Adolescent students’ digital engagement and achievement goal orientation profiles

Mädamürk, Kaja; Tuominen, Heta; Hietajärvi, Lauri; Salmela‐Aro, Katariina

doi:10.1016/j.compedu.2020.104058

Cited by 26 publications

(26 citation statements)

References 86 publications

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“…In addition, student engagement was positively related to their learning outcomes. This has been previously reported while studying the impact of students' engagement on their achievement and enhanced performance (Alqahtani et al, 2021;Mädamürk et al, 2020;Tsay et al, 2020). This further reflects that the students who engage themselves in the studies, participate in the classes, ask questions from the teachers, and communicate with the students regarding distinct aspects of the subject they are being taught are in a better position to learn and achieve their learning outcomes.…”

Section: Findings Of the Studysupporting

confidence: 60%

“…Student engagement reflects the students' observable behaviors like listening attentively, turning in work on time, participating in discussions, attending classes, and complying with the rules and regulations (Winstone et al, 2021). Research shows the importance of student engagement in enhancing their satisfaction (Alqahtani et al, 2021), performance (Tsay et al, 2020), and achievement (Mädamürk et al, 2020). These studies reflect the significance of student engagement to achieve positive academic outcomes in various contexts.…”

Section: Student Engagement and Learning Outcomesmentioning

confidence: 99%

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The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

Suarta¹,

Noortyani

Yarsama³

et al. 2022

J Ethn Cult Stud

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Grounded in constructivism and considering the context of literature studies, the current research examines the direct and indirect impact of students’ perception of their teachers’ indigenous knowledge and cultural competencies on their learning outcomes via an underlying mechanism of student engagement. The current study aims to provide insightful recommendations for academicians and school administrative bodies to provide necessary teacher training and development facilities so they can better transfer their knowledge to the students. Furthermore, the current study brings several theoretical and practical advances in the context of literature studies. Utilizing a time-lagged quantitative research design, data were collected from the 536 literature students from the higher educational institutions of Indonesia. Moreover, data were analyzed using structural equation modeling in SmartPLS3 software. The results revealed that students’ perception of their teachers’ indigenous knowledge and cultural competency positively influences their learning outcomes in terms of cognitive, social, and interpersonal skills. Besides, no significant differences were found between the impact of teachers' indigenous knowledge and cultural competencies on students learning outcomes reflecting the utmost importance of both study constructs in enhancing students’ abilities. Moreover, results also revealed the significant mediatory role of students' engagement between their perceptions of teachers’ indigenous knowledge and cultural competencies to enhance their learning outcomes.

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Section: Findings Of the Studysupporting

confidence: 60%

Section: Student Engagement and Learning Outcomesmentioning

confidence: 99%

The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

Suarta¹,

Noortyani

Yarsama³

et al. 2022

J Ethn Cult Stud

View full text Add to dashboard Cite

show abstract

“…The GO approach with a multiple goal perspective is in the context of higher education, allowing individuals to have multiple goals. It refers to some GO studies that argue that individuals can have several types of GO at once, and these various types provide equally important information in providing feedback and regulating the learning process (Mädamürk et al, 2021;Magni et al, 2021). Having both types of GO mastery and performance simultaneously will provide a more optimal motivational impact because it can choose certain types of GO for specific learning contexts.…”

Section: Discussionmentioning

confidence: 99%

Goal Orientation & Metacognitive Self-Regulation Students on Discourse Learning

Deasyanti

Yudhistira

2021

j. pendidik. indonesia.

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Corona Virus Disease 2019 (COVID-19) has impacted throughout all aspects of human life including education. Despite the previously applied distance education or e-learning in the conventional education, nowadays this instructional model became a newly common approach in education. Therefore, students have to make some adjustments in their learning approach in order to reach out their learning goals. Self-regulated learning (SRL) is a process of monitoring and controlling learning behaviors to achieve learning goals. One of the key factors that contribute to SRL is achievement goal orientation. The aim of this study is to find out the role of types of goal orientation towards metacognitive self-regulation. A total of 320 undergraduate students participated in this study. The findings showed that performance approach and performance avoidance were the significant predictors of metacognitive self-regulation. Students’ preferences to performance goal-orientations were associated with the preliminary study findings that the new instructional model was related to decreased students’ efficacy in learning and feelings of uncertainty to their academic achievement.

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“…Students scoring higher in extroversion seem to benefit from using digital media in terms of their academic performance (Naqshbandi et al, 2017), whereas students with a more maladaptive disposition toward school appear to engage more in social media (especially so for girls) or gaming (especially for boys) and also perform worse academically (Hietajärvi et al, 2015). In addition, students with more maladaptive dispositions toward school seem to be more susceptible to academic impairment due to digital engagement (Mädamürk et al, 2021). Loneliness seems to predict increasingly problematic Internet use developmentally, which is then related to a decline in academic performance over time in adolescence (Tóth-Király et al, 2021).…”

Section: The Effects Of Digital Engagement On Academic Functioning Ac...mentioning

confidence: 99%

“…In relation to the motivational process of the DC-DDR specifically, empirical findings from studies conducted in Finland indicate that lower school engagement may result from a condition whereby students have a desire to use digital devices for schoolwork but do not have the opportunity to do so (Hietajärvi et al, 2020; Mädamürk et al, 2021). Similarly, students who feel cynical toward schoolwork might feel more engaged at school if they had the opportunity to make use of digital devices during lessons (Halonen et al., 2016; Salmela-Aro et al., 2016).…”

Section: The Effects Of Digital Engagement On Academic Functioningmentioning

confidence: 99%

Digital Engagement and Academic Functioning

Hietajärvi

Maksniemi

Salmela‐Aro

2022

European Psychologist

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Abstract. Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students’ academic performance, engagement, and school-related well-being, that is, academic functioning. Students’ continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and formal practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of “digital media effects” needs to move beyond screen time and utilize the research on the students’ multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students’ digital engagement, the individual differences between students, as well as the contextual interplay.

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Adolescent students’ digital engagement and achievement goal orientation profiles

Cited by 26 publications

References 86 publications

The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

Goal Orientation & Metacognitive Self-Regulation Students on Discourse Learning

Digital Engagement and Academic Functioning

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