The linkages between Chinese children's both cognitive engagement and emotional engagement and behavioral engagement: Mediating effect of perceptions of classroom interactions in math

AbstractThe primary goal of the study is to investigate the effect of the usage of humor on behavioral, emotional, and cognitive engagement in online learning. Humorous elements were integrated into the online learning components. The mixed-method study was conducted over 14 weeks with the participation of 74 university students in an online university course. As a result, elements of humor can be integrated into materials for attention grabbing, recalling, feedback, and humor breaks. A diversity of humorous elements created a significant difference and improved behavioral engagement for course materials, discussions, and assignments. However, humorous elements did not contribute to the behavioral engagement for quizzes. It was additionally observed for emotional engagement that the use of humor created a significant difference and improved emotional engagement. As for cognitive engagement, a positive influence of the usage of humorous elements in course materials, discussions and assignments was observed.

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PENGARUH PENGHAYATAN PEERS SUPPORT TERHADAP SCHOOL ENGAGEMENT SISWA KELAS X SMA “X” BANDUNG

PSYCHE: Jurnal Psikologi ◽

10.36269/psyche.v2i2.237 ◽

2020 ◽

Vol 2 (2) ◽

pp. 15-27

Author(s):

Dhanawa Rylla Insani ◽

Jane Savitri

Keyword(s):

School Engagement ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Behavioral Engagement

Penelitian ini dilakukan untuk mengetahui pengaruh penghayatan peers support terhadap school engagement pada Siswa Kelas X SMA “X” Bandung sejumlah 292 siswa. Metode dalam penelitian ini menggunakan penelitian pengaruh. Alat ukur yang digunakan disusun oleh Savitri (2018) yang berasal dari teori school engagement oleh Fredricks (2004), Alat ukur peers support disusun oleh peneliti berdasarkan teori peers support oleh House (1981). Berdasarkan pengolahan data ditemukan bahwa terdapat pengaruh yang signifikan dari peers support terhadap tipe-tipe school engagement, yaitu behavioral engagement (R2 = 0,177), emotional engagement (R2 = 0,236), dan cognitive engagement (R2 = 0,132).

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WhatsApp and Jitsi to Foster Student Engagement in an American-Spanish Telecollaboration Exchange

Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1097-1.ch003 ◽

2020 ◽

pp. 60-78

Author(s):

Alberto Andujar ◽

Jose M. Franco Rodriguez

Keyword(s):

Student Engagement ◽

University Students ◽

Instant Messaging ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Behavioral Engagement ◽

Future Research ◽

American University ◽

Online Exchange ◽

American Spanish

This chapter explores students' engagement in a telecollaboration project between a Spanish and an American university. Students' cognitive, emotional, and behavioral engagement were evaluated throughout the project. A total of 53 students participated in an online exchange during one and a half months through two different applications, WhatsApp representing the text-based environment and Jitsi representing the synchronous videoconferencing platform. The engagement construct was explored using pre and post measures as well as tracking students' conversation in the platforms. Results yielded high levels of cognitive engagement as a result of the interaction. Values for emotional engagement were found to be higher in the instant messaging platform and behavioral engagement did not present significant values. Implications and recommendations for future research were drawn.

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Interactions between emotional and cognitive engagement with science on YouTube

Public Understanding of Science ◽

10.1177/0963662521990848 ◽

2021 ◽

pp. 096366252199084

Author(s):

Ilana Dubovi ◽

Iris Tabak

Keyword(s):

Social Media ◽

Public Engagement ◽

Public Interest ◽

Emotional Responses ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Behavioral Engagement ◽

Science Content ◽

Public Engagement With Science ◽

Self Reports

This study aimed to map and characterize public engagement with science on YouTube. A two-part study was conducted. First, we collected and quantitatively analyzed trending videos on YouTube to evaluate the magnitude of public interaction with science content. Then, we assessed actual, rather than self-reports of, media interactions with science-related YouTube trending videos. We tested associations between behavioral engagement of viewing, liking, disliking or commenting, and emotional and cognitive engagement. Our findings affirm that science content attracts high public interest and that emotional and cognitive engagement with science on social media are distinct, but interrelated. We show that regardless of the valence of emotional engagement, emotion is linked to greater behavioral engagement of posting comments and to greater cognitive engagement of argumentative deliberation. Therefore, our findings suggest that social media interactions, which tend to evoke emotional responses, are a promising means of advancing person-to-person engagement with science.

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STUDENTS' ENGAGEMENT AND THEIR PERFORMANCES IN MATHEMATICS

10.36106/paripex/7211471 ◽

2021 ◽

pp. 164-167

Author(s):

Sonny Bhoy L. Flores ◽

Victoria E. Tamban ◽

Nenette M. Lacuarin ◽

Marcial M. Bando ◽

Glen P. Cortezano

Keyword(s):

Academic Performance ◽

Null Hypothesis ◽

Positive Relationship ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Behavioral Engagement ◽

Bivariate Analysis ◽

Chi Square ◽

Significant Evidence ◽

Correlational Method

This study aimed at determining the relationship between students' engagement (behavioral, emotional and cognitive engagement) and their performance in Mathematics of grade 6 pupils of Malaban Elementary School. Descriptive correlational method research design was employed in this study. In this study, the instruments used are survey questionnaire of Bivariate Analysis and Chi-square The results show that the students gave a unifying perception on their level of behavioral engagement (2.90-engage), emotional engagement (2.74-engage), cognitive engagement (2.98- engage) in Mathematics.The mean performance of students in Mathematics was satisfactory with an average of 80.42 median of 80 mode of 76 and standard deviation of 3.77.The researchers concluded that there is significant evidence to reject the null hypothesis and conclude that there was a moderate,positive relationship between academic performance and behavioral engagement. For the emotional and academic performance there was a significant evidence to accept the null hypothesis and conclude that was no relationship between academic performance and emotional engagement, while there was a moderate, positive relationship between cognitive engagement and academic performance. The researchers recommended to initiate activities that can help boost the students' engagement in Mathematics for it was shown some significant relationship to their mathematics performance

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THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS

Wiralodra English Journal ◽

10.31943/wej.v3i2.66 ◽

2019 ◽

Vol 3 (2) ◽

pp. 344-354

Author(s):

Gina Larasaty ◽

Ida Yulianawati

Keyword(s):

Creative Writing ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Behavioral Engagement ◽

English Department ◽

Positive Engagement ◽

Writing Activity

Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students’ engagement through Creative writing activities. This study investigated how far the creative writing will engage the students’ in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students’ engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engagement from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understanding and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.

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Pengaruh School Climate terhadap School Engagement pada Siswa SMA “X” Kota Bandung

Humanitas (Jurnal Psikologi) ◽

10.28932/humanitas.v4i3.2765 ◽

2020 ◽

Vol 4 (3) ◽

Author(s):

Deanira Laudya ◽

Jane Savitri

Keyword(s):

School Climate ◽

Peer Support ◽

School Engagement ◽

Teacher Support ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Behavioral Engagement ◽

Individual Needs

Penelitian ini bertujuan untuk mengetahui pengaruh school climate terhadap school engagement pada Siswa SMA “X” di Kota Bandung. Sebanyak 297 siswa ikut berpartisipasi dalam penelitian ini. Metode penelitian yang digunakan adalah hubungan fungsional. Alat ukur yang digunakan adalah kuesioner school engagement yang disusun berdasarkan teori Fredricks, Blumenfeld, and Paris (2004) dan kuesioner school climate yang disusun berdasarkan teori Thapa, Cohen, Higgins-D’Alessandro, and Guffey (2013). Data penelitian yang diperoleh kemudian dianalisis menggunakan uji regresi linier sederhana dengan bantuan SPSS versi 20. Hasil yang diperoleh adalah school climate berpengaruh dalam meningkatkan school engagement (? = 0,625, R2 = 0,390 and p = 0,000). School climate juga berpengaruh dalam meningkatkan tiga tipe school engagement, yaitu behavioral engagement (? = 0,503, R2 = 0,253 dan p = 0,000), emotional engagement (? = 0,596, R2 = 0,356 dan p = 0,000), dan cognitive engagement (? = 0,425, R2 = 0,204 dan p = 0,000). Berdasarkan hasil penelitian, peneliti mengajukan saran bagi peneliti selanjutnya untuk meneliti variabel lain seperti teacher support, peer support, individual needs, dan lain-ain yang dapat berpengaruh pada school engagement. Peneliti juga menyarankan kepada pihak sekolah, baik kepala sekolah atau guru untuk dapat menciptakan school climate yang lebih positif. Kata kunci: school climate, school engagement, siswa

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Art-based methods: Theatre Teaches and Business Theatre

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9249 ◽

2019 ◽

Author(s):

Mariasole Bannò ◽

Giorgia Maria D'Allura

Keyword(s):

Scientific Collaboration ◽

Soft Skills ◽

Cognitive Engagement ◽

Technical Skills ◽

Emotional Engagement ◽

Behavioral Engagement ◽

Job Market ◽

Innovative Method

The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.

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The Influence of Video Format on Engagement and Performance in Online Learning

Brain Sciences ◽

10.3390/brainsci11020128 ◽

2021 ◽

Vol 11 (2) ◽

pp. 128

Author(s):

Sergej Lackmann ◽

Pierre-Majorique Léger ◽

Patrick Charland ◽

Caroline Aubé ◽

Jean Talbot

Keyword(s):

Student Performance ◽

Cognitive Engagement ◽

Emotional Engagement ◽

Emotional States ◽

Lecture Capture ◽

Improved Performance ◽

And Performance ◽

Subject Experiment ◽

The Impact ◽

Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

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How Do Instant Messages Reduce Psychological Withdrawal Behaviors?—Mediation of Engagement and Moderation of Self-Control

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18062983 ◽

2021 ◽

Vol 18 (6) ◽

pp. 2983

Author(s):

Xia Jiang ◽

Jing Du ◽

Tianfei Yang ◽

Yujing Liu

Keyword(s):

Instant Messaging ◽

Cognitive Engagement ◽

Time Instant ◽

Self Control ◽

Emotional Engagement ◽

Short Text ◽

Mediating Role ◽

Withdrawal Behaviors ◽

The Relationship

Enabling people to send and receive short text-based messages in real-time, instant messaging (IM) is a communication technology that allows instantaneous information exchanges. The development of technology makes IM communication widely adopted in the workplace, which brings a series of changes for modern contemporary working life. Based on the conservation of resource theory (COR), this paper explores the mechanism of workplace IM communication on employees’ psychological withdrawal, and investigates the mediating role of work engagement in the relationship and the moderating role of self-control. Using the experience sampling method (ESM), a 10-consecutive workdays daily study was conducted among 66 employees. By data analysis of 632 observations using SPSS and HLM, results found that: (1) IM demands had a positive relation with emotion and cognitive engagement. (2) Emotion and cognitive engagement were negatively correlated with psychological withdrawal. (3) Emotion and cognitive engagement mediated the relations of IM demands and psychological withdrawal. (4) Self-control moderated the relationship between emotional engagement and psychological withdrawal.

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