Literatura académica sobre el tema "Cognitive engagment"

One of the most current themes in second language (L2) learning is learner engagement. This broad construct entails several elements including behavioural, emotional, and cognitive engagement. The aim of this study was to investigate learner engagement in a writing course among English L2 university students, and engagement with feedback. The quantitative data showed moderately high levels of learner engagement across all the engagement dimensions. Differences between dimensions of engagement and grades were not found. Qualitative analyses showed a dominance of positive emotions, including interest, curiosity, and optimism. Behavioural engagement was tied to intrinsic and extrinsic reasons, suggesting the importance of motivation for learner engagement. Feedback encouraged students to use meta-cognitive and cognitive strategies, helping them focus on specific language forms. Key words: L2 learner engagement; L2 writing; feedback.

Sistem penerimaan siswa baru termasuk di sekolah menengah pertama mengalami perubahan dan hal ini berdampak pada pengajaran di sekolah termasuk di SMPN 1 Cisarua. Peserta didik datang dari berbagai karakteristik yang berbeda yang menjadikan muncul permasalahan mengenai keterikatan siswa dengan sekolah baik secara akademik maupun non akademik. Munculnya perilaku-perilaku yang tidak sesuai seperti membolos, tidak memperhatikan guru bahkan hingga berkelahi termasuk indikasi adanya school engagment yang rendah. School engagment pada dasarnya terdiri dari Behavior Engagement, Emotional Engagement, dan cognitive engagement. Ketika keterikatan secara perilaku, emosional maupun kognitif terdapat ketidaksesuaian dengan ketentuan sekolah diperlukan tindakan yang tepat untuk mengatasi permasalahan tersebut. Intervensi yang sesuai dengan konseling kelompok diupayakan dapat mengatasi school engagment yang rendah sehingga siswa berkembang lebih optimal dan sesuai dengan ketentuan sekolah.

This study aims to 1) Know students' initial cognitive abilities in acid-base material, 2) Know students' cognitive enhancements in acid-base material, 3) Know the effectiveness of learning 5E Learning cycle in improving students' cognitive on acid-base material. Learning Cycle 5E learning model consists of 5 phases, namely Engagment phase, exploration, explaination, elaboration, and evaluation. Traditional learning models follow learning that is commonly used by teachers in everyday learning. This research is an experimental study with the number of samples in the experimental class using 30E learning cycle learning models as many as 30 students and control classes using traditional learning models of 30 students. The population in this study were all students of class XI SMA N 1 Pekalongan, Lampung. The sample in this study were students of Pekalongan 1 Public High School class XI IPA1 and XI IPA4 who had the same cognitive abilities. This study uses a quasi-experimental method with Non Equivalent (Pretest and Posttest) Control Group Design. The effectiveness of the 5E Learning Cycle learning model was measured based on the increase in students' cognitive abilities significantly. The results showed that the Learning Cycle 5E learning model was better at improving students' cognitive compared to Traditional methods. This can be seen from the average gain score of students' cognitive abilities for Traditional learning models and the 5E Learning Cycle Learning Model 0.53 and 0.65 respectively.

Abstract End-Stage Renal Disease (ESRD) patients experience high rates of cognitive impairment and lower quality of life at end of life. Having an advance care planning (ACP) conversation is associated with better care at end of life and improved care consistency with patient preferences. Taiwan ranks highest in ESRD and dialysis incidence worldwide, highlighting the importance of ACP among this population. Since 2019, the Patient Autonomy Act entitled Taiwanese to engage in ACP, but strategies to promote its uptake and the role of healthcare providers and caregivers in ACP conversations remains unclear. This study aimed to investigate facilitators and barriers to ACP engagment among Taiwanese with kidney disease and their caregivers. In 2020, we recruited 18 adults with stage 3—5 kidney disease and their caregivers. We conducted semi-structured interviews to elicit knowledges and perspectives on ACP. A grounded theory approach was used to guide the analysis of primary themes. Two researchers independently coded the transcripts and met to reconcile codes. The primary barrier to ACP was the misconception that it equated to funeral arrangements. Themes related to ACP facilitators included: trust in the nephrology care team (especially in case managers); straighforward communication; and in-person consultations. Additionally, transplant patients were more likely to have ACP discussions with their loved ones. While kidney disease patients preferred straightforward communication, caregivers preferred indirect communications. These findings emphasize the critical role of the nephrological care team members. Improving knowledge of ACP and facilitating communication between caregivers and kidney disease patients in Taiwan is needed.

This paper reports the knowledge and practice of self-regulation of English teachers in public primary and secondary schools in South-East China. The data were collected from multiple classroom observations of and in-depth interviews with two English language teachers working in Chinese schools. This study reported that despite limited knowledge of Self-regulated learning teachers’ classroom practices reflected an extensive use of SRL strategies positively impacting students’ learning engagment. However, the workload and the traditional grade-focused assessment systems influenced teachers’ consideration of self and their students’ learning motivation, metacognition, and cognition. These findings indicate a need to strengthen English teachers’ metacognition, cognition and motivational-emotional regulation to support student learning.

The purpose of this study was to examine the contribution of temperament to childrenâ??s behaviors in the classroom and their school readiness. Data was collected on 60 preschool children enrolled in Head Start. Teachers rated temperament using the Preschool Temperament Classification System. Trained coders observed childrenâ??s engagement and play during circle time and free play, respectively. School readiness was directly assessed using the Learning Express. Three main findings emerged: (1) Temperamentally-extreme children performed lower than resilient children on the school readiness assessment, suggesting that temperamentally-extreme children begin to lag behind their resilient peers as early as the preschool years. (2) Off-task behavior in the classroom affects undercontrolled childrenâ??s school readiness; however, the degree of influence appears to depend on the complexity of learning specific domains. That is, off-task behavior in the classroom may have a larger influence on more complex subject matter than simpler ones. Classroom behaviors were not related to overcontrolled childrenâ??s school readiness scores. (3) Behavioral differences were found between temperament groups during circle time, however no differences were found during free play. This suggests that classroom context may play a role in temperamentally-extreme childrenâ??s classroom behaviors.

Au regard des difficultés en matière d’autonomie et d’engagement cognitif démontrées dans les environnements d’apprentissage en ligne, il est nécessaire de mieux comprendre comment favoriser cet engagement pour améliorer leur efficacité pédagogique. La revue de littérature réalisée dans cette thèse suggère que l’intégration d’éléments humoristiques pourrait être une stratégie efficace pour atteindre ce but. Toutefois, elle démontre également que ces effets positifs dépendent d’un certain nombre de facteurs qu’il est nécessaire d’examiner plus précisément. L’objectif principal de cette thèse est donc d’évaluer les effets cognitifs de l’ajout de dessins humoristiques dans des cours en ligne destinés à des étudiant·es. Une série d’études expérimentales, menées à la fois en laboratoire et dans un contexte plus écologique d’apprentissage en ligne, a permis d’évaluer les effets de l’ajout de dessins humoristiques sur 1) les performances (mémorisation et compréhension) et 2) l’engagement cognitif (parcours oculaires et temps de consultation). Les résultats d’une première étude en laboratoire ont montré un effet positif des dessins humoristiques sur ces deux dimensions. Cependant, ces résultats n’ont pas été répliqués dans les études suivantes. Des facteurs modérateurs, tels que le sens de l’humour, ont toutefois été identifiés dans ces différentes études. Ces travaux interrogent l’influence des facteurs exogènes aux stimuli humoristiques sur la relation entre humour et apprentissage. Ils ouvrent des perspectives sur l’importance d’étudier les processus sous-jacents à l’effet de l’humour afin d’améliorer son efficacité pédagogique
Considering the difficulties in autonomy and cognitive engagement demonstrated in e-learning environments, it is necessary to better understand how to promote this engagement to improve their pedagogical effectiveness. The literature review conducted in this PhD suggests that the integration of humorous elements could be an effective strategy for achieving this goal. However, it also demonstrates that these positive effects depend on a variety of factors that need to be investigated in more detail. The main aim of this PhD thesis is therefore to evaluate the cognitive effects of adding humorous drawings to online courses for university students. A series of experimental studies, conducted both in the laboratory and in a more ecological e-learning context, assessed the effects of adding humorous drawings on 1) performance (memorization and comprehension) and 2) cognitive engagement (eye-tracking and consultation time). The results of a laboratory study showed a positive effect of humorous drawings on these two dimensions. However, these results were not replicated in the later studies. Moderators, such as sense of humor, were identified in the different studies. This work questions the influence of exogenous factors to humorous stimuli on the relationship between humor and learning. They open up perspectives on the importance of studying the processes underlying the effect of humor in order to improve its pedagogical effectiveness

With evidence that arts engagement and nonlinear thinking style both utilize insight, intuition, and emotion in the decision making process, the literature has driven an investigation of the relationship between levels of arts engagement and thinking style preference. This nonexperimental correlational study (N = 101) explored (a) the prevalence of linear, nonlinear, or balanced linear/nonlinear thinking style of professionals working in museums. (b) Whether thinking style has a relationship with (i) age; (ii) sex; (iii) academic major; (iv) occupation; (v) levels of arts engagement. Two theoretical frameworks underpinned this study: (a) new literacies and (b) cognitive styles. A Web-based self-report survey instrument was used to investigate the relation among the variables of interest. Existing literature was used to provide a foundation for the study and guide the research. Correlational, means, and hierarchical regression analysis were used to test the hypothesized model and examine the hypotheses. The means analyses at the descriptive level revealed that females, those in the 60 or older age group, Humanities majors, and those who worked in education demonstrated more balanced linear/nonlinear thinking styles. The correlations results indicated that there was a statistically significant relationship between thinking style and sex and thinking styles and academic major. The hierarchical regression results suggested that after controlling for select demographic variables, only being a Humanities major uniquely predicted significant variance in thinking style. The lack of significant findings of a relationship between thinking style and age did not correspond to existing research that supports a correlation. Additionally, a significant relationship between thinking style and levels of arts engagement was not found during correlational and hierarchical regression analysis. A limitation of this research study was that the Web-based self-report survey version of the Linear/Nonlinear Thinking Style Profile (LNTSP) instrument did not transfer well to online use because the participants had some problem understanding how to score their answers properly. This issue could be handled readily and recommendations are made to revise the Web-base self-report version of the survey for future research use.