Gotowe bibliografie tematyczne / Student engagement and motivation

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Gotowa bibliografia na temat „Student engagement and motivation”

Autor: Grafiati

Data publikacji: 29 lipca 2024

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Student engagement and motivation"

Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra i Cokorda Gede Putra Yudistira. "THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT". TEFLIN Journal: A publication on the teaching and learning of English 33, nr 1 (12.05.2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.

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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.

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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION". Pacific International Journal 7, nr 1 (15.02.2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.

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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.

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Felkey, Amanda J., Eva Dziadula i Eric Chiang. "Competition, Motivation, and Student Engagement". AEA Papers and Proceedings 113 (1.05.2023): 508–13. http://dx.doi.org/10.1257/pandp.20231047.

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We consider the gamification aspect of a technology that delivers small daily tasks to students to analyze how competition motivates engagement. We randomly assigned 400 students into teams of up to 10, who compete by committing to the daily task and then acknowledging their completion later in the day. Using data collected from the leaderboard, we test whether student engagement with respect to competition varies systematically by gender and by the level of anonymity. Not surprisingly, being ranked in the top three is highly motivating. However, among lower-ranked students, male students tend to disengage when usernames are not anonymous.

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Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard i Jason Last. "Supporting students’ transition into higher education: Motivation enhancement strategies". ACCESS: Contemporary Issues in Education 42, nr 1 (2.03.2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.

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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.

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Magtubo, Rc Yhobel V., Jerica Joyce Banal, Vincent Alex D. Abregado, Ronald Allan Carlo S. Chavez i Justin Vianey Mercado Embalsado. "MEDIATION OF STUDENT INTRINSIC MOTIVATION BETWEEN ONLINE LEARNING ENVIRONMENT AND STUDENT ENGAGEMENT". International Journal of Education 15, nr 2 (30.08.2022): 119–28. http://dx.doi.org/10.17509/ije.v15i2.51478.

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The shift to a full online learning environment (OLE) introduces new challenges which affect the motivation and engagement of students. This study investigates the relationship between the online learning environment and online student engagement as mediated by intrinsic motivation. The self-system model of motivational development (SSMMD) was used as the framework of the study. The researchers hypothesized that intrinsic motivation will partially mediate the relationship between the online learning environment (OLE) and online student engagement (OSE). 255 college students completed the survey. GLM mediation analysis was conducted using JAMOVI. Our analysis shows that the online learning environment significantly predicts online student engagement (β = 0.553, p001). A decrease in regression weight with the direct effect was observed with the inclusion of intrinsic motivation as a mediator (β = .430, p.001). Even with the inclusion of intrinsic motivation, the direct effect of OLE on OSE remained significant. The indirect effect was also significant using the Corrected bias bootstrap percentile with 1000 repetitions (β = 0.127, p = 0.002, 95% CI [0.0245, 0.103]). Findings support the hypothesized partial mediation of intrinsic motivation between OLE and OSE.

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Rohmah, Nur. "A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement". Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, nr 3 (20.09.2022): 655. http://dx.doi.org/10.33394/jk.v8i3.5779.

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The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation strengthens the effect of gamification and student engagement on student achievement. This study confirms that the gamification process in the learning process enhances the interaction between students. Research indicates that relevant gamification is implemented in vocational-based schools. Research demonstrates that motivational gamification has a critical role in increasing student achievement. Schools can adopt gamification methods to improve student learning abilities and achievement so that vocational schools acquire skilled students.

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Haw, Law Hui, Sabariah Bte Sharif i Crispina Gregory K. Han. "Predictors of Student Engagement in Science Learning: The Role of Science Laboratory Learning Environment and Science Learning Motivation". Asia Pacific Journal of Educators and Education 37, nr 2 (30.12.2022): 225–45. http://dx.doi.org/10.21315/apjee2022.37.2.11.

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Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.

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Saputra, Dedi. "The Influence of Interactive Learning Media Usage on Student Learning Motivation in Islamic Religious Education at Elementary Schools". Jurnal Ar Ro'is Mandalika (Armada) 3, nr 1 (12.03.2024): 29–38. http://dx.doi.org/10.59613/armada.v3i1.2842.

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In the realm of elementary education, particularly in the context of Islamic Religious Education (IRE), the integration of interactive learning media has emerged as a promising strategy to enhance student engagement and motivation. This study investigates the impact of utilizing interactive learning media on student learning motivation in IRE at the elementary level. Employing a qualitative approach, this research conducts an extensive literature review and library research to explore existing studies, theories, and models related to interactive learning media and student motivation. The findings reveal that the integration of interactive learning media in IRE instruction positively influences student learning motivation. Interactive media, such as educational games, multimedia presentations, and virtual simulations, offer dynamic and engaging learning experiences, stimulating students' interest and intrinsic motivation. Furthermore, interactive learning environments provide opportunities for active participation, collaboration, and personalized learning, catering to diverse learning styles and preferences among elementary students. The utilization of interactive media fosters a sense of autonomy, competence, and relatedness, which are key components of self-determination theory and motivational frameworks. This heightened motivation leads to increased attentiveness, enthusiasm, and persistence in learning IRE topics. The implications of these findings underscore the importance of integrating interactive learning media into IRE pedagogy to cultivate a supportive and motivating learning environment for elementary students. This research contributes to the existing literature by highlighting the significant role of interactive media in promoting student motivation and engagement in religious education contexts.

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Setiamurti, Astri, Rose Mini Agoes Salim, Frieda Maryam Mangunsong, Shahnaz Safitri, Atikah Ainun Mufidah i Maridha Normawati. "Academic Motivation, Perceived Creativity Fostering Teacher Behavior, and Student Engagement in Online Statistics Course of Indonesian Undergraduates: An Investigation of Relations and Predictability". Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 9, nr 2 (31.05.2023): 421. http://dx.doi.org/10.33394/jk.v9i2.7511.

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This study aims to analyze the relationship and influence of academic motivation and perceived creativity fostering teacher behavior (P-CFTB) on student engagement in Statistics online learning courses in Indonesia. The research used a cross-sectional design study with a quantitative approach. Three standardized scales (academic motivation scale, perceived creativity fostering teacher index, and university student engagement inventory) were filled out by 533 psychology undergraduates who participated. All data were analyzed statistically by descriptive, correlational, and multiple linear regression tests. The results show that academic motivation and student engagement, P-CFTB and student engagement were related moderately and positively (r = 0.582, r = 0.593; p < .001, respectively). Furthermore, academic motivation and P-CFTB simultaneously affected students’ learning engagement by 48%. The result shows that when students’ academic motivation is combined with creativity fostering teacher behavior, student engagement in online learning increases.

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NAYIR, Funda. "The Relationship between Student Motivation and Class Engagement Levels". Eurasian Journal of Educational Research 17, nr 71 (20.10.2017): 59–78. http://dx.doi.org/10.14689/ejer.2017.71.4.

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Rozprawy doktorskie na temat "Student engagement and motivation"

Sjöberg, Joakim, i Oliver Reinhard. "Att engagera sig eller att inte engagera sig : En studie om vilka informationskanaler och motivationsfaktorer som påverkar studenters val gällande föreningsengagemang". Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45130.

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Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery deficiencies and problems within the association. The pressure to engage in HHUS is compared with other financial organizations around the country very low. This led us to consider why this is the case. From experience we know that communication between the association and its members are not functioning optimally. Communication itself is essential for motivating students and for that motivation should be high for the students to experience good quality on the engagement. The purpose of this study is to identify lines of communication and motivational factors that affect students who are members of HHUS to get involved or not. By demonstrating and explaining any shortcomings of this study, we show how these deficiencies affect engagement in HHUS. In carrying out this study we have used the theories in communication, motivation and service quality. The study has been conducted in an objective manner with a positivistic approach. Through a deductive research approach with elements of induction, we start from theories in the above areas that concern our problem. Based on these theories, we have created a questionnaire that we distributed to all members of the HHUS group at Facebook, 113 of them completed the questionnaire. Based on the collected data received the survey have been analyzed by using SPSS. Our study shows that the communication channels that work least well for HHUS is the plasma screen, closely followed by the website. Best working channels was communication through Facebook and friends. We also discovered weakness in communication between HHUS and their members, which affects the ability to motivate students. What motivates students to become involved proves to be both to develop personally, but also to sharpen their resume. The biggest reason that students choose not to get involved is because they perceive the work environment within HHUS to be bad. Finally, we also examined how the quality of service commitment HHUS delivers. Through the use of a gap analysis, we investigated whether there were any deficiencies in the service. There has revealed that HHUS not really know what students want to engage in and as a result of this, they are also poor at adapting their entries by students' preferences.

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Aardema, Thomas P. "Student Engagement in LDS Seminaries". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1464.

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This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.

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Doucet, Richard John. "Student engagement : understanding the science and the stories of motivation". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99368.

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This thesis is a third-grade teacher's examination of student engagement. The promotion of student engagement is an important issue for teachers and educational researchers since engagement is considered essential for learning to occur. The purpose of this study was to identify and discuss several classroom contexts in which students motivate themselves for engagement, that is, to behave, feel, and think in ways that relate positively to school and learning. The method chosen was self-study, which is a form of narrative inquiry, whereby the author used memory work to recall and reflect on his childhood and professional experiences of student engagement. The insights gained and the issues raised from this inquiry are organised around three key themes: relationships, meaningful instruction, and goal orientation. Connections are made between the author's childhood and teacher experiences, and these experiences are linked to empirical and theoretical research on student motivation in classroom settings.

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Ward, Sarah Elizabeth. "The Impact of Blended Learning on Student Motivation, Engagement and Achievement". Wittenberg University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1561715675863705.

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Echeverria, Roy Arnon. "School Engagement: Testing the Factorial Validity, Measurement, Structural and Latent Means Invariance between African American and White Students". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30078.

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This study was designed to accomplish three main objectives. The first objective was to test the hypothesis that school engagement is a multidimensional construct with three factors: behavioral, emotional, and cognitive or academic engagement. The second objective was to test for invariance of the measurement and factorial structures of school engagement across white and African-American students. And the third objective of the study was to test for invariance of the latent mean structures of school engagement across white and African-American students. In order to accomplish the objectives of the study a step by step approached, using structural equation modeling, was followed. First, the best fitting model of school engagement for both white and African American students were identified. Second, invariance of the number of underlying factors of school engagement across white and African-American students was tested. Third, invariance of factor loadings across the two racial/ethnic groups was tested. Fourth, invariance of the factor variances and covariances was tested. Fifth, latent mean structures of school engagement between white and African-American were compared. Finally, the results of the calibrating sample were cross-validated with the second half of the sample. Results from this study produced consistent support for a three-factor model of school engagement and without cross-loadings to other dimensions of school engagement. However, some parameters including factor loadings, factor variances and latent means were found non-invariant across white and African American students. African American students rated themselves statistically significantly higher on emotional engagement than white students. In addition, weaknesses in the measurement model especially the reliability coefficients of observed indicators and variance accounted for by the latent factors were identified. Cognitive engagement proved to be the most difficult to measure among all three dimensions of school engagement. Finally, analysis of the cross-validating sample produced some important differences which included one additional non-invariant factor loading, one factor covariance, and one additional latent mean difference between white and African American students.
Ph. D.

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Munz, Stephan Georg. "Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96546.

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Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and practitioners, the vast number of motivational theories, principles, and strategies can seem overwhelming and confusing. Consequently, there is a need for providing more holistic frameworks to coaches and practitioners that not only summarize the essential findings of motivation research but also make the information more understandable and applicable in practical settings. The purpose of this study is to present and test the MUSIC Model of Motivation as a framework that can be applied in performance environments by coaches and practitioners to improve athletes' motivation, engagement, and ultimately, performance. The dissertation includes three related studies. First, I conducted a systematic content analysis to support the application of the MUSIC Model in sports. I analyzed 13 books in the realm of sport psychology and coaching. Results showed strong evidence that the underlying principles and theories of the MUSIC Model are represented in the sports literature, which supports the application of the model as a holistic framework for coaches. For the second study, Brett Jones and I developed a motivation inventory for athletes by modifying an existing motivation inventory for use with athletes. I collected data from student athletes at a large public university and conducted Exploratory Factor Analysis (EFA) with Principal Axis Factoring and Promax Rotation to examine the factor structure of the inventory scales. I used the results of the EFA to make changes to the inventory. Subsequently, I conducted a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The fit indices for the CFA demonstrated reasonably good fit to the results, which confirmed the five-factor structure of motivation inventory. Reliability analysis based on Cronbach's alpha showed very good results with alpha ratings ranging between .84 and .94. Overall, the findings provided validity evidence for the produced scores of the MUSIC® Athletic Inventory with student-athletes.
Ph. D.

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Moye-Weaver, Elizabeth. "Motivational Strategies and Student Engagement in a Blended German Course". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9233.

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Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.

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Tyler, Jessica O'Brien Pruitt. "The impact of strengths-based development on student engagement". Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-08072006-120824/unrestricted/tyler.pdf.

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Peterson, Polly. "Three Non-Cognitive Factors Influencing Persistence of Student-Athletes: Motivation, Engagement, and Grit". Diss., North Dakota State University, 2017. http://hdl.handle.net/10365/25956.

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Pressure to enroll and support students who will persist to graduation has become increasingly intense. Traditional measures such as ACT and GPA do not tell a complete story; consequently, significant interest in non-cognitive factors that contribute to success has evolved. More needs to be done however, to study unique populations of students whose circumstances differ from the general student. One such population are student-athletes who face competing demands for their time and talent, thus requiring certain non-cognitive characteristics that differ from general students. Therefore, the purpose of this study was to examine non-cognitive factors that impact persistence of student-athletes at a private, Midwestern university. Using a path model, the relationship between three motivational subscales, engagement, grit and persistence were examined, and whether these factors varied by race, gender or sport. Three instruments included in this study were the SAMSAQ, the IIR-S, and the Grit-S scale. Results revealed that the grit scale did not achieve internal consistency; therefore, analysis of this data was not discussed. The remaining factors revealed that Academic Motivation, Student-Athletic Motivation, and Engagement did not predict Persistence, but that Academic Motivation (? = .33, p < .001) and Student-Athletic Motivation (? = .31, p < .001) predicted Engagement. Career-Athletic Motivation revealed a significant negative relationship to Persistence (? = -.19 p < .001). Eliminating all non-significant paths, step-wise analysis revealed that Engagement predicted Persistence (? = .15, p < .05) and mediated a significant indirect relationship between Academic (? = .05, p < .05) and Student-Athletic Motivation (? = .05, p < .05) and Persistence. These results suggest that student-athletes with academic interests are more likely to engage in educationally purposeful activities that contribute to persistence, but as student-athletes become more interested in career athletics, their likelihood of persisting in a timely manner decreases. Results also revealed significant differences in Motivation and Persistence by gender, race and sport. Male and non-white student-athletes had higher Student-Athletic and Career Athletic Motivation scores and demonstrated a significant difference in their Persistence scores suggesting that student-athletes who are more interested in achieving success athletically may not persist on time, if at all.

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Dreher, Adam. "The effects of authentic based instruction on long term retention and application, student engagement, and student motivation". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6812.

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This research attempted to determine if there was a benefit to authentic based instruction over traditional lecture based instruction. Two units were taught in the Social Studies curriculum area, the first using lecture based instruction and the second using authentic based instruction. Subject matter retention tests were given three weeks after each unit to determine subject matter retention as well as the student's ability to apply the retained knowledge to new ideas and problems. Student engagement and motivation data were also collected to help determine the effects of authentic instruction on all these areas of student performance. It was determined that authentic instruction did create a positive influence on subject matter retention, student engagement, and student motivation, but did not have an effect on the student's ability to apply the learned knowledge. It was recommended that further study be done on other specific aspects of authentic learning and the effects that can be elicited. Keywords: authentic learning, student engagement, student motivation
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Książki na temat "Student engagement and motivation"

Zajda, Joseph. Engagement, Motivation, and Students’ Achievement. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61613-6.

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Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.

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Barkley, Elizabeth F. Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass, 2010.

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Feber, Jane. Student engagement is FUNdamental: Building a learning community with hands-on activities. Gainesville, Fla: Maupin House Pub., 2011.

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Willms, Jon Douglas. Student engagement at school: A sense of belonging and participation : results from PISA 2000. Paris: OECD, 2003.

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National Center for Education Statistics, red. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Finn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Finn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Finn, Jeremy D. School engagement & students at risk. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Części książek na temat "Student engagement and motivation"

Hermida, Julian. "Motivation and Student Engagement". W Teaching Law and Criminal Justice through Popular Culture, 55–75. First edition.: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003084204-6.

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Fleming, Robert S. "Student Engagement, Motivation, and Empowerment". W Preparing for a Successful Faculty Career, 59–61. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-50161-6_13.

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Macklem, Gayle L. "Student Engagement, Motivation, and Active Learning". W Preventive Mental Health at School, 41–68. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_3.

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Bempechat, Janine, David J. Shernoff, Shira Wolff i Hannah J. Puttre. "Parental Influences on Achievement Motivation and Student Engagement". W Handbook of Research on Student Engagement, 403–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_19.

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Skinner, Ellen A., i Kristen E. Raine. "Unlocking the Positive Synergy Between Engagement and Motivation". W Handbook of Research on Student Engagement, 25–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_2.

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Bempechat, Janine, i David J. Shernoff. "Parental Influences on Achievement Motivation and Student Engagement". W Handbook of Research on Student Engagement, 315–42. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_15.

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Scales, Peter C., Kent Pekel i Benjamin J. Houltberg. "Developmental Relationships and Student Academic Motivation: Current Research and Future Directions". W Handbook of Research on Student Engagement, 257–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_13.

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Martin, Andrew J. "Part II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity". W Handbook of Research on Student Engagement, 303–11. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_14.

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Brooks, Robert, Suzanne Brooks i Sam Goldstein. "The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students". W Handbook of Research on Student Engagement, 541–62. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_26.

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Zajda, Joseph. "Engagement, Motivation, and Students’ Achievement". W Globalisation, Comparative Education and Policy Research, 1–28. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61613-6_1.

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Streszczenia konferencji na temat "Student engagement and motivation"

Dicheva, Darina, Rebecca Caldwell i Breonte Guy. "Do Badges Increase Student Engagement and Motivation?" W SIGITE '20: The 21st Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3368308.3415393.

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Cassel, Lillian, Darina Dicheva, Christo Dichev, Breonte Guy i Keith Irwin. "Student Motivation and Engagement in STEM Courses". W ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325578.

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Dicheva, Darina, Keith Irwin, Christo Dichev i Swapna Talasila. "A course gamification platform supporting student motivation and engagement". W 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009214.

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Morrison, Jennifer Symonds. "Getting to know you: Student-faculty interaction and student engagement in online courses". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13160.

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Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.

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Davies, Lesley, i Terry Filer. "CAN REGULAR SHORT TESTING IMPROVE STUDENT ENGAGEMENT, UNDERSTANDING AND MOTIVATION?" W 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1091.

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Mustamiah, Dewi, i Nurul S. Widanti. "Learning Motivation as Predictor of Student Engagement in Private Junior High Schools Students". W International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008591204860493.

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Cooper, Lauren A., Daria Kotys-Schwartz i Derek T. Reamon. "Project-Based Service-Learning and Student Motivation". W ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62729.

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We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2010, is being completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. This paper will discuss the research design, theoretical framework, and the results from our first year of research. Our objective is to provide a more thorough understanding of the effects of service-learning on engineering education. Although service-learning may not be appropriate for every engineering course, we can strive to identify and implement specific elements of service-learning that are correlated with student motivation.

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Nguyen, Uyen Tran Tu, Yen Hoang Pham i Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation". W The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.

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Tokola, Teemu, Niklas Saari, Juha Kälkäinen i Juha Röning. "Digital Fabrication in Promoting Student Engagement and Motivation in University Courses". W the FabLearn Europe 2019 conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3335055.3335059.

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Amado, Coleen, i Lydia Roleda. "THE EFFECT OF GAMIFYING PHYSICS IN STUDENT MOTIVATION, ENGAGEMENT AND PERFORMANCE". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2636.

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Raporty organizacyjne na temat "Student engagement and motivation"

van der Kleij, Fabienne, Pauline Taylor-Guy, Tanya Vaughan, Marijne Medhurst i Christina Rogers. School Improvement Tool Elaborations: Student engagement and wellbeing. Background report and literature review. Australian Council for Educational Research, grudzień 2023. http://dx.doi.org/10.37517/978-1-74286-690-1.

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This literature review outlines the evidence that underpins the development of a set of evidence-informed elaborations, or specific practices, that support student engagement and wellbeing across the 9 domains of the National School Improvement Tool (NSIT). These observable, measurable practices to support student engagement and wellbeing have been developed from a review of relevant literature in the areas of socio-emotional learning (SEL), health and wellbeing, student engagement and a sense of belonging, and motivations for engagement. They also take account of commissioned research reports by the Queensland Department of Education and the Department's (2018) approach to student learning and wellbeing across the whole school: creating safe, supportive, and inclusive environments; building the capability of staff, students and the school community; and developing strong systems for early intervention. The Department of Education Queensland engaged the Australian Council for Educational Research (ACER) to elaborate the evidence underpinning the National School Improvement Tool (NSIT) as it relates to student wellbeing and engagement to produce a set of related practices or elaborations to support schools to improve their practice. The overarching research questions were: How do student engagement, wellbeing and learning outcomes relate? What is the evidence relating to whole-of-school approaches to student engagement and wellbeing? What are the evidence-based practices that lift student engagement and wellbeing, alongside academic gain, as aligned with each of the 9 National School Improvement Tool domains?

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, grudzień 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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McMahon, Michael F. Employability, Transferable Skills and Student Motivation. Bristol, UK: The Economics Network, listopad 2007. http://dx.doi.org/10.53593/n190a.

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Frausto, Angelica, Monica Martinez, Michelle Oliva i Eliana Whitehouse. Contextual Analysis Of Motivation, Engagement, and Persistence. EduDream, luty 2024. http://dx.doi.org/10.62137/obke6159.

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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван i Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.

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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2111.

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Yelverton, Rita. Motivation and Engagement Across the Kindergarten Transition: A Self Determination Perspective. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2025.

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MILOVANOVA, G., N. KULYASHOVA i E. SHEMYAKINA. ANALYSIS OF STUDENT ENGAGEMENT FACTORS IN TRAINING ACTIVITIES. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-3-14-20.

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The effectiveness of training is largely determined by the degree of involvement of students in the educational process. In accordance with the main directions of reforming higher education, it is planned to transfer universities to individual educational trajectories. The article discusses the results of a survey of students about what, in their opinion, is lacking for full involvement in educational activities in the light of future changes.

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Biswas, Anik, i Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, październik 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings. The study also uncovers socio-economic factors, like limited parental involvement, that further constrain student engagement. These findings advocate for comprehensive educational reforms encompassing pedagogical innovation, infrastructural development, and community engagement. Policymakers, educators, and parents are urged to consider these multi-faceted insights for future educational planning and policy formulation.

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O'Shea, Sarah. Rethinking Student Belonging, Engagement, and Success: An Equity Perspective. Journal of the Australian and New Zealand Student Services Association, kwiecień 2024. http://dx.doi.org/10.30688/janzssa.2024-1-03.

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The last weeks have seen a flurry of activity across the Australian university sector with the release of the Universities Accord Final Report. While I write, there is vigorous debate occurring, deliberating both the Accord’s strengths and its inherent limitations, one of the latter being the apparent perpetuation of low expectations for students with disability (see McLennan, 2024). Whilst the relative merits of some of the report’s recommendations have been questioned, there is little doubt that both this document—and the associated review process—have succeeded in placing educational equity at the centre of any future imaginings of the Australian higher education system. This is welcome news for many of us who have worked alongside students from more diverse backgrounds and witnessed the many obstacles encountered in their higher education journeys. To address these and other enduring issues, the Accord recommends significant changes that include accessible preparatory programs for future students, a better integrated tertiary system, and—of course—increases in student funding support. But I would argue there are other, far more fundamental, issues that also need to be addressed if we are to achieve the Accord’s ultimate goal of a “better and fairer education system”. (Department of Education, 2024, p. 23)

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