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Journal articles on the topic 'Students’ behavioral engagement'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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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Hidayat, Dylmoon, Tina Kim, Tanti Listiani, and Agustina Reni Setianingsih. "Adolescence Student Behavioral Engagement In Mathematics Class." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (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. Obstac

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

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

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Montenegro, Aida, and Manuela Schmidt. "Achievement Goals, Student Engagement, and the Mediatory Role of Autonomy Support in Lecture-Based Courses." Education Sciences 13, no. 9 (2023): 912. http://dx.doi.org/10.3390/educsci13090912.

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What makes first-semester students stay engaged in non-mandatory lecture-based courses? This study aims to answer this question by analyzing the relationship between student engagement with autonomy support and achievement goals. Data gathered through self-reports from 340 students attending four introductory lecture-based courses at four German universities were used to test the following hypotheses: (1) students who pursue goals for self-improvement display emotional, behavioral, and cognitive engagement, (2) emotional engagement is predicted by students’ perceptions of autonomy support, and

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Kurniawati, Nia, and Fuzi Fauziyah. "FOSTERING STUDENTS’ ENGAGEMENT IN SYNCHRONOUS LEARNING USING INTERACTIVE WEB-BASED MEDIA." Indonesian EFL Journal 8, no. 1 (2022): 13–22. https://doi.org/10.25134/ieflj.v8i1.5583.

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This research was conducted to investigate the implementation of BookWidgets to facilitate the students’ engagement in synchronous learning through web-conferencing. The subject were students of Al-Madina Vocational High School from 11 OTKP, which involved 29 students. The objective of this implementation was to foster the students’ engagement during synchronous class, to find out the way BookWidgets facilitated the students’ engagement, and to reveal the most dominant students’ engagement types when BookWidgets was integrated. This study was a nested mix-method, employing observation, intervi

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Li, Ming, Yuting Chen, Linjie Zhang, Xuemei Wu, and Changqin Huang. "Investigating Learners’ Engagement and Chinese Writing Learning Outcomes with Different Designs of SVVR-Based Activities." Sustainability 14, no. 8 (2022): 4767. http://dx.doi.org/10.3390/su14084767.

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The goal of this study is to explore the affordances of spherical video-based virtual reality (SVVR)-based learning activities by comparing the students’ learning engagement models and their writing learning outcomes in a double-loop SVVR-based (DL-SVVR) learning activity and a single-loop SVVR-based (SL-SVVR) learning activity, respectively. For this purpose, we conduct an empirical study involving 82 fourth-grade students. The statistical results show that the students in the DL-SVVR group had higher learning behavioral engagement and better writing learning outcomes than those in the SL-SVV

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Hulsey, Donna B., Titus R. Moten, Maryann R. Hebda, Tracey N. Sulak, and Janet H. Bagby. "Using Behavioral Engagement Measures of Multiple Learning Profiles to Recognize Twice-Exceptional Students." Gifted Child Today 46, no. 1 (2022): 13–24. http://dx.doi.org/10.1177/10762175221131055.

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Using the ECLS-K:2011, a nationally representative dataset, we compared measures of behavioral engagement among students with four different learning profiles: students identified with learning disabilities, students identified as gifted, students identified as both gifted and having a learning disability (twice-exceptional; 2e), and general education students. Behavioral engagement focuses on conduct in class, participation in school-related activities, and interest in academic tasks. We detected differences in engagement among the four learner profiles, specifically when comparing students w

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Mulyadi and Hefri Asra Omika. "The Effect of Student Engagement on Boarding School Students' Online Learning Achievement." JTP - Jurnal Teknologi Pendidikan 25, no. 2 (2023): 160–74. http://dx.doi.org/10.21009/jtp.v25i2.28316.

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Boarding school students must participate in online learning due to the COVID-19 pandemic. Student engagement is an important aspect that must be considered in online learning. This study aims to determine: (1) the level of student engagement of boarding school students, (2) to investigate the effect of simultaneous behavioral engagement, emotional engagement, and cognitive engagement on learning achievement, and (3) to determine the relationship between behavioral, emotional and cognitive engagement with learning achievement, (4) to measure the relative and effective contribution of behaviora

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

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

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Linuwih, Endar Rachmawaty, Slamet Setiawan, and Ahmad Munir. "Student Engagement With Teacher Written Feedback in Online EFL Writing Context." Theory and Practice in Language Studies 14, no. 7 (2024): 2186–92. http://dx.doi.org/10.17507/tpls.1407.26.

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Advanced technology offers new opportunities for language learning and teaching. Indeed, the way students receive the teacher's written feedback has adopted innovative technology in an online English as Foreign Language (EFL) writing context. This narrative inquiry investigates six Indonesian students' affective, behavioral, and cognitive engagement with written feedback provided by the teachers in the context of online EFL writing. Data analyzed was gathered from teacher-written comments mediated through the Ms. Word comment column and semi-structured interviews. The research has revealed tha

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Veiga, Feliciano H., Fernando García, Johnmarshall Reeve, Kathryn Wentzel, and Oscar Garcia. "When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoconcepto." Revista de Psicodidactica / Journal of Psychodidactics 20, no. 2 (2015): 305–20. http://dx.doi.org/10.1387/revpsicodidact.12671.

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Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents’ engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females between 11-17 years old. Among early adolescents, students with high self-concept always reported more cognitive, affective, behavioural, and personal agency engagement than students with low self-concept. H

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Diaz, Joemar, Jea Ann Sabilles, Laarni Joy Ortega, Ana Kristina Rullan, Agusto Maglalang, and Olinz Bill Zafe,. "Academics. And Beyond: The Impact of Saint Francis of Assisi College’s Developmental Activities on Students’ Social Engagement from S.Y. 2023-2024." Psychology and Education: A Multidisciplinary Journal 33, no. 9 (2025): 987–98. https://doi.org/10.70838/pemj.330901.

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This study examined the engagement of students in various developmental activities implemented by the school, focusing on affective, behavioral, and cognitive domains. The study employed quantitative approach using surveys on student engagement, followed by statistical analysis to identify correlations between students' assessments of activities and their levels of engagement. The findings revealed that students showed strong engagement across all domains: affective engagement (mean=3.32) was categorized as Strongly Agree, behavioral engagement (mean=3.06) as Agree, and cognitive engagement (m

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Diaz, Joemar, Jea Ann Sabilles, Laarni Joy Ortega, Ana Kristina Rullan, II Agusto Maglalang, and Olinz Bill Zafe. "Academics. And Beyond: The Impact of Saint Francis of Assisi College's Developmental Activities on Students' Social Engagement from S.Y. 2023-2024." Psychology and Education: A Multidisciplinary Journal 33, no. 9 (2025): 987–98. https://doi.org/10.70838/pemj.330901.

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This study examined the engagement of students in various developmental activities implemented by the school, focusing on affective, behavioral, and cognitive domains. The study employed quantitative approach using surveys on student engagement, followed by statistical analysis to identify correlations between students' assessments of activities and their levels of engagement. The findings revealed that students showed strong engagement across all domains: affective engagement (mean=3.32) was categorized as Strongly Agree, behavioral engagement (mean=3.06) as Agree, and cognitive engagement (m

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Salhab, Reham, and Wajeeh Daher. "University Students’ Engagement in Mobile Learning." European Journal of Investigation in Health, Psychology and Education 13, no. 1 (2023): 202–16. http://dx.doi.org/10.3390/ejihpe13010016.

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The implementation of mobile learning seems to be an emerging topic in many educational institutions. As recently noticed, mobile technology has employed wireless technologies to communicate, think, learn, and share in order to spread and exchange information. Therefore, using mobile technologies in learning and teaching can create a positive environment in higher education. Hence, the purpose of this study is to evaluate mobile learning engagement among educational technology students. Data from three focus group discussions and 15 semi-structured interviews with students who experienced mobi

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Wahyuni, Sri, and Mochamad Imron Azami. "Students’ engagement for academic success in intensive reading." Journal of English Language Teaching and Learning (JETLE) 6, no. 1 (2024): 53–59. https://doi.org/10.18860/jetle.v6i1.30781.

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The aim of this research is to investigate a significant relationship between students' engagement and their success in academic focus in intensive reading at a private university in Malang, Indonesia. This research used a quantitative approach with a correlational research design to analyze the data. The sample of participants are third semester English Education Department students selected using convenience sampling technique. The data were tested and analyzed using the SPSS application and the Pearson correlation test was used. The results revealed a positive moderate category (r = 0.532,

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Jeon, Hyun Sun, and Mi Hwa Kim. "The effects of college students' self-efficacy on major satisfaction: Focusing on the mediating effects of self-directed learning and learning engagement." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 10 (2023): 255–75. http://dx.doi.org/10.22251/jlcci.2023.23.10.255.

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Objectives This study attempted to analyze the structural relationship between self-efficacy, self-directed learning, learning engagement, and major satisfaction of college students, and studied learning engagement by dividing it into cognitive engagement, emotional engagement, and behavioral engagement. Methods The fourth year of university nationwide became the study population, and the final 245 data were used for analysis. The structural equation was evaluated for goodness of fit of the research model using Mplus, and the significance of direct and mediating effects was verified. Results F

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Fomina, T. G., A. M. Potanina, I. N. Bondarenko, and V. I. Morosanova. "Dynamics of School Engagement and its Relationship with Development of Conscious Self-regulation in Adolescents." Experimental Psychology (Russia) 15, no. 4 (2022): 167–80. http://dx.doi.org/10.17759/exppsy.2022150411.

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<p>The phenomenon of school engagement, considered as a stable, directed and active participation of students in educational activities and in the school life in general, is of considerable interest to researchers in the field of educational psychology. According to modern scientific concepts, engagement can be assessed through behavioral, cognitive, emotional and social manifestations. The research had its purpose to study the dynamics of school engagement in adolescents, as well as to reveal the relationship of conscious self-regulation with behavioral and cognitive components of engag

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Upadhyaya, Indra Raj. "Demographic Effect on Engaged Learning Practice of Undergraduate Students." Pragya Darshan प्रज्ञा दर्शन 5, no. 1 (2023): 71–76. http://dx.doi.org/10.3126/pdmdj.v5i1.52355.

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Student engagement is viewed as learners’ attention, interest, investment, and effort students expend in their work of learning. Studies and research in the field of education have revealed that students' engaged learning methods in science are increasingly focusing on aspects like behavioral, cognitive, and emotional engagement. Therefore, the purpose of this study was to identify engaged learning and demographic influences on such practices. The study was carried out with a sample of. A Likert scale-type questionnaire of 30 items was employed with 88 undergraduate students studying chemistry

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Hidayatullah, Achmad, Ratno Abidin, and Abdul Muqit. "Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education." Journal on Efficiency and Responsibility in Education and Science 17, no. 3 (2024): 237–46. http://dx.doi.org/10.7160/eriesj.2024.170306.

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The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Addit

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Abdul Latif, Dr. Haleema Bano, and Dr. Noor Muhammad. "STUDENT ENGAGEMENT IN CLASSROOMS: A STUDY OF COGNITIVE AND BEHAVIORAL ENGAGEMENT ACROSS DIFFERENT SUBJECT AREAS." Journal of Applied Linguistics and TESOL (JALT) 8, no. 3 (2025): 70–77. https://doi.org/10.63878/jalt907.

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The purpose of the study is to explore “Student Cognitive and Behavioral Engagement and Related Predictors in Classroom”. The objectives of the study are to investigate the perceptions of students regarding different forms of classroom engagement and to find out the classroom predictors related to students regarding different forms of engagement in the classroom. A quantitative research design is used. The data was collected through questionnaire. Through random sampling technique, a sample size of 60 students from both genders was taken from Education, Psychology & Sociology Departments a

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Kobicheva, Aleksandra. "Comparative Study on Students’ Engagement and Academic Outcomes in Live Online Learning at University." Education Sciences 12, no. 6 (2022): 371. http://dx.doi.org/10.3390/educsci12060371.

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Many studies have assessed students’ engagement with learning and academic outcomes and studied the influence of the engagement level on academic outcomes. Nevertheless, there are few studies that demonstrate the results of live online learning and reveal whether gender or/and education level mediates the relationships between students’ engagement and academic outcomes. A total of 301 under- and postgraduate students from the Humanity Institute of Peter the Great Polytechnic University voluntarily participated in this study. We conducted online surveys to reveal the level of students’ engageme

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Wu, Yan, and Yingchun Li. "A Masked Engagement? The Influence of Mask-wearing on Students Learning Engagement." Lecture Notes in Education Psychology and Public Media 6, no. 1 (2023): 208–21. http://dx.doi.org/10.54254/2753-7048/6/20220258.

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Educational system was dangerously challenged by COVID-19 without preparation. Schools and students cannot afford another strike. Mask-wearing has become a new normal. Scholars researched the potential effects of mask-wearing, but no direct study focuses on students learning engagement under mask-wearing conditions. In our study, we implemented a quantitative method to study students learning engagement in four aspects: emotional, behavioral, academic, and cognitive engagement. We received 218 questionnaire responses from native Chinese college students. Then, 90 valid responses were generated

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Dwita putri, Fanny, Rika Afriyanti, and Melvina. "Student's engagemen in English language learning by using Quizizz at senior high school." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, no. 9 (2025): 1271–77. https://doi.org/10.56778/jdlde.v3i9.444.

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This study investigated students’ engagement in English learning using Quizizz at SMAN 15 Padang. Using a qualitative approach, this study explored aspects of behavioral, cognitive, emotional, academic, and social engagement. Data were collected through classroom observations, field notes, and video recordings. The findings revealed that Quizizz significantly increased students’ engagement by providing an interactive and enjoyable learning experience. Behavioral engagement was reflected in active participation and persistence during Quizizz sessions. Cognitive engagement was evident in student

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Shi, Yafei, Qi Cheng, Yantao Wei, and Yunzhen Liang. "Linking Making and Creating: The Role of Emotional and Cognitive Engagement in Maker Education." Sustainability 15, no. 14 (2023): 11018. http://dx.doi.org/10.3390/su151411018.

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Learning through making enhances the learning experience and effectively develops learners’ creativity. In this regard, maker education has been extensively incorporated into school education as a vital learning environment. However, less is known about how making advances students’ creativity in maker education. Therefore, this study aimed to explore relationships among making, tinkering, and creating. A total of 372 middle school students enrolled in maker courses through the 2021–2022 school year were surveyed. They completed a questionnaire concerning learning engagement, individual creati

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Davidović, Dragomir, Maja Davidović, Ivana Sretenović, and Jasna Veljković. "Self-assessment of the engagement of students with disabilities in the school context." Specijalna edukacija i rehabilitacija 22, no. 4 (2023): 313–26. http://dx.doi.org/10.5937/specedreh22-43497.

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Introduction. Student engagement in school represents the degree to which students are invested, motivated, and willing to participate in curricular and extracurricular activities at their school, which greatly influences their future academic and professional success. Objective. The aim of our research was to examine the self-assessment of the engagement of students with developmental disabilities in the school context. Methods. The research sample consisted of 148 students with developmental disabilities, of both genders (61.5% boys), with an average age of 13.9 years, attending inclusive an

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Fadumiye, Titilope Olufunke Olusola, and Odeyemi Aderemi. "Effectiveness of an Authentic-Based Multimedia Learning Environment on Students’ Engagement and Performance in South-West Nigerian Higher Institutions." International Journal of Research and Innovation in Social Science VIII, no. II (2024): 2536–51. http://dx.doi.org/10.47772/ijriss.2024.802182.

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Students’ relationships to the curriculum and their cooperation with peers and instructors during the learning processes have both benefited by engagement. The main objective of the study aims to examine the effect of students’ performance and engagement in an authentic-based multimedia learning Environment. The study adopted Quasi experimental design with a purposive sample of 90 undergraduates’ students from a public university in South-west Nigeria. The students were furtherly distributed into 45 students each for experimental and control group. The data collected through student engagement

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Zhou, Xinyue. "An Investigation on English Learning Engagement of Non-English Major Undergraduates." Journal of Education and Educational Research 13, no. 1 (2025): 140–47. https://doi.org/10.54097/er632657.

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The degree of learning engagement is a criterion for measuring whether the learning process of college students is effective and an important indicator for evaluating the quality of higher education. Currently, there is a lack of survey research focusing on the current situation of English learning engagement among non-English major college students. This study aims to explore the English learning engagement of non-English major college students by using the method of questionnaire survey. A questionnaire survey was conducted among 157 non-English major undergraduates in a certain university,

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Zhang, Yanle, Peipei Chen, Suo Jiang, and Junjian Gao. "Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator." Journal of Contemporary Educational Research 8, no. 5 (2024): 297–316. http://dx.doi.org/10.26689/jcer.v8i5.6666.

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Blended learning (BL) has been widely adopted to improve students’ academic achievements in higher education. However, its success relies mainly on student engagement, which plays an essential role in active learning and provides a rich understanding of students’ experiences. The study utilized three self-designed scales—the Teacher Support Scale, Student Engagement Scale, and Student Learning Experience Scale—to gauge and examine the impact and relationship between perceived teacher support, student behavioral engagement, and the intermediary role of learning experiences. A cohort of 899 coll

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Alzahrani, Ibrahim H. "The Relationship Between Students' L2 Engagement and Learning Success." Journal of Language Teaching and Research 16, no. 1 (2025): 266–73. https://doi.org/10.17507/jltr.1601.27.

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Engagement is a crucial part of language learning as it shows how much a learner is involved in the learning process. Language learning with engagement is considered meaningful. This study measured Saudi male college EFL students' L2 engagement levels while learning English as a foreign language in their preparatory year. The relationship between students' scores in the English course and their L2 engagement was also discovered. An L2 engagement scale with three engagement domains (behavioral, emotional, and cognitive) created by Hiver et al. (2020) was utilized to measure students' L2 engagem

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Rizaldi, Rizki. "THE CORRELATION BETWEEN STUDENTS ENGAGEMENT AND STUDENTS ENGLISH ACHIEVEMENT." ELP (Journal of English Language Pedagogy) 9, no. 2 (2024): 167–75. https://doi.org/10.36665/elp.v9i2.902.

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This research investigates the correlation between student engagement and learning achievement in English among ninth-grade students at UPT SMPN 3 X Koto. Despite high engagement levels, low academic performance in English has been observed, suggesting varying combinations of behavioral, emotional, and cognitive engagement. The study aims to explore how different dimensions of engagement impact learning outcomes in the context of English language learning. Utilizing a correlational design with total sampling, data was collected through a validated student engagement questionnaire and standardi

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Ito, Takamichi, and Takatoyo Umemoto. "Examining the causal relationships between interpersonal motivation, engagement, and academic performance among university students." PLOS ONE 17, no. 9 (2022): e0274229. http://dx.doi.org/10.1371/journal.pone.0274229.

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This study investigates the validity of path models in which interpersonal motivation positively predicts behavioral, emotional, and cognitive engagement, and behavioral engagement positively predicts superior performance in collaborative learning in university classes. The path model was tested using structural equation modeling. The results of the analyses showed that weak positive paths from identified regulation to all three aspects of engagement were substantial. In addition, a weak positive path from intrinsic motivation was significant for emotional engagement. For performance, the weak

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Al-Makhmari, Asila. "Students' Engagement with Peer Feedback: A Case Study of Omani University Students." English Language Teaching 18, no. 5 (2025): 14. https://doi.org/10.5539/elt.v18n5p14.

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This study examines the characteristics that influence students&#39; affective, cognitive, and behavioral responses to peer corrective feedback. For eight weeks, a group of 25 university students participated in the study, completing two writing assignments and providing and receiving peer feedback. The data was collected through analysis of drafts, post-study questionnaires and self-reflections. The results demonstrated that while students&#39; cognitive and behavioral engagement varied, their affective engagement was strong. Students actively revised their work but found it difficult

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Liu, Ming, Rafael A. Calvo, Abelardo Pardo, and Andrew Martin. "Measuring and Visualizing Students’ Behavioral Engagement in Writing Activities." IEEE Transactions on Learning Technologies 8, no. 2 (2015): 215–24. http://dx.doi.org/10.1109/tlt.2014.2378786.

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Alshammari, Rakan M. "EFFECT OF BEHAVIOR CONTRACTS ON REDUCING PROBLEM BEHAVIORS AND ENHANCING ACADEMIC ENGAGEMENT IN GENERAL CLASSROOM SETTINGS." Problems of Education in the 21st Century 83, no. 2 (2025): 176–95. https://doi.org/10.33225/pec/25.83.176.

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Many students in schools may demonstrate problem behaviors and show signs of academic disengagement behaviors in schools, especially students who are educated in upper-secondary schools. Exhibition of problem behaviors may negatively affect students’ academic performance. These students need to receive effective interventions, such as behavioral contract interventions, to help them behave and learn well. This study aimed to examine the effect of employing behavioral contract interventions in the reduction of problem behaviors and the enhancement of academic engagement in four upper-secondary s

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Amaro, Ana, Leonor Fernandes, and Mariana Marques. "Unravelling Engagement: Exploring Factors Influencing University Students' Participation in Statistics Classes." Journal of Posthumanism 5, no. 7 (2025): 882–96. https://doi.org/10.63332/joph.v5i7.2849.

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This study examines the critical role of student engagement in academic success, focusing on university-level statistics courses. Using a sample of 120 undergraduate students from a Portuguese university, authors applied the University Student Engagement Inventory (USEI) to assess behavioral, emotional and cognitive engagement. Variables analyzed included teaching methodology (traditional vs. blended), gender, academic background and five key factors: learning environment, active strategies, feedback, sense of belonging, and technology use. Results indicate that a supportive environment, activ

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Yuan, Yuan. "FACTORS IMPACTING STUDENT LEARNING PERFORMANCE IN BLENDED LEARNING ON NURSING VOCATIONAL EDUCATION (THE CASE STUDY OF PUBLIC COLLEGE IN SHANGHAI, CHINA)." EUrASEANs: journal on global socio-economic dynamics, no. 4(47) (July 30, 2024): 262–79. http://dx.doi.org/10.35678/2539-5645.4(47).2024.262-279.

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This study aims to explore the factors affecting students' learning performance in blended learning in nursing and vocational education. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback on students' learning performance. The study aims to assess the current levels of these variables, design and implement intervention strategies (strategic plans) to enhance them, and determine any changes in these variables befo

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Fletcher, Edward, Tony Xing Tan, and Victor M. Hernandez-Gantes. "A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School." Career and Technical Education Research 44, no. 2 (2019): 144–76. http://dx.doi.org/10.5328/cter44.2.144.

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The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement

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Meng, Fangyuan, and Nurul Farhana Binti Jumaat. "The Effectiveness of an Online Inquiry-Based Learning Environment towards Secondary School Students’ Behavioral Engagement and Performance in Science." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 18 (2024): 112–24. http://dx.doi.org/10.3991/ijim.v18i18.50547.

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The purpose of the current study is to examine the effectiveness of an online inquiry-based learning (IBL) environment on secondary school students’ behavioral engagement and performance in science. In this quasi-experimental design, 90 second year secondary school students from two classes in the Shandong Province region of China were recruited as participants. To gather the data, an online behavioral engagement questionnaire investigation and pre- and post-performance tests were administered to the experimental group (EG) and control group (CG) students. This study result shows that online I

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Akpan, Ekemini T., Nseabasi P. Essien, Ememobong O. Udoh, and Rebecca E. Vieyra. "Students’ Engagement in Mathematics with Virtual Resource: The Impact of Localization of PhET Interactive Simulation in Indigenous Nigerian Language." Asian Journal of Probability and Statistics 26, no. 12 (2024): 195–212. https://doi.org/10.9734/ajpas/2024/v26i12693.

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This study assessed the impact of a localized virtual learning tool; Physics Education Technology (PhET) interactive simulations on the achievements of students in Mathematics. The study adapted a questionnaire titled Student Engagement Measurement Scale (SEMS) in Mathematics. The SEMS has four latent constructs; cognitive, behavioral, agentic, and emotional engagements used to observe the impact of the localized virtual learning tool on students’ achievements in Mathematics. A sample of three hundred and thirty three (333) pre-degree students within the targeted population participated in the

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Canoy, Sharish, Ann Roselle Eborda, Edel Marie Melecio, Jamaema Mustapha, Roberto Sagun, and Karen Gay Dy. "Parental Involvement and Students' Engagement Among Junior High School Students in a State University Laboratory High School in Mindanao, Philippines." Psychology and Education: A Multidisciplinary Journal 21, no. 2 (2024): 102–13. https://doi.org/10.5281/zenodo.12216254.

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This study explores the relationship between parental involvement and students’ engagement among junior high school students at MSU-MSAT during the First Semester of the Academic Year 2023-2024. It examines the extent of parental involvement across various domains, evaluates the level of students’ engagement, and investigates the correlation between parental involvement and students’ engagement. The research involves 165 junior high school students from MSU-MSAT in Maigo, Lanao del Norte, utilizing a descriptive research design. Data is collected through a questionnaire and a

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Hsueh, Nien-Lin, Bilegjargal Daramsenge, and Lien-Chi Lai. "Exploring the Influence of Students’ Modes of Behavioral Engagement in an Online Programming Course Using the Partial Least Squares Structural Equation Modeling Approach." Journal of Information Technology Education: Research 21 (2022): 403–23. http://dx.doi.org/10.28945/5010.

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Aim/Purpose: The goal of this study was twofold: first, to examine how learners’ behavioral engagement types affect their final grades in an online programming course; and second, to explore which factors most strongly affect student performance in an online programming course and their connection to the types of cognitive engagement. Background: During the COVID-19 pandemic situation, information technology educational methods and teaching have been transforming rapidly into online or blended. In this situation, students learn course content through digital learning management systems (LMSs),

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