Engagement versus disaffection in the college classroom: Construction and validation of a measurement tool to assess students' motivation to learn

Chi, Una; Skinner, Ellen A.; Kindermann, Thomas A.

doi:10.1037/e549912013-041

Cited by 4 publications

(8 citation statements)

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“…Nevertheless, studies regarding this topic in the Mexican population are still scarce. This could be due to the lack of instruments adapted and validated to the cultural and linguistic context of Mexico; therefore, the aims of this study were to translate the School Engagement Scale of Chi et al [28] into Mexican Spanish and adapt it to the context of PE, and examine its psychometric properties, structure, and factorial invariance by gender in a sample of Mexican fifth-and sixth-grade elementary school students.…”

Section: Discussionmentioning

confidence: 99%

“…To measure student engagement and disaffection, the Course Engagement and Disaffection Scale (CEDS) [28] was translated and adapted to the context of PE in Mexico. The scale is composed of 12 items grouped into four dimensions: behavioral engagement (BE), emotional engagement (EE), behavioral disaffection (BD), and emotional disaffection (ED).…”

Section: Instrumentmentioning

confidence: 99%

“…This has limited the generation of knowledge of this area in Mexico, and, given the positive relationship that exists between engagement with the PE class and the amount of physical activity that is carried out outside of school [26], studies in this area could contribute to reducing the high rates of physical inactivity that exist in the Mexican population from an early age [27]. Therefore, the objective of this study is to translate the School Engagement Scale of Chi, Skinner, and Kindermann [28] into Spanish and adapt it to the context of PE in Mexico, examining its psychometric properties, structure, and factorial invariance by gender in a sample of Mexican fifth-and sixth-grade elementary school students from the metropolitan area of Monterrey, Nuevo Leon Mexico.…”

Section: Introductionmentioning

confidence: 99%

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Mexican Validation of the Engagement and Disaffection in Physical Education Scale

Rodríguez-Medellín

Zamarripa

Marentes-Castillo

et al. 2020

IJERPH

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To date, no instrument adapted and validated that measures engagement and disaffection in the physical education class has been found, which limits the generation of knowledge of this area in Mexico. The aims of this study were to translate and adapt the engagement and disaffection scale to the context of physical education in Mexico and to examine its reliability, structure (two and four factors), and factorial invariance by gender in Mexican fifth- and sixth-grade elementary school students. A total of 1470 students participated (50.6% boys) with ages between 10 and 14 years (mean (M) = 10.56; standard deviation (SD) = 0.77) from federal (89.3%) and state (10.7%) elementary schools. Two factorial structures were tested (with four factors and two factors). The fit indexes of both models were satisfactory, and the factorial saturations were significant. The differences between the fit indexes of both models were irrelevant; therefore, the two-factor model was considered more suitable. The total strict invariance by gender was confirmed, and the reliabilities of the engagement and disaffection scale were acceptable. The Mexican version of the course engagement and disaffection scale in physical education is valid and useful to measure these constructs in the context of physical education in Mexico.

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Section: Discussionmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mexican Validation of the Engagement and Disaffection in Physical Education Scale

Rodríguez-Medellín

Zamarripa

Marentes-Castillo

et al. 2020

IJERPH

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“…The instrument, which is adapted and adopted from the past study includes the questionnaire "How do You Solve Problems?" by McGee [38], "Course Engagement and Disaffection" by Chi [39], Cognitive Presence Scale for Measuring Students' Involvement during the e-Learning Process by Kang [40] and student-instructor and student-student interaction to student learning and satisfaction by Sher [41]. The second instrument, an interview, focuses on the theme related to five independent variables of study which are planning, monitoring, evaluating, interaction and engagement.…”

Section: Instrumentsmentioning

confidence: 99%

Using Metacognitive Awareness in Learning Vocabulary with Cloud-Based Immersive Technology

Poo¹,

Funn²

2017

IJIET

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Abstract-This study looks at language learning vocabulary problems in the Malaysian primary school. The problem was rooted to the teaching method of primary schools where textbook-based teaching is still practised. The objective of this study is to show the effectiveness of implementing metacognitive awareness and connectivist learning strategy in vocabulary learning by using a cloud-based immersive learning environment. Mixed methods were adopted in this study. This study involved 40 students from a Chinese primary school in Pulau Pinang, Malaysia. Data was collected from student questionnaires and interviews. The study revealed that metacognitive awareness and connectivist learning helped student in vocabulary learning. The cloud-based immersive learning enabled students to interact with learning content and engage with the vocabulary learning tasks. However, students in the primary school did not fully accept the new teaching method implemented due to the attitudes which were more concerned with exam-taking skills than with language learning. IndexTerms-Metacognition, learning vocabulary, cloud-based technology, immersive environment.

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“…First, a search of the Education Research Complete database (EBSCO Publishing, 2006) was conducted using the key words, "literature circles." The search parameters were set Wellborn (1991) and modified and validated by Chi and Skinner (Wellborn, 1991;and Chi & Skinner, 2010). In addition, questions measured the perception of teachers in middle school ELA classrooms about the effectiveness of literature circles in their classroom and the perceived impact on student learning.…”

Section: Methodsmentioning

confidence: 99%

Implementation of Literature Circles in Oregon Middle Schools

Conant¹

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Background: Literature circles at their most basic form are a small group discussion centered around a shared text. They have been present in the literature since the early 1990's. Today, literature circles are the subject of books, action research projects, and journal articles. Aims: The study aims to gather data on the use of literature circles through a teacher survey and teacher interviews. The goal is to ascertain how middle school teachers in Oregon are using the tool in their classroom, whether they observe positive student engagement in the practice, and to ascertain the areas in which they see literature circles impacting student outcomes.The Results: The 26 teachers who completed the survey implemented literature circles with variety. Lesser used practices included utilizing online discussions and nonfiction text. Teachers reported that social emotional learning, comprehension, literacy, and vocabulary outcomes were impacted through literature circles. Discussion: The survey gives an indication that literature circles are not a homogenous practice, but an evolving tool that can be fitted to the needs of students. Literature circles provide the opportunity for rich discussion and connection between subjects and classmates.

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Engagement versus disaffection in the college classroom: Construction and validation of a measurement tool to assess students' motivation to learn

Cited by 4 publications

References 0 publications

Mexican Validation of the Engagement and Disaffection in Physical Education Scale

Mexican Validation of the Engagement and Disaffection in Physical Education Scale

Using Metacognitive Awareness in Learning Vocabulary with Cloud-Based Immersive Technology

Implementation of Literature Circles in Oregon Middle Schools

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