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

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

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

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).

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.

scholarly journals Pengaruh school engagement, locus of control, dan social support terhadap resiliensi akademik remaja

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Ika Rahayu Satyaninrum
Keyword(s):  
Social Support ◽  
Locus Of Control ◽  
School Engagement ◽  
Perceived Social Support ◽  
Cognitive Engagement ◽  
Academic Resilience ◽  
Behavioral Engagement ◽  
External Scale

Penelitian ini dilakukan untuk mengukur school engagement, locus of control, dan dukungan sosial terhadap resiliensi akademik remaja. Sampel penelitian berjumlah 214 siswa usia 15-18 tahun. Data diperoleh melalui pengisian skala, untuk mengukur resiliensi akademik, skala Academic Resilience Inventory diadaptasi, sedangkan pengukuran school engagement, skala School Engagement Measured diadaptasi, pengukuran locus of control, skala The Internal-External Scale diadaptasi, dan pengukuran dukungan sosial dalam penelitian ini skala The Multidimensional Scale of Perceived Social Support diadaptasi. Analisis data yang digunakan adalah analisis regresi berganda. Hasil penelitian menunjukkan bahwa ada pengaruh bersama yang signifikan dari school engagement, locus of control dan dukungan sosial terhadap resiliensi akademik remaja. Proporsi varians dari resiliensi akademik pada remaja yang dijelaskan oleh semua variabel independen adalah sebesar 9.8%. Variabel yang menunjukkan kecenderungan positif paling dominan dan secara signifikan memengaruhi resiliensi akademik remaja adalah behavioral engagement dan cognitive engagement.

Peer relationships as a context for the development of school engagement during early adolescence

2011 ◽  
Vol 35 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Yibing Li ◽  
Alicia Doyle Lynch ◽  
Carla Kalvin ◽  
Jianjun Liu ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Peer Relationships ◽  
Peer Support ◽  
Peer Relations ◽  
Early Adolescence ◽  
School Engagement ◽  
Linear Models ◽  
Emotional Engagement ◽  
Family Socioeconomic Status ◽  
Using Data

Using data from 1,676 youth who participated in three waves (Grades 6 to 8) of the longitudinal, 4-H Study of Positive Youth Development, we tested two series of hierarchal linear models to examine the role of peer support, associating with ‘‘problem-behaving’’ friends, and bullying involvement in the development of behavioral and emotional school engagement during early adolescence. Results indicated peer support positively predicted behavioral and emotional school engagement, whereas associating with problem-behaving friends and bullying involvement were negatively associated with both aspects of school engagement. When students were older, the positive influences of positive peer support on emotional engagement appeared stronger. Similarly, the negative influences of associating with problem-behaving friends on behavioral engagement became more detrimental over time. While girls and youth of higher family socioeconomic status (SES) tended to be more behaviorally and emotionally engaged than boys and youth from less advantaged families, the influences of time and peer relationships on school engagement were not different for boys and girls or for youth with different family SES backgrounds. Implications for understanding peer relations as a context for promoting school engagement are discussed.

scholarly journals The educational power of humor on student engagement in online learning environments

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Fatih Erdoğdu ◽  
Ünal Çakıroğlu
Keyword(s):  
Online Learning ◽  
Mixed Method ◽  
Cognitive Engagement ◽  
Positive Influence ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Online Learning Environments ◽  
Course Materials ◽  
Significant Difference ◽  
University Course

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.

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

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.

scholarly journals Interactions between emotional and cognitive engagement with science on YouTube

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.

scholarly journals STUDENTS' ENGAGEMENT AND THEIR PERFORMANCES IN MATHEMATICS

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

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

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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