Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

Zhoc, Karen C. H.; Webster, Beverley; King, Ronnel B.; Li, Johnson C.-H.; Chung, Tony S. H.

doi:10.1007/s11162-018-9510-6

Cited by 125 publications

(109 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The five inter-related factors of student engagement in higher education are: 1) Academic Engagement, including behavior of learning such as engagement with or spending time to read the learning materials, (2) Cognitive Engagement, covering psychological investment for complicated learning such as thinking of applying classroom learning to work scenarios (3) Social Engagement with Peers, comprising of interaction of support with peers such as cooperation in team assignments (4) Social Engagement with teachers, encompassing interaction of guidance such as teachers lecturing in online class and (5) Affective Engagement, consisting of emotional involvement such as student's bonding with the identify of their education institute. This five-factor model [19] supports the theorization of associations between PPSI and student engagement with learning materials and work relevant learning, as proposed in this study. This study investigates the three factors in the model: academic engagement, cognitive engagement, and social engagement with peers.…”

Section: Conceptual Frameworksupporting

confidence: 88%

“…This study has provided empirical evidence of a positive association between PPSI and student engagement in postgraduate management study in Bangladesh. The evidence came from students and clarified the functioning of student engagement through three specific mechanisms: PPSI, a social engagement; learning of reading materials, an academic engagement; and thinking of applying classroom learning to workplace scenarios, a cognitive engagement [19,20]. To the best of the authors' knowledge, this is unique work on PPSI, providing an in-depth explanation of the association between peer to peer interaction and student engagement in an education setting in a developing country.…”

Section: Discussionmentioning

confidence: 91%

“…Multifaceted factors work together to shape the concept of student engagement [14,20]. Moreover, the conceptualization of student engagement can differ between higher education versus other educational levels [19]. The five inter-related factors of student engagement in higher education are: 1) Academic Engagement, including behavior of learning such as engagement with or spending time to read the learning materials, (2) Cognitive Engagement, covering psychological investment for complicated learning such as thinking of applying classroom learning to work scenarios (3) Social Engagement with Peers, comprising of interaction of support with peers such as cooperation in team assignments (4) Social Engagement with teachers, encompassing interaction of guidance such as teachers lecturing in online class and (5) Affective Engagement, consisting of emotional involvement such as student's bonding with the identify of their education institute.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…12 (19) Some members in my team had the wrong attitude. They were focused on getting things done by other members rather than themselves.…”

Section: (14)mentioning

confidence: 99%

“…The focus of this study is on peer interaction for outcomes of engagement with learning materials and workplace relevant learning. These outcomes and PPSI should be interdependent, respectively, falling into three domains of student engagement in higher education: academic, cognitive, and social engagement with peers [19,20]. Hence, understanding of the association between these concepts is critical to the functioning of student engagement in postgraduate education.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Peer to Peer Synchronous Interaction and Student Engagement: A Perspective of Postgraduate Management Students in a Developing Country

Siddiqui¹,

Miah²,

Ahmad³

2019

EDUCATION

View full text Add to dashboard Cite

The purpose of this study is to investigate the association between synchronous peer to peer interaction (PPSI) and student engagement in postgraduate management units in Bangladesh. Understanding of this association focused on outcomes of engagement with learning materials and workplace relevant learning. This study utilized an interventional and convergent parallel mixed methods research design. A PPSI intervention, involving teamwork of five students from working and non-working status, was applied on 80 students in two different management units. The intervention was followed by a survey on student's perception of the association between PPSI and student engagement, which received 80% response rate. Content analysis was applied to the qualitative survey data while quantitative data were analyzed with SPSS software. Participant profile were 60% female, 95% below the age of 30 and 71% having work experience. The study found a significant positive association (r =.53) between PPSI and student engagement in postgraduate management study in Bangladesh. Peer to peer interaction helped students to collect different viewpoints, engage with learning material and practice workplace relevant skills. However, success of PPSI is influenced by factors such as task design, student's attitude toward teamwork and ease of use of technology. This study is first of its kind to explore the in-depth relationship between PPSI and student engagement in an education setting in a developing country. It could open avenues for further research on designing and implementation of PPSI for student centered and work relevant learning, across developed and developing countries.

show abstract

Section: Conceptual Frameworksupporting

confidence: 88%

Section: Discussionmentioning

confidence: 91%

Section: Conceptual Frameworkmentioning

confidence: 99%

“…12 (19) Some members in my team had the wrong attitude. They were focused on getting things done by other members rather than themselves.…”

Section: (14)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Peer to Peer Synchronous Interaction and Student Engagement: A Perspective of Postgraduate Management Students in a Developing Country

Siddiqui¹,

Miah²,

Ahmad³

2019

EDUCATION

View full text Add to dashboard Cite

show abstract

Using a ‘Students as Partners’ model to develop an authentic assessment promoting employability skills in undergraduate life science education

Van,

Tasawar,

Brendel

et al. 2024

FEBS Open Bio

View full text Add to dashboard Cite

Authentic assessments (AA) include three principles, realism, cognitive challenge, and evaluative judgment, and replicate professional workplace expectations. Developing AA in undergraduate life science education is necessary to promote critical skill development and adequately prepare students for the workplace. Using a ‘Students‐as‐Partners’ (SAP) approach, five students, an educational developer and the instructor codeveloped an AA requiring students to utilize scientific literacy (SL) and critical thinking (CT) skills to develop a data extraction table and generate communication outputs for scientific and nonscientific audiences. Subsequently, the SAP‐developed AA was completed by students (n = 173) enrolled in a fourth‐year life sciences and pathophysiology course who completed an online survey providing feedback about their perceived development of critical skills and the relevance of the assignment to the workplace. The top transferable skills students reported the greatest growth in were SL (41.6%, n = 72), communication (34.7%, n = 60), CT (16.2%, n = 28), and problem‐solving (7.5%, n = 13). Student self‐assessed and instructor‐assessed grades were positively correlated, wherein 60.6% of students assessed their AA grades below the instructor's assessment and 4.7% of students assigned themselves the same grade as the instructor. Students' perceived stress levels were (a) negatively correlated with assignment grades and feelings of enjoyment, hope and pride, and (b) positively correlated with feelings of anger, anxiety, shame, and hopelessness while working on the assignment. This study demonstrates the impact of AA on the student learning experience and the relevance of AA to help prepare students for life science careers.

show abstract

Student Veteran Engagement in Online Education

Kirchner

Pepper

2020

New Dir Adult Contin Educ

View full text Add to dashboard Cite

This chapter is a case study of how a community college located in the Midwestern United States has worked to increase student veterans’ engagement with the campus community while simultaneously being enrolled in online degree programs. Student veterans experience unique transition challenges from the military into college. Moreover, the transition issues can be unintentionally exacerbated when student veterans enroll in degree programs offered entirely online. We consider strategies colleges can use to increase engagement of veterans primarily enrolled in online degree programs and outline their implementation. In addition, a discussion and corresponding challenges are outlined to help higher education administrators implement the engagement strategies with student veterans on their own campus. By developing a structured engagement system, higher education administrators can alleviate some of the transition issues plaguing student veterans and in turn improve engagement, retention, and graduation rates.

show abstract

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

Cited by 125 publications

References 55 publications

Peer to Peer Synchronous Interaction and Student Engagement: A Perspective of Postgraduate Management Students in a Developing Country

Peer to Peer Synchronous Interaction and Student Engagement: A Perspective of Postgraduate Management Students in a Developing Country

Using a ‘Students as Partners’ model to develop an authentic assessment promoting employability skills in undergraduate life science education

Student Veteran Engagement in Online Education

Contact Info

Product

Resources

About