scholarly journals Creating a Supportive Classroom Environment Through Effective Feedback: Effects on Students’ School Identification and Behavioral Engagement

2021 ◽  
Vol 6 ◽  
Author(s):  
Vera Monteiro ◽  
Carolina Carvalho ◽  
Natalie Nóbrega Santos
Keyword(s):  
Student Engagement ◽  
Classroom Environment ◽  
Grade Level ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Multilevel Regression ◽  
Effective Feedback ◽  
School Identification ◽  
Individual Perceptions ◽  
Perceptions Of Teachers

Previous research revealed the connection between students’ behavioral and emotional engagement and a supportive classroom environment. One of the primary tools teachers have to create a supportive classroom environment is effective feedback. In this study, we assessed the supportive classroom environment using the perception shared by all students from the same classroom of teachers’ use of effective feedback. We aimed to explore the effect of such an environment on students’ behavioral engagement and school identification. Using a probabilistic sample of 1,188 students from 75 classrooms across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with random intercept and fixed slopes. We explored the effects of both individual perceptions of teachers’ use of effective feedback and the supportive classroom environment on student engagement. The analyses identified that students who perceived that their teachers use more effective feedback had a higher level of behavioral engagement and school identification. Once we controlled the effects of these individual perceptions of teachers’ effective feedback, we still observed the effect of a supportive classroom environment on student engagement. So, in classrooms where teachers used more effective feedback creating a supportive classroom environment, students had higher school identification and behavioral engagement levels, regardless of their individual perceptions of teachers’ feedback. The association between variables remained significant even after controlling students’ characteristics (gender, nationality, mother’s level of education, history of grade retention) and classroom characteristics (grade level, type of school, number of students at grade level). Our findings support the potential of teachers’ feedback practices to foster students’ school identification and behavioral engagement to build a more inclusive school environment and value students’ diversity.

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.

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.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

scholarly journals All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

2020 ◽  
Author(s):  
Katharina Schnitzler ◽  
Doris Holzberger ◽  
Tina Seidel
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Self Concept ◽  
Emotional Engagement ◽  
School Students ◽  
Post Test ◽  
High Engagement ◽  
Better Than

Abstract Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals An Integrative Model of Teacher Education: Educating Teaching Knowledge and Social, Cognitive and Affective Skills

2020 ◽  
Author(s):  
Matthew James Hirshberg
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Effective Teaching ◽  
Classroom Environment ◽  
Empirical Work ◽  
Developmental Model ◽  
Integrative Model ◽  
Teaching Behaviors ◽  
Teaching Knowledge ◽  
Social And Emotional

Teacher quality explains more variance in student outcomes than any other school-based factor. An effective teaching corps is vital in order to improve educational outcomes, but effective teaching is complex. Effective teachers adaptively regulate the classroom environment, promoting safe, organized learning contexts that promote student engagement and are sensitive to the academic, social and emotional needs of students. Research has illuminated teaching behaviors that optimize student engagement and learning, but little theoretical or empirical work has explicated the antecedents that allow for these behaviors to emerge. Without identifying and then educating these antecedents, teachers can learn about effective practices without being able to enact them. In this review, core antecedent skills involved in teaching are identified, operationalized and disaggregated from teaching knowledge and from the teaching behaviors that are recognized as effective forms of practice. A novel developmental model for teacher education that marries the cultivation of knowledge with skills is proposed.

scholarly journals Validation of Measures of Academic Self-Handicapping Behavior and Student Engagement on Muslim University Students

2015 ◽  
Vol 3 (2) ◽  
pp. 131-163
Author(s):  
Hafsa Mzee Mwita ◽  
Syed Alwi Shahab
Keyword(s):  
Student Engagement ◽  
Cognitive Engagement ◽  
Reciprocal Relationship ◽  
The Self ◽  
Emotional Engagement ◽  
Validity And Reliability ◽  
Muslim Population ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
Engagement Scale

As a preliminary step to studying the reciprocal relationship between student engagement and academic self-handicapping, the present study had the aim of validating two key instruments on the target non-western population. The two instrruments in question were 1)  the Self-Handicapping Questionnaire (SHQ 2011), and 2) the Student Engagement Questionnaire (SEQ 2011)  which consists of i) the Emotional Engagement Scale, ii) the Behavioral Engagement Scale, and iii) the Cognitive Engagement Scale. We wanted to discover the psychometric properties of these instruments when used on an Asian  Muslim population, in a predominantly Muslim setting. Principal Components Analysis (PCA) and Confirmatory Factor Analysis (CFA) were employed. Results indicated that both measures had adequate validity and reliability when used on a Muslim population.   Abstrak:     Kajian ini bertujuan untuk mengesahkan dua instrumen utama atas penduduk sasaran - bukan Barat sebagai langkah awal untuk mempelajari hubungan timbal balik antara penglibatan pelajar dan kelakuan akademik handicapping diri. Dua instrumen tersebut adalah 1) Soal selidik Self-Handicapping (SHQ 2011), dan 2) soal selidik penglibatan pelajar (SEQ 2011) yang terdiri daripada i) skala penglibatan emosi, ii) skala penglibatan tingkah laku dan kognitif, dan iii) skala penglibatan. Penyelidik ingin mengetahui ciri-ciri psikometrik instrumen-instrumen tersebut apabila digunakan ke atas umat Islam di Asia, dalam suasana yang kebanyakannya beragama Islam. Analisis komponen utama (PCA) dan analisis faktor pengesahan (CFA) telah digunakan. Keputusan menunjukkan bahawa kedua-dua instrumen memenuhi keesahan dan kebolehpercayaan apabila digunakan ke atas penduduk Islam. 

scholarly journals The Influence of Student Engagement Towards Learning Achievement of School of Communication and Business Telkom University

2020 ◽  
Vol 3 (1) ◽  
pp. 13-21
Author(s):  
Intan Tamara Febrinzky
Keyword(s):  
Regression Analysis ◽  
Student Engagement ◽  
Descriptive Analysis ◽  
Linear Regression Analysis ◽  
Cognitive Engagement ◽  
Sampling Technique ◽  
Emotional Engagement ◽  
Simple Linear Regression ◽  
Learning Achievement ◽  
Analysis Techniques

This study aims to determine the effect of student engagement on student achievement in the Faculty of Communication and Business, Telkom University. The aspects studied were cognitive engagement, emotional engagement and behavioral engagement in terms of student engagement. And the value of GPA for learning achievement. The method in this study uses descriptive analysis techniques with simple linear regression analysis. To collect the sample using incidental sampling technique through a questionnaire. This questionnaire was distributed to 361 students of the Faculty of Communication and Business Telkom University. From the results of tests conducted, it is found that there is a relationship between student engagement on learning achievement. Where this relationship is perfectly positive correlation. And there is no significant effect between student engagement on learning achievement.

scholarly journals The relationship between school climate and students’ engagement at school

2020 ◽  
Vol 52 (2) ◽  
pp. 233-274
Author(s):  
Dejan Djordjic
Keyword(s):  
High School Students ◽  
School Climate ◽  
Student Engagement ◽  
Emotional Engagement ◽  
School Life ◽  
School Students ◽  
Teacher Student ◽  
Climate Scale ◽  
Novi Sad ◽  
The Relationship

The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.

Sign in / Sign up

Export Citation Format

Share Document