Relevant bibliographies by topics / Students’ behavioral engagement

Contents

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

Academic literature on the topic 'Students’ behavioral engagement'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Students’ behavioral engagement"

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Tiana, Delis Meta, and Retno Rahayuningsih. "The Correlation Between Students’ Behavioral Engagement And Students’ Speaking Skill." Wanastra : Jurnal Bahasa dan Sastra 14, no. 1 (2022): 14–20. http://dx.doi.org/10.31294/wanastra.v14i1.11456.

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The objective of the research is to find out whether there is any correlation between students’ behavioral engagement and students’ speaking skill. The research used quantitative approach and the method was correlational research. The population was the eighth-grade students of SMP Islam Malahayati Jakarta. The sample of 26 students were randomly selected. The data of the students’ behavioral engagement were collected by using the questionnaire which was adopted from Miserandino’s BEQ, while the data of students’ speaking skill were collected by using the speaking test which had been validated
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Mahmood, Nasir, Sohail Masood Bhatti, Hussain Dawood, Manas Ranjan Pradhan, and Haseeb Ahmad. "Measuring Student Engagement through Behavioral and Emotional Features Using Deep-Learning Models." Algorithms 17, no. 10 (2024): 458. http://dx.doi.org/10.3390/a17100458.

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Students’ behavioral and emotional engagement in the classroom environment may reflect the students’ learning experience and subsequent educational outcomes. The existing research has overlooked the measurement of behavioral and emotional engagement in an offline classroom environment with more students, and it has not measured the student engagement level in an objective sense. This work aims to address the limitations of the existing research and presents an effective approach to measure students’ behavioral and emotional engagement and the student engagement level in an offline classroom en
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Deri, Putri Sukma, Surya Cahyadi, and Erna Susiati. "How Teacher Support Affects Students Engagement in Learning Math?" Jurnal Neo Konseling 5, no. 1 (2023): 21. http://dx.doi.org/10.24036/00713kons2023.

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Keterlibatan siswa dalam aktivitas belajar secara teoretis disebut dengan engagement. Banyak penelitian yang menemukan bahwa engagement ini dapat memprediksi proses belajar sampai pada hasil belajar siswa. Skinner dan Pitzer mengatakan salah satu fasilitator dari engagemet adalah hubungan interpersonal individu dengan konteks sosialnya, seperti guru. Guru dapat memengaruhi engagement siswa dengan menerapkan autonomy support, structure dan involvement kepada siswanya. Oleh karena itu, tujuan dari penelitian untuk mengetahui bagaimana dukungan guru memengaruhi behavioral engagement, khususnya pa
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Çali, Megi, Loren Lazimi, and Beatrice Maria Luna Ippoliti. "Relationship between student engagement and academic performance." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2211–18. https://doi.org/10.11591/ijere.v13i4.28710.

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This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic performance, while the
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Larasaty, Gina, and Ida Yulianawati. "THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS." Wiralodra English Journal 3, no. 2 (2019): 344–54. http://dx.doi.org/10.31943/wej.v3i2.66.

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Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students’ engagement through Creative writing activities. This study investigated how far the creative writing will engage the students’ in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students’ engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom.
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Huang, Jerry, and Mark Feng Teng. "Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language writing context." Digital Applied Linguistics 2 (January 24, 2025): 102469. https://doi.org/10.29140/dal.v2.102469.

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In Second Language Acquisition (SLA), affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study investigates the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 324) were 1st and 2nd-year undergraduate students at a Japanese university. The peer group (n = 164) received peer feedback, while the ChatGPT group (n = 160) utilized ChatGPT with crafted prompts for feedback. A survey instrument me
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Nugroho, Nugroho. "REVIEW: STUDENTS’ ENGAGEMENT IN BLENDED LEARNING." Jurnal Muara Pendidikan 10, no. 1 (2025): 1–8. https://doi.org/10.52060/mp.v10i1.2285.

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One of the success factors in blended learning is student involvement. As a result, the use of technology to influence student engagement and the efficacy of learning experiences is worth investigating. This research aims to find out what type of student involvement is in the blended learning model. Student involvement includes three aspects, namely behavioral, cognitive, and emotional aspects. There are many learning management systems used to carry out blended learning, including schoology, canvas, quipper, and others. This research uses a literature review method. Data was collected from th
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Mahdahera, Devianne Dwi Utari, and Iwan Ridwan. "EFL STUDENTS’ ENGAGEMENT IN READING COMPREHENSION USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE." Bahtera: Jurnal Pendidikan Bahasa dan Sastra 22, no. 1 (2023): 1–7. http://dx.doi.org/10.21009/bahtera.221.01.

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The reading comprehension skills of EFL students have been a concern of scholars by researchers, but some researchers found that EFL students face some problems in understanding English texts due to lack of techniques while teaching. Therefore, this study investigates how students engage in reading comprehension using the Cooperative Integrated Reading Composition Technique. This study uses a case study as a qualitative research design, involving EFL tenth graders from an Islamic Senior High School in Karawang as participants. Researchers collect data through observation and interviews. The fi
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Xu, Ting, Kyung Hee Park, and Xiaoxia Tian. "Structural Relationship on Factors Influencing Digital Literacy of College Students." International Journal of Emerging Technologies in Learning (iJET) 18, no. 19 (2023): 147–59. http://dx.doi.org/10.3991/ijet.v18i19.38319.

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In the era of rapid development of science and electronic technology, cultivating students’ digital literacy has become one of the key goals. This study aims to explore the causal relationship between students’ cognitive engagement, behavioral engagement, emotional engagement, and digital literacy. For this purpose, 454 college students participated in the survey held in March 2022. According to the results of the structural equation model, (1) students’ cognitive engagement significantly influenced emotional engagement, behavioral engagement, and digital literacy. (2) Students’ cognitive and
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Praneeth, Praneeth, Naresh Naresh, Sai Kiran, Anvesh Anvesh, and Deepak Deepak. "Smart Attendance and Behavioural Analysis." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 03 (2025): 1–9. https://doi.org/10.55041/ijsrem42936.

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This project introduces the Smart Attendance and Behavioural Analytic System, designed to enhance student engagement and learning outcomes in modern educational environments. Utilizing advanced voice recognition technology, the system automates attendance marking, allowing students to check in simply by stating their name or a designated phrase. This automation significantly reduces the time and effort required for manual attendance procedures. The system incorporates Natural Language Processing (NLP) and Machine Learning (ML) techniques to analyze students' vocal expressions, tone, and speech
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Dissertations / Theses on the topic "Students’ behavioral engagement"

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Rodriguez, Charron. "STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/431.

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This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student
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Burrows, Peter L. 1970. "An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10850.

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xi, 69 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Lo
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Brady, Stephen C. "Contemporary Engagement: Attitudes and Attitudes and Practices of College Students." DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/2384.

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The purpose of this study was to evaluate the attitudes and practices regarding engagement in modern America, focusing on the attitudes and evaluations of college students concerning the purpose and function of engagement. A questionairre was designed to measure the attitudes and evaluations of college students regarding engagement through the use of open-ended and Likert-type questions focusing on different aspects of the engagement process and a number of quest ions providing extensive demographic information. Respondents designated their present heterosexual relationship, allowing compariso
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Flowers, Emily M. "Increasing Engagement Utilizing Video Modeling and the Good Behavior Game with Students with Emotional and Behavioral Disorders." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504800332693159.

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MAQSOOD, RABIA. "ANALYZING AND MODELING STUDENTS¿ BEHAVIORAL DYNAMICS IN CONFIDENCE-BASED ASSESSMENT." Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/699383.

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Confidence-based assessment is a two-dimensional assessment paradigm which considers the confidence or expectancy level a student has about the answer, to ascertain his/her actual knowledge. Several researchers have discussed the usefulness of this model over the traditional one-dimensional assessment approach, which takes the number of correctly answered questions as a sole parameter to calculate the test scores of a student. Additionally, some educational psychologists and theorists have found that confidence-based assessment has a positive impact on students’ academic performance, knowledge
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Trinh, Scott M. "Increasing Positive Social Interaction Among Kindergarten Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/6468.

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The current literature lacks empirically-supported preventative approaches for kindergarten students who are socially withdrawn and behind in the development of social skills. Furthermore, parents are underutilized in interventions during this critical period of social development. In response to this need, a classroom-based intervention consisting of (a) social skills training, (b) self-evaluation and reinforcement, (c) home notes and parent involvement, and (d) adult mediation was implemented to increase the positive social engagement of three kindergarten students. The effects of this inter
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Yancey, Patrece Siobhan. "Supportive Campus Environment: an Analysis of Virginia Commonwealth University's National Survey of Student Engagement Supportive Campus Environment Benchmark Data." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/87.

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This study examines the relationships between students' perception of the supportiveness of the campus and students' level of satisfaction by analyzing and comparing National Survey of Student Engagement data related to the social and cultural experience of black and white undergraduate students who attend Virginia Commonwealth University, a large, urban, Southern, predominately white research oriented university located in Richmond, Virginia. Conclusively, the low levels of black undergraduate student engagement predicted by the literature were not found to be true of the Virginia Commonweal
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Wood-Wyatt, Linda G. "A Study of Nontraditional Undergraduate Students at the University of Memphis." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/2021.

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This study examined nontraditional student engagement into the collegiate environment on the University of Memphis (U of M) campus, specifically services and programs in the University College. The sample surveyed included 4 nontraditional undergraduate students, 1 from each grade level, aged 25 years or older. The 4 nontraditional undergraduate study participants were admitted and enrolled at the U of M. Additionally, there was 1 alumnae member included in the study. The study employed the use of multiple forms of data collection including interviews, personal and focus group, journaling, lif
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Fetterman, Hallie. "Cultural Adaptation of a Daily Behavior Report Card for Spanish-Dominant Latino English Learner Students and Families." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593266899638746.

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Downs, Kade Rolan. "Effects of Teacher Praise and Reprimand Rates on Classroom Engagement and Disruptions of Elementary Students at Risk for Emotional and Behavioral Disorders." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7244.

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In the United States educators often feel underprepared to manage student behavior in the classroom, which management is crucial for students with or at risk for Emotional and Behavioral Disorders (EBD) to learn effectively. Research on School-wide Positive Behavior Support (SWPBS) programs has reflected how effective simple principles, such as increasing teacher praise and decreasing teacher reprimands, can be. The current study is a secondary analysis of data originally gathered from 65 teachers and 239 students across three states. Results of these analyses bring principles of effective SWP
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Books on the topic "Students’ behavioral engagement"

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Paikoff, Rachel Emma. Utilization of Student Health Centers, Student Identity, and Engagement in Risky Sexual Behaviors: A Secondary Data Analysis of American College Health Association-National College Health Assessment III Data. [publisher not identified], 2021.

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Christenson, Sandra L., Amy L. Reschly, and Angie J. Pohl. Student Engagement: Effective Academic, Behavioral, Cognitive, and Affective Interventions at School. Springer International Publishing AG, 2021.

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Christenson, Sandra L., Amy L. Reschly, and Angie J. Pohl. Student Engagement: Effective Academic, Behavioral, Cognitive, and Affective Interventions at School. Springer, 2020.

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A comprehensive guide to classroom management: Facilitating engagement and learning in schools. Allen & Unwin, 2014.

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Effects of child and teacher characteristics on children's observed engagement. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Zolkoski, Staci M., Calli Lewis Chiu, and Mandy E. Lusk. Motivated to Learn: Decreasing Challenging Student Behaviors and Increasing Academic Engagement. Solution Tree, 2022.

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Zolkoski, Staci M., Mandy E. Lusk, and Callie Lewis Chiu. Motivated to Learn: Decreasing Challenging Student Behaviors and Increasing Academic Engagement. Solution Tree, 2022.

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Knoster, Timothy, and Danielle Empson. Enhancing Student Engagement by Virtually Establishing, Teaching, and Reinforcing Desired Behavior. Brookes Publishing, 2022.

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Knoster, Timothy, and Danielle Empson. Enhancing Student Engagement by Virtually Establishing, Teaching, and Reinforcing Desired Behavior. Brookes Publishing, 2022.

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Knoster, Timothy, and Danielle Empson. Enhancing Student Engagement by Virtually Establishing, Teaching, and Reinforcing Desired Behavior. Brookes Publishing, 2022.

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Book chapters on the topic "Students’ behavioral engagement"

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Okur, Eda, Nese Alyuz, Sinem Aslan, Utku Genc, Cagri Tanriover, and Asli Arslan Esme. "Behavioral Engagement Detection of Students in the Wild." In Lecture Notes in Computer Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61425-0_21.

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Rusu, Alina Simona. "Civic Engagement of Students Through Human-Animal Interactions." In Career Paths in Human-Animal Interaction for Social and Behavioral Scientists. Routledge, 2021. http://dx.doi.org/10.4324/9780429347283-18.

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Roorda, Debora, Mengdi Chen, and Marjolein Zee. "Affective Student–Teacher Relationships and Students’ Engagement: A Cross–Cultural Comparison of China and The Netherlands." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_19.

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AbstractAmple evidence has been found for the association between affective, dyadic student–teacher relationships and students’ engagement with schoolwork in Western, individualistic countries. There are far fewer studies, however, examining this association in Eastern, collectivistic countries. As maintaining harmony in interpersonal relationships plays a crucial role in collectivistic countries, student–teacher relationships may even be more important in collectivistic countries than in individualistic countries. In the present study, we therefore investigated cross–cultural differences in t
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Borup, Jered, and Leanna Archambault. "Designing Online Learning for Children and Youth." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_77.

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AbstractStudents at the primary and secondary levels are increasingly enrolling in online courses either to supplement or completely replace their in-person courses. While there are benefits to learning online, they come at a cost, and students are less likely to pass their online courses compared to their in-person courses. In this chapter, we share two frameworks. We share the 4Es framework that highlights how online courses should be designed to enable, extend, engage, and elevate student learning. However, a well-designed course is not enough, and most students will require support from ot
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Borup, Jered, and Leanna Archambault. "Designing Online Learning for Children and Youth." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_77-1.

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AbstractStudents at the primary and secondary levels are increasingly enrolling in online courses either to supplement or completely replace their in-person courses. While there are benefits to learning online, they come at a cost, and students are less likely to pass their online courses compared to their in-person courses. In this chapter, we share two frameworks. We share the 4Es framework that highlights how online courses should be designed to enable, extend, engage, and elevate student learning. However, a well-designed course is not enough, and most students will require support from ot
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Bond, Melissa, and Nina Bergdahl. "Student Engagement in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_79.

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AbstractEngaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)eng
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Bond, Melissa, and Nina Bergdahl. "Student Engagement in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_79-1.

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AbstractEngaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)eng
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King, Kathleen. "Interventions to Enhance Behavioral Engagement." In Student Engagement. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_8.

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Gion, Cody, Heather Peshak George, Rhonda Nese, Mimi McGrath Kato, Michelle Massar, and Kent McIntosh. "School-Wide Positive Behavioral Interventions and Supports." In Student Engagement. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_10.

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Hawken, Leanne S., Grace Wayman, and Kristen Stokes. "Engaging Students in Appropriate Social Behavior Using Check-In, Check-Out (CICO)." In Student Engagement. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_11.

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Conference papers on the topic "Students’ behavioral engagement"

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S, Suresh Kumar, Anantha Sivaprakasam, R. Edwin Joseph, Atmakuru Siva Sandeep, and Buvankalyan P. "Analyzing Classroom Behavior to Enhance Student Engagement and Learning Outcomes." In 2024 International Conference on Emerging Research in Computational Science (ICERCS). IEEE, 2024. https://doi.org/10.1109/icercs63125.2024.10895274.

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Greenley, Neil, Carol Holdsworth, and Oyetola Ebikake. "HARNESSING LEARNER ANALYTICS AND BEHAVIOURAL ECONOMICS TO FOSTER STUDENT ENGAGEMENT IN ASYNCHRONOUS DISTANCE EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1167.

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Gkintoni, Evgenia, Hera Antonopoulou, and Filothei Anagnostou. "ENHANCING STUDENT ENGAGEMENT AND WELL-BEING THROUGH COGNITIVE BEHAVIORAL THERAPY TECHNIQUES: A COMPREHENSIVE CLINICAL PSYCHOLOGY APPROACH IN MODERN EDUCATIONAL SETTINGS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1663.

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Huang, Yimei, Wei Deng, and Chengcheng Wei. "Grey Relational Analysis of the Impact of Classroom Teaching Behaviors and Student Engagement: An Example from a University Technology Theory Classroom." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00092.

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Wang, Chu-Yi, Mary Bessell, and Stephen Lu. "Assessment of Three-Dimensional Engagement Levels in a Global Peer Learning Environment." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24020.

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Abstract The global learning classroom is an emerging educational trend. The iPodia alliance promotes its peer-learning pedagogy by offering engineering classes with universities around the world. Students’ engagement as one of the important metrics to assess the effectiveness of education design methodology has been under considerable interest for several years. Tri-engagement, comprised of behavioral, cognitive, and emotional engagement provides a comprehensive assessment of learning success. This paper illustrates how a tri-engagement assessment was implemented in a global learning environm
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Alyuz, Nese, Eda Okur, Utku Genc, Sinem Aslan, Cagri Tanriover, and Asli Arslan Esme. "An unobtrusive and multimodal approach for behavioral engagement detection of students." In ICMI '17: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. ACM, 2017. http://dx.doi.org/10.1145/3139513.3139521.

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Greco, Sarah. "Measuring University Students' Behavioral Engagement Within a Self-Regulated Learning Framework." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683667.

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Chory, Rebecca M. "Fairness matters in higher education: Student classroom justice perceptions and behavioral responses." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16315.

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Fairness in the higher education instructional context, i.e., classroom justice, is fast becoming a salient and widespread concern among scholars, instructors, and students alike. Drawing on research conducted in North America, Europe, Asia, and other world regions, the present article describes university students’ beliefs about what constitutes unfair instructor behavior, and it explores the relationships between classroom justice and student behavioral responses. Results of this work indicate that university students identify grading procedures, instructor feedback, and instructor affect, a
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Aza, Alba, Georgina Guilera, Chuen Ann Chai, Juana Gómez-Benito, Estefania Guerrero, and Maite Barrios. "The engagement in university students: Preliminary psychometric analyses of the Spanish version of the Engagement vs. Disaffection with Learning Scale." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16152.

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Student engagement is defined by the degree of active student participation in a learning activity. Some studies highlight the existence of two complementary factors: engagement and disaffection, with two domains in each of them (behavioral and emotional). This study’s objective was to perform a preliminary analysis of the psychometric properties of the Spanish version of the Engagement vs. Disaffection with Learning (EDL). We analyzed a sample of 194 participants, examining the distribution of item responses, the factor structure, internal consistency, and the correlation between AES and othe
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Bocanumenth, Aurora, and Elizabeth Rendón-Vélez. "Engagement State Definition and Detection in Education: A Review." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-95597.

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Abstract Students’ level of positive learning-centered affective states, like engagement or flow state, has been proved to be strongly related to dropouts’ prevention, higher learning rate, and better student performance in their courses. Measuring users’ engagement state in a more effective and user-independent way may help create a better design of interactive applications and develop intelligent, more sophisticated, and adaptative study environments. The engagement reviews found in the literature go through psychological definitions but do not go deeper into the physiological and behavioral
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Reports on the topic "Students’ behavioral engagement"

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Aulagnon, Raphaëlle, Julian P. Cristia, Santiago Cueto, and Ofer Malamud. Research Insights: How Can Behavioral Nudges Be Leveraged to Boost Student Effort and Achievement? Inter-American Development Bank, 2025. https://doi.org/10.18235/0013372.

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Highlighting streaks of consecutive activity significantly increased students engagement with an online math platform, particularly by encouraging frequent use by students who use the platform at least once. Students whose streaks were highlighted showed measurable improvements in math achievement, demonstrating the potential of gamified behavioral interventions to enhance educational outcomes. Nudges that involve highlighting streaks could be used more broadly in education and other areas to promote desirable behaviors.
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2

Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of so
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3

Orbán, Levente. Neuropsychology of Executive Function and Dysfunction. Orban Foundation, 2025. https://doi.org/10.69642/7564.

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Executive functions are high-level cognitive processes that enable individuals to plan, initiate, monitor, and adapt their behavior to achieve goals. This lecture-based paper explores the fundamental concepts of executive function and executive dysfunction, using clinical examples and neuropsychological theory. Drawing on recent case discussions and student engagement in a PS306 undergraduate neuropsychology course, this paper also examines methods of assessment, the role of the frontal lobes, and implications for clinical and educational contexts.
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4

Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skill
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