Supporting student cognitive and agentic engagement: Students’ voices

Báez, Clelia Pineda; Manzuoli, Cristina Hennig; Sánchez, Ana Dolores Vargas

doi:10.1016/j.ijer.2019.06.005

Cited by 36 publications

(19 citation statements)

References 34 publications

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“…What is more, provision of goal/value/interest examination can be defined as presenting opportunities for students to engage in activities, tasks, experiences and discussions which allow them to assess and ponder their purposes, values and interests critically. The meaningful contribution of autonomy-supportive environment to academic engagement has been documented in several studies (Matos et al, 2018 ; Pineda-Báez et al, 2019 ; Benlahcene et al, 2020 ; Reeve et al, 2020a ; Jiang and Zhang, 2021 ; Parker et al, 2021 ).…”

Section: Introductionmentioning

confidence: 86%

Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

Bordbar

2021

Front. Psychol.

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The aim of this study was to investigate mediating roles of students' self-system processes and positive academic emotions in a relationship between supporting autonomy and agentic engagement. In This research structural equation modeling was used to analyze a conceptual model. The sample consisted of 452 undergraduate students of Ferdowsi University of Mashhad. The research instruments included the autonomy-supportive environment inventory, the self-system processes questionnaire, three questionnaires of academic emotions, and the agentic engagement scale. The findings showed that supporting autonomy had an indirect effect on students' achievement emotions, via self-system processes. Self-system processes had direct and indirect effects on agentic engagement, via positive academic emotions. Supporting autonomy had an indirect effect on agentic engagement by mediating role of self-system processes and positive academic emotions. Accordingly, emotions are proximal determinants of agentic engagement. Supporting autonomy and self-system processes affect agentic engagement from the pathway of academic emotions. Therefore, in addition to environmental factors and self-appraisals, it is necessary to consider students' emotional experiences to promote agentic engagement in learning settings.

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Section: Introductionmentioning

confidence: 86%

Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

Bordbar

2021

Front. Psychol.

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“…Other research examines the opinion of students in schools regarding how they experience student engagement after conducting, recording, and analyzing surveys [52]. Bertel-Narváez M. P. et al performed a literary review of education in Latin America, highlighting that the motivation of learning is a fundamental aspect of developing research in Latin America [1].…”

Section: Usa Xmentioning

confidence: 99%

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

et al. 2021

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Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students’ heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.

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“…The teacher is a crucial actor in educational settings [UN (United Nation) Sustainable Development Goals (SDG) 4 2019)]. Teaching behaviour makes a difference to students' engagement, learning, achievement and well-being (Martin and Dowson 2009;Muijs et al 2014;Pineda-Báez et al 2019;Reeve 2006). Researchers and practitioners agree that teacher behaviours are complex (Hattie 2009;Kyriakides et al 2009;Muijs et al 2014).…”

Section: Teacher Behaviours In Learning Environmentsmentioning

confidence: 99%

Students’ perceptions of teaching behaviour in Turkish secondary education: a Mokken Scaling of My Teacher Questionnaire

Telli

Maulana

Helms-Lorenz

2020

Learning Environ Res

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Teacher behaviour has significant impact on student learning and outcomes and determines the teaching quality in learning environments. The My Teacher Questionnaire (MTQ) has been used to assess students' perceptions of teaching behaviour in national and international studies with well-cited outcomes. In this cross-sectional survey study, we adjusted and shortened the MTQ for diverse settings in Turkish secondary education, using the nonparametric IRT model, Mokken Scaling (MS). The sample consisted of 12,036 students (grade 9-12, age 15-19 years) involving 446 classes/teachers from 24 general public high schools in Turkey. More than half of the students (n = 6544, 54.40%) were females, while 306 students (2.5%) did not report their gender. The MS polytomous Double Monotonicity Model (DMM) was employed for scaling the individual student data. The ten selected items (MTQ10) showed a strong unidimensional structure (H = 0.61) with good internal reliability (Cronbach's α = 0.93, Molenaar Sijtsma ρ = 0.93) and construct validity. The final structure was tested on three random data sets and convergent validity of the MTQ10 was examined using student engagement in learning. The scale MTQ10 functioned well across various groups (random samples, genders, grades, subjects). Based on these results, MTQ10 reveals strong psychometric quality for the assessment of students' perceptions of teaching behaviour with the potential to deepen our understanding of teaching behaviours and teaching quality in Turkey.

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Supporting student cognitive and agentic engagement: Students’ voices

Cited by 36 publications

References 34 publications

Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

Students’ perceptions of teaching behaviour in Turkish secondary education: a Mokken Scaling of My Teacher Questionnaire

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