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

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.

Preventing School Failure and School Dropout

This chapter focuses on strengths-based approaches to preventing school failure and dropout. The underlying assumption is that the most effective way to prevent school failure is to simultaneously enhance school completion by building social and emotional skills and enhancing both academic and vocational development. A tiered model is used to introduce prevention strategies for all students, remediation for students who are at risk, and recovery of those who have dropped out. The first tier encompasses schoolwide interventions that increase student engagement and promote student aspirations. The second tier involves targeted prevention programs for students who are at increased risk of school failure. The final tier is designed to provide high-risk students and those who have dropped out the support they need to transition back into school or alternative programs. School failure is a complex problem that requires tiered models of services to effectively deliver comprehensive programming options.

College Student Aspiration as a Motivation for Engagement: The Road to Academic Success?

Student retention has not changed in almost 40 years despite the plethora of attention. Maybe it is time to look at it differently. The study examines the relationships of parental education level, educational aspirations, and engagement. The National Survey of Student Engagement data were used in the analyses, but it raised questions about the nature of engagement. Results showed a shift from traditional thinking. Parental education levels, student aspirations, and engagement are not necessarily linked. Implications suggest that with each new generation, there are a different set engagement values. Future research should examine how engagement is conceptualized and its relationship to retention.

Aspirations, considerations and processes: Songwriting in and for music education

This article examines an undergraduate songwriting course offered at tertiary level. The article begins by providing a contemporary context for the song and songwriting processes. In doing so, it considers various definitions of song and of songwriting. These considerations provide context for the course development and its subsequent implementation. The associated research explores student motivations and objectives for undertaking the course and for engaging in songwriting more broadly. In addition to identifying a range of student aspirations, findings confirmed a diversity of musical abilities, instrumentation choices and songwriting processes among participants. Such diversity in creative modes reflects the need for educators to consider a range of songwriting processes and components. The article concludes by further considering how songwriting accounts for individualized creative expression in music education.

PEMANFAATAN MEDIA SOSIAL DALAM PENYAMPAIAN ASPIRASI MAHASISWA

This study aims to examine the use of social media in the delivery of student aspiration. Using a qualitative approach to the data collection techniques performed with primary data obtained by direct observation and the observation depth interviews with informants. While it is used with the photo documentation of secondary data field notes, journals, papers, and articles online. Data analysis techniques used to gather research data that is complete, reducing the data to focus on research, data presentation and conclusion. the results are confirmed the validity of the data by using the technique of triangulation. Informants were students who use social media Facebook Ilmu komunikasi Unras for give aspirations. The results showed tlat the use of social media in the delivery of student aspirations through'a Facebook Ilmu komunikasi Unras is also a concern of students and student participation to provide a solution to the problems faced by students. Meanwhile, based on thetheory of Cyber Community mown that the formation community Facebook Ilmu komunikasi Unras due to the same status as a student member ilmu komunikasi unras and becomes a means of delivering the aspirations of students.