Enhancing Students’ Engagement

Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Trucano, Meg; Fulmer, Sara M.

doi:10.3102/0002831214532515

Cited by 93 publications

(22 citation statements)

References 62 publications

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“…As such, intervention to increase enjoyment or reduce boredom should result in educational gains over time. This could be achieved through curriculum planning and lesson delivery designed to promote interest (e.g., Durik & Harackiewicz, 2007), mastery experience through optimal challenge (e.g., Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014), or activities designed to enhance value and control appraisals (e.g., Gaspard et al, 2015) that underpin high enjoyment and low boredom.…”

Section: Discussionmentioning

confidence: 99%

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Putwain

Becker²,

Symes

et al. 2018

Learning and Instruction

156

111

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Reciprocal relations between students' academic enjoyment, boredom, and achievement over time http://researchonline.ljmu.ac.uk/id/eprint/7090/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Abstract The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict subsequent achievement. However, evidence is limited for whether achievement can also predict achievement emotions. To examine these reciprocal relations, data were collected about two achievement emotions: enjoyment and boredom, and mathematics achievement over four waves in a single school year in primary school students in Years 5 and 6. Results from structural equation modeling supported reciprocal relations between emotions and achievement. Higher enjoyment and lower boredom predicted greater subsequent achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and lower boredom. Furthermore, the relations between emotions over time were mediated by achievement. These findings build on the evidence base for CVT and further understanding of relations between achievement emotions and academic achievement in younger students. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

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Section: Discussionmentioning

confidence: 99%

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Putwain

Becker²,

Symes

et al. 2018

Learning and Instruction

156

111

View full text Add to dashboard Cite

show abstract

“…Specific teacher behaviors would be to start a lesson by explaining how students might apply class contents in real life or in other subjects, or by explaining how a specific class activity would help them. (B) Nurture inner motivational resources: Teachers could foster student autonomy by reinforcing student interests and developing student curiosity (Stroet et al, 2013; Reeve et al, 2014; Turner et al, 2014; Cheon and Reeve, 2015). A specific teacher behavior might be to explain class contents or frame class activities using interesting and up-to-date examples, or by asking curiosity-inducing questions.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

2017

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Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale’s reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.

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“…These five constructs were of interest to us for several reasons. First, all five constructs are malleable in educational settings; that is, they have been shown to be changeable by an instructor in the learning environment (e.g., Reeve, Jang, Carrell, Jeon, & Barch, 2004;Turner et al 2014;Wang & Eccles, 2013). Second, these five constructs have been shown to be related to several important persistence outcomes, including engagement and motivation (Wang & Eccles, 2013;Wigfield & Eccles, 2000), interest and domain identification (Jones, Ruff, & Osborne, 2015;Osborne & Jones, 2011), and career goals (Jones, Osborne, Paretti, & Matusovich, 2014).…”

Section: The Music ® Model Of Motivationmentioning

confidence: 99%

The effects of an afterschool STEM program on students’ motivation and engagement

et al. 2017

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Background: One significant factor in facilitating students' career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students' beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program. Results: After completing two Studio STEM programs, participants' ratings of their values for science and science competence were higher than those of non-participants. In addition, the Studio STEM participants' motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them. Conclusions: Through this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students' motivational beliefs about science that typically occurs during the middle school years, indicating that afterschool programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.

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Enhancing Students’ Engagement

Cited by 93 publications

References 62 publications

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

The effects of an afterschool STEM program on students’ motivation and engagement

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