Student engagement scale: development,reliability and validity     

Selim Gunuc  Abdullah Kuzu 《Assessment & Evaluation in Higher Education》2015,40(4):587-610

In this study, the purpose was to develop a student engagement scale for higher education. The participants were 805 students. In the process of developing the item pool regarding the scale, related literature was examined in detail and interviews were held. Six factors – valuing, sense of belonging, cognitive engagement, peer relationships (emotional engagement-I), relationships with faculty members (emotional engagement-II) and behavioural engagement within the scope of the components of campus engagement and class engagement – made up of 41 items were identified. The total variance explained was 59%. A higher student engagement score was regarded as an indicator that the student had a high level of engagement with the university, campus and class, while a lower score demonstrated that the student’s engagement with the campus and class was weak or that disengagement could occur.  相似文献   

You escaped! How did you learn during gameplay?     

Alice Veldkamp  Johanna Rebecca Niese  Martijn Heuvelmans  Marie-Christine P. J. Knippels  Wouter R. van Joolingen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1430-1458

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The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance,Increase Engagement,and Enhance Intrinsic Motivation in Students     

Venugopala Rao Bhagavathula  Viswakanth Bhagavathula  Rohan S. Moinis  Joydeep Dutta Chaudhuri 《Anatomical sciences education》2022,15(3):576-586

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Re-examining and developing the notion of academic citizenship: A critical literature review     

Joclarisse Albia  Ming Cheng 《Higher Education Quarterly》2023,77(4):709-721

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.  相似文献   

Learning statistics with interactive pictures using R Shiny: Generally preferred,but not generally advantageous     

Fang Zhao  Lena Schützler  Oliver Christ  Robert Gaschler 《Teaching Statistics》2023,45(2):106-124

Constructing interactive web apps has become more accessible for instructors, for example, by using the R package Shiny. Here we explored learners' preferences and the efficiency of interactive simulations versus static pictures in acquiring statistics knowledge of Cohen's d and standard normal distribution. Results revealed that students' spontaneous interaction with pictures was infrequent (pilot study, N = 26). While prompts (Exp. 1, N = 152) effectively ensured the manipulation of simulations, student exposure to interactive simulations led to longer learning times though similar test performance compared with student exposure to static pictures. Multiple interactive representations led to lower test performance than single interactive and static representations (Exp. 2, N = 117). Though no advantage was gained regarding learning outcomes, participants preferred the interactive variant (Exp. 3, N = 119). Taken together, this study demonstrates that the superiority of interactive pictures cannot be assumed to hold in general. Further work should evaluate how mental model construction can be effectively scaffolded by interactive simulations.  相似文献   

The impact of Geospatial Inquiry lessons on student interest in science and technology careers     

Lori Rubino-Hare  Brooke A. Whitworth  Francis Boateng  Nena Bloom 《科学教学研究杂志》2024,61(2):419-456

Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.  相似文献   

Achievement and engagement: How student characteristics influence teacher judgments     

《Learning and Instruction》2013

Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications.  相似文献   

Developing New Services in Library Networks     

《图书馆管理杂志》2013,53(2-3):107-115

No abstract available for this article.  相似文献   

Neuro‐linguistic programming and altered states: encouraging preparation for learning in the classroom for students with special educational needs     

Voldis Kudliskis 《British Journal of Special Education》2013,40(2):86-95

In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11‐ to 13‐year‐old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques and language associated with representational systems as identified within neuro‐linguistic programming (NLP). Students endeavoured to alter their negative state to a positive state via this intervention. The study, by Voldis Kudliskis of South Dartmoor Community College, was of a naturalistic research design, and the students' experiences were explored by means of formal interviews, semi‐structured interviews, questionnaires and observations. The implications for altering state through techniques associated with NLP are described and evaluated in terms of student comments. The case is made for the process of altering state as a strategy to empower students to engage with their learning from the outset of the lesson.  相似文献   

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school     

Isabelle Archambault  Véronique Dupéré 《The Journal of educational research》2017,110(2):188-198

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.  相似文献