constructive suggestions for future design of MOOCs, and complements for the missing link in literature. Future research could focus on the measurements of variables in MOOCs-based learning in order to improve the quality of MOOCs and help students achieve success in MOOCs.
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Kaur, Amrita, and Mohammad Noman. "Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective." Journal of University Teaching and Learning Practice 17, no. 1 (January 1, 2020): 108–21. http://dx.doi.org/10.53761/1.17.1.8.
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There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students’ need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement
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GUPTA, SUNIL, Goldie Gabrani, and Richa Sharma. "Student Engagement and Course Motivation through Experiential Learning Pedagogy." International Journal of System of Systems Engineering 12, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijsse.2022.10046731.
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Caruth, Gail D. "Student Engagement, Retention, and Motivation: Assessing Academic Success in Today’s College Students." Participatory Educational Research 5, no. 1 (December 1, 2018): 17–30. http://dx.doi.org/10.17275/per.18.4.5.1.
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Zarkasih, Amron, Rika Syahmewah Munthe, Erni Wahyuni, and Irhamna Mandili. "Enhancing Intrinsic Motivation in Higher Education Case Study: University Student in Labuhanbatu." International Journal of Educational Research & Social Sciences 3, no. 2 (April 17, 2022): 810–18. http://dx.doi.org/10.51601/ijersc.v3i2.341.
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Intrinsic motivation is known as the most influential motivation compared to other types of motivation, because intrinsic motivation comes from within a person without any external intervention, so that activities carried out with intrinsic motivation will be carried out continuously with feelings of pleasure and deep focus. when doing it. If it is associated with the context of the world of education, it is very important for students to have intrinsic motivation when learning. Based on previous research, it was found that students who are intrinsically motivated have good academic achievements compared to students who do not have intrinsic motivation. Seeing the importance of the role of intrinsic motivation, this study wanted to examine variables that have a connection with the world of education on the emergence of intrinsic motivation. This study uses quantitative methods and uses an online questionnaire in collecting data. The sample in this study were students who were in Labuhanbatu district, North Sumatra. The selected sample criteria were students who underwent online learning methods during the COVID-19 pandemic. Researchers set the sample criteria because the transition from offline to online learning systems certainly disrupts student engagement with offline learning systems, so it is necessary to restore student engagement in post-covid-19 offline learning.
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Lee, Jeongju, Hae-Deok Song, and Ah Hong. "Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning." Sustainability 11, no. 4 (February 14, 2019): 985. http://dx.doi.org/10.3390/su11040985.
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The topic of engagement has been attracting increasing amounts of attention in the field of e-learning. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. Previous studies have proposed many scales for measuring student engagement. However, very few have been developed to measure engagement in e-learning environments. Thus, developing an instrument for measuring student engagement in e-learning environments is the purpose of this study. The participants of this study were 737 Korean online university students. Initial items were designed based on the literature. The instrument items were reduced from an initial 48 to 24 items after obtaining expert opinion and then validity and reliability analysis. Exploratory and confirmatory factor analyses were also conducted. Six factors, including psychological motivation, peer collaboration, cognitive problem solving, interaction with instructors, community support, and learning management emerged in the 24-item scale. This scale is expected to help instructors and curriculum designers to find conditions to improve student engagement in e-learning environments, and ultimately prevent students from dropping out of online courses.
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Hayati Nik Muhammad Naziman, Yusrina, Nadia Farleena Mohd Aznan, Siti Maziah Ab Rahman, Nor Haryanti Md Nor, and Syukurriah Idrus. "Fostering the Usage of Flipped Classroom: Student Engagement, Student Content Interaction and Student Motivation." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 1350. http://dx.doi.org/10.14419/ijet.v7i4.38.27822.
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Teaching and learning nowadays is different from past. Together with their environment where the students can easily have connected to internet and digital media make them ease to be technology savvy. Thus, flipped classroom become the option to the lecturer to change methods of teaching. However, there are lacked discussions in innovating teaching approach particularly in marketing. Hence, the objectives of this study to examine factors influencing the usage of flipped classroom and which factors contribute most to the usage of flipped classroom. The sampling of the data used is sample random sampling. The researcher will have used the structured questionnaire and divided into five sections including the demographic section. The study will analyze normality test, data cleaning, reliability test, descriptive and frequency analysis, Pearson correlation and Multiple Regression to test the hypothesis. Apparently, the expected result will be used to recommend in order having better understanding in student’s learning particularly in using technology.
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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (May 31, 2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.
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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
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Fong, Carlton J., Coreen W. Davis, Yughi Kim, Young Won Kim, Lauren Marriott, and SooYeon Kim. "Psychosocial Factors and Community College Student Success." Review of Educational Research 87, no. 2 (July 10, 2016): 388–424. http://dx.doi.org/10.3102/0034654316653479.
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This meta-analysis examined the relationship between psychosocial factors and community college student success. Informed by college persistence models and motivational theory, we statistically integrated past research on five psychosocial categories (motivation, self-perceptions, attributions, self-regulation, and anxiety), examining their relationship with two student success outcomes: community college persistence (58 samples, N = 23,372) and achievement (186 samples, N = 56,095). Results indicated that psychosocial factors had small but meaningful relationships with community college persistence and achievement. Correlations were larger overall for motivation and self-perceptions, and when outcomes were more proximally related with student engagement. Implications for research and practice are discussed.
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Ball, Annahita, and Candra Skrzypek. "Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program." Children & Schools 41, no. 4 (October 2019): 229–37. http://dx.doi.org/10.1093/cs/cdz015.
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Abstract This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school.
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Glass, Lorri Lynn. "Civic Reflection: A Pedagogical Teaching Strategy to Enhance Student Civic Engagement." Journal of Baccalaureate Social Work 17, no. 1 (January 1, 2012): 39–52. http://dx.doi.org/10.18084/basw.17.1.n74506g1617258x7.
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This article presents a pedagogical strategy using civic reflection to engage undergraduate social work students in self-reflection and intergroup dialogue on civic engagement. This module consisted of three components: the Civic Responsibility Behavior Questionnaire, which measured civil, political, and social behavior as well as civic efficacy and motivation; a civic reflection module, which promoted dialogue on associating, serving, giving, and leading via poems and stories; and content analysis, which examined student evaluations of the civic reflection experience. Findings revealed that students had knowledge of civic engagement and increased their level of civic efficacy and motivation. For social work education, assessing students’ level of civic engagement and developing teaching strategies that meet their learning needs are indicated.