Student engagement and performance: A weekly diary study on the role of openness

Abstract

In the present study, we used a quantitative diary design to investigate within-person fluctuations in student engagement and performance. Specifically, we analyzed the impact of weekly personal and study resources on weekly student engagement, active learning behaviors, and performance. In addition, we investigated whether students high (vs. low) in trait Openness reacted differently to their weekly resources. The sample was composed of 45 first-year psychology students who filled in a questionnaire over 3 weeks; twice per week (N = 45 9 6 = 270 occasions)—during the days they had tutorial group meetings. The tutors evaluated each student’s active learning behaviors during these meetings. Results of hierarchical linear modeling analyses showed that study engagement fully mediated the relationship between personal resources and observed learning activities; study resources were indirectly positively related to learning activities through study engagement. In addition, observed learning activities were positively related to the course grade. As hypothesized, trait Openness strengthened the positive relationship between personal/study resources and study engagement. Our findings highlight the importance of fostering students’ engagement. We conclude with a discussion of the theoretical implications for education and suggestions for future research

Striving Toward Openness: But What Do We Really Mean?

“…Open wasn't discussed in relation to the nature of student relationships and classroom discussions (Alivernini & Manganelli, 2011) (Bakker et al, 2015), so not reflecting the humanistic approaches developing in primary schools in the 1970's (Katz, 1972). Open practice described in the present study did not reflect the broader scholarly activities observed by Veletsianos and Kimmons (2012), such as open access publishing of journal articles and data, or maintaining a blog and/or social media presence.…”

“…Schools strive to foster a culture of openness in classrooms when debating social and political issues to encourage independent thought (Alivernini & Manganelli, 2011). In one study of psychology students, openness and "openness to experience" was identified as a personality trait linked to higher levels of engagement with learning (Bakker, Vergel, & Kuntze, 2015). At institution level, it is being expressed as a strategic value representing the important position of higher education in society (Wiley & Hilton, 2009).…”

Take care of well-being: how facilitators and engagement predict performance of university students

“…However, effective interventions should attend to this important variable, focusing on its antecedents to help its development. In this sense, efforts from teachers and family (which are social facilitators as well) may help students to improve their engagement (Bakker et al 2015). For example, it is possible to reduce student's fear of failure through positive reinforcement and frequent feedback (Caraway et al 2003), which also influence positive emotions that are relevant for academic engagement (Reschly et al 2008).…”

Does Small-Group Collaboration Increase the Number of Substantive Postings in Asynchronous Discussion Forums?

“…Galbraith and Fouch (2007) emphasized the importance of focusing on adult learning strategies and understanding the role of andragogy in adult best illustrates the overall focus on andragogy (Galbraith & Fouch, 2007). Baker, Sanz Vergel, and Kuntze (2015) found that student engagement in the classroom is malleable. Adult participants in any course will need to understand the small and larger picture and invest time and effort in each student success rate as well as student engagement (Baker et al, 2015).…”

“…Baker, Sanz Vergel, and Kuntze (2015) found that student engagement in the classroom is malleable. Adult participants in any course will need to understand the small and larger picture and invest time and effort in each student success rate as well as student engagement (Baker et al, 2015).…”