scholarly journals Raising Students’ Cognitive Engagement Intention in a Preliminary IS Course Using Gamification

2018 ◽  
pp. 81-95
Author(s):  
Mathupayas Thongmak
Keyword(s):  
Cognitive Engagement

An Investigation of Faculty Members' Engagement in Saudi Arabia

2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED
Keyword(s):  
Employee Engagement ◽  
Faculty Perceptions ◽  
Cognitive Engagement ◽  
Faculty Members ◽  
University Administrators ◽  
Point Scale ◽  
Policy Makers ◽  
Efficiency And Effectiveness ◽  
The University ◽  
The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

Understanding the Obstacles to Uptake of Intervention Programmes and Services for Persons with Dementia

2020 ◽  
Vol 17 (6) ◽  
pp. 526-533
Author(s):  
Ha N.H. Lien ◽  
Emily J. Koh ◽  
Philip L.K. Yap
Keyword(s):  
Medical Records ◽  
Cognitive Engagement ◽  
Functional Improvement ◽  
Related Factors ◽  
Related Services ◽  
Phone Calls ◽  
Information Session ◽  
Adequate Information ◽  
Care At Home

Background: Utilisation of intervention programmes and services for Persons with Dementia (PWD) has been generally modest despite the growing numbers. One reason has been the lack of knowledge about dementia and information on such services. Objective: We sought to close this gap by providing caregivers with an information session about dementia and the importance and availability of related services. We explored the uptake of intervention programmes and services and reasons for non-uptake thereafter. Methods: Two hundred and seventy-five PWD and caregiver dyads attended the Dyad Education and Empowerment Programme (DEEP). At the DEEP, while caregivers underwent an information session, PWD were assessed by a multidisciplinary team on their need and suitability for programmes and services such as daycare, cognitive engagement programmes and physical rehabilitation. The dyads then received individualized recommendations on the appropriate services, if any. Follow-up through medical records review and phone calls was conducted one month after DEEP to ascertain if the dyads had acted upon the recommendations and if not, what difficulties they encountered. Results: One hundred and eleven PWD received recommendations, of which 40 (36.0%) agreed and enrolled in the services while 71 (64%) declined. Thematic analysis of the reasons for non-uptake revealed 3 themes: PWD-related factors (e.g., refusal, functional improvement or decline), caregiverrelated factors (adequacy of care at home, other care arrangements), and service-related factors (e.g., cost, timing). Conclusion: Despite adequate information, there are other reasons for non-uptake of dementia- related services, some of which should be addressed to improve service updates and to provide better care for PWD.

scholarly journals Late-Night Use of Social Media and Cognitive Engagement of Female Entrepreneurs: A Stressor–Strain–Outcome Perspective

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110376
Author(s):  
Fakhar Shahzad ◽  
Adnan Abbas ◽  
Adnan Fateh ◽  
Raja Suzana Raja Kasim ◽  
Kashif Akram ◽  
...  
Keyword(s):  
Social Media ◽  
Structural Equation ◽  
Online Survey ◽  
Cognitive Engagement ◽  
Equation Modeling ◽  
Negative Consequences ◽  
Female Entrepreneurs ◽  
Late Night ◽  
Use Of Social Media ◽  
Outcome Perspective

The excessive use of social media is an emerging phenomenon with several negative consequences in an entrepreneurial context. Based on the stressor–strain–outcome paradigm, this research aims to unveil the following: that social media late-night usage can affect two psychological strains (life invasion and technostress) among female entrepreneurs and thus influence their behavioral outcome (cognitive engagement). This study empirically tested the proposed mediation model using an online survey of 225 female entrepreneurs from the small- and medium-sized enterprise sector. A partial least squares structural equation modeling (PLS-SEM) was implemented to obtain the results. The findings indicate that late-night social media usage significantly raises life invasion and technostress among female entrepreneurs. Moreover, internal strains (life invasion and technostress) reduce female entrepreneurs’ cognitive engagement and significantly mediate the association between late-night use of social media and entrepreneurial cognitive engagement. This study draws associated practical and theoretical contributions based on findings, which were not previously discussed.

Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname

2021 ◽  
pp. 009579842110076
Author(s):  
Elif Dede Yildirim ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Early Literacy ◽  
Ethnic Groups ◽  
Cognitive Engagement ◽  
Sociodemographic Factors ◽  
Literacy Skills ◽  
Sociodemographic Predictors ◽  
Multiple Indicator ◽  
Children's Literacy ◽  
Cultural Ecological ◽  
Paternal Engagement

Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname ( N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

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

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).

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

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.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

The Multidimensionality of School Engagement and Math Achievement among Racial Groups

2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Daniel T. Sciarra ◽  
Holly J. Seirup
Keyword(s):  
School Counselors ◽  
American Indians ◽  
School Engagement ◽  
Math Achievement ◽  
School Achievement ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Professional School ◽  
Racial Groups ◽  
Cognitive Construct

The study in this article employed a multidimensional (behavioral, emotional, and cognitive) construct of school engagement to examine its relationship to school achievement in mathematics across the five major racial groups. The sample included 115 American Indians, 486 Asians, 1, 551 Blacks, 1, 682 Latinos, and 7, 554 Whites who participated in the Educational Longitudinal Study (2002-2004). Data were analyzed using a multiple regression analysis for each of the five racial groups. Behavioral and cognitive engagement accounted for much more of the variance in math achievement scores than did emotional engagement. Ways in which professional school counselors can promote these kinds of engagement are discussed.

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