Engagement for What Purpose? Engagement Toward What Outcome? Empowering Engagement for Students from Challenging Backgrounds

Ng, Clarence; Bartlett, Brendan John; Elliott, Stephen N.

doi:10.1007/978-3-319-94652-8_9

Cited by 2 publications

(1 citation statement)

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“…This situation is especially acute among students studying science subjects (Jack & Lin, 2017; Potvin & Hasni, 2014) and the teaching of ethics-related issues (e.g., Reynolds, 2008). Mediating positive change of interest from absence to engagement in such classroom subjects necessitates a learning ecology conducive to students’ need to experience (1) positive emotion states (e.g., satisfaction, accomplishment, and enjoyment) and (2) cognition of how the content of learning is meaningfully relevant to their natural and acquired personal interests and knowledge schema (Jack & Lin, 2018; Ng, Bartlett, & Elliott, 2018). However, absent from copious extant investigations assessing students’ enjoyment and interest in learning is the exploration of a potential second-order interest construct of genuine interest as an emergent property from the sub-latent constructs of interest and enjoyment.…”

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confidence: 99%

Validating Dewey’s Notion of Genuine Interest

Jack

Chen

Smith

2020

Journal of Psychoeducational Assessment

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This investigation (1) elucidates genuine interest in the context of learning from Dewey’s perspective, (2) assesses construct validity evidence for a genuine interest conceptual model using data from the Factors Effecting Ethics Learning survey, and (3) assesses measurement invariance of the genuine interest constructs between male ( n = 352) and female ( n = 188) Taiwan high school students. Results provide support for genuine interest as a two-dimensional construct. Second-order factor analysis shows that latent variables of genuine interest in learning socio-scientific issues and interpersonal communication ethics-related issues are represented by sub-latent constructs of learning interest and learning enjoyment. Assessment of gender invariance in the conceptual model provides evidence of measurement equivalence.

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confidence: 99%