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Conceptual change (CC) occurs when learners move from a misconception to a scientifically accepted conception (Heddy et al., 2017). Many researchers agree that deep cognitive engagement is integral to facilitating conceptual change (Sinatra, 2005). Although conceptual change has been explored in great depth, a valid and reliable instrument to assess the type of engagement that occurs during the change process is lacking in the field. In the present study, we designed an instrument meant to assess cognitive engagement during conceptual change. Our measure is modeled after Dole and Sinatra (1998) model theorizing that learners consider message and personal factors when learning new concepts. We used exploratory factor analysis to assess the structure of the Conceptual Change Cognitive Engagement Scale (CCCES) with participants recruited from the M-Turk survey recruitment tool. The CCCES will be beneficial for theoretical understanding related to conceptual change and engagement.

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Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.