Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district

Davis, Heather A.; Chang, Mei-Lin; Andrzejewski, Carey E.; Poirier, Ryan R.

doi:10.1007/s10833-009-9121-2

Cited by 13 publications

(7 citation statements)

References 81 publications

(100 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some researchers argued that previous definitions of emotional engagement may actually be referring to relational engagement. Specifically, students' reports of perceived teacher support, perceived press for understanding such as students' perception that the teacher wants them to learn and understand, and their sense of school belonging as proxies for understanding the extent to which students were relationally engaged in school (Davis, Chang, Andrzejewski, & Poirier 2010;Sciarra & Seirup, 2008;Skinner & Belmont, 2013;Talbert, 2017). Also, emotional engagement of students refers to when they suggest engaging students in learning requires positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher-student relationships and interactions necessary for motivation to learn (Dunleavy, 2008;Friesen, Milton, & Willms, 2009;Jones & Thomas, 2017).…”

Section: Student Engagementmentioning

confidence: 99%

The Mediating Effect of School Climate on the Relationship Between Teacher Communication Behavior and Student Engagement

Quines

Relacion²

2022

EJES

View full text Add to dashboard Cite

The purpose of this study was to determine the mediating effect of school climate on the relationship between teacher communication behavior and student engagement. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are students who belong to the senior high school department, particularly Grade levels 11 and 12 of the three national high schools under the division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found that there is a high level of mean score for teacher communication behaviour and very high levels of mean scores for school climate and student engagement. Also, results revealed that there is a significant relationship between teacher communication behaviour and student engagement, a significant relationship between teacher communication behaviour and school climate and a significant relationship between school climate and student engagement. Further, it was revealed that there was full mediation on the effect of school climate on the relationship between teacher communication behaviour and student engagement. This implies that the teacher’s communication behaviour conveys the school climate.

show abstract

Section: Student Engagementmentioning

confidence: 99%

The Mediating Effect of School Climate on the Relationship Between Teacher Communication Behavior and Student Engagement

Quines

Relacion²

2022

EJES

View full text Add to dashboard Cite

show abstract

“…Cognitive engagement refers to how students feel about themselves and how effective the processing strategies or skills they use to master certain tasks are (Metallidou and Vlachou, 2007), such as, synthesizing information, highlighting the main ideas, etc. Emotional engagement has to do with the positive or negative emotions that students experience in their relations with the teacher, peers, content and school (Davis et al, 2010) such as, I feel I’m in tune with the teacher, I feel that my classmates like me, etc. Social or relational engagement contributes to create a positive and healthy classroom climate depend on the quality of interactions maintained between students and the teacher, and also between peers, during the course to a great extent.…”

Section: Theoretical Framework: the Educational Situation Quality Modmentioning

confidence: 99%

The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction

2019

View full text Add to dashboard Cite

Students’ academic achievement is a major concern among countries. Governments spent a lot of money on education to improve students’ competences at all levels of education. Despite the enormous amount of money invested and the reforms made to curricula in many countries in recent years, these measures are not generally producing the desired results according to the data of International Performance Measurement programs for students (e.g., Program for International Student Assessment-PISA by OECD). Given the importance of this issue, this article presents an instructional-motivational model developed in the last decade to explain and improve students’ learning outcomes, e.g., academic achievement and course satisfaction, entitled the “The Educational Situation Quality Model” (MOCSE, acronym in Spanish). Unlike other educational models, MOCSE offers an integrative teaching-learning approach to explain learning outcomes. By taking the educational setting as a unit of analysis, this proposal introduces a new perspective into the existing literature to predict students’ achievement and course satisfaction by combining contributions from relevant psycho-educational theories, such as: “The Job Demands-Resources Model,” “The Expectancy-Value Theory,” and “The Achievement Goal Theory.” Besides being a conceptual framework to guide research, it also provides a methodological way to improve teacher practice and learning outcomes. In this article we first briefly explain the main model’s characteristics and functioning from the student perspective and, second, based on the MOCSE, we offer some keys for teachers to improve academic achievement and students’ course satisfaction for a specific curricular subject. Finally, future proposals and challenges are discussed. Questionnaires are provided in the Annex .

show abstract

“…In addition to the significant impact that time cognitively engaged may have on learning, numerous studies (Appleton et al, 2006;Bayat & Tarmizi, 2010;Davis et al, 2010;Greene & Miller, 1996;Metallidou & Vlachou, 2007;Rastegar et al, 2010;Ravindran et al, 2005) state the importance of regulating student cognition during learning. Not only is it important for a student to be cognitively engaged, but is also necessary for the student to plan, organise, regulate and monitor cognitive resources for increased efficiency during learning.…”

Section: Metacognitive Regulationmentioning

confidence: 99%

“…Although the amount of time teachers allocate (allocated time) and use for instruction (instructional time), as well as the proportion of time during which students are engaged (engagement rate), are all positively correlated with learning, it is the proportion of engaged time that is productive, active and successful that relates most strongly to learning performance (Nonis & Hudson, 2006). Cognitive indices of engagement include cognitive strategy use, attention, task mastery, and preference for challenging tasks (Chapman, 2003;Davis, Chang, Andrzejewski & Poirier, 2010). According to Zhu, Chen, Ennis, Sun, Hopple, Bonello, Bae andKim (2009) andChapman (2003), cognitive engagement refers to the extent to which students are attending to and expending mental effort in the learning tasks encountered.…”

mentioning

confidence: 99%

“…Students' cognitive engagement represents the intentional and purposeful processing of lesson content. It is widely found in the literature (Appleton et al, 2006;Bayat & Tarmizi, 2010;Davis et al, 2010;Greene & Miller, 1996;Metallidou & Vlachou, 2007;Rastegar, Jahromi, Haghigli & Akbari, 2010;Ravindran, Greene & DeBacker, 2005) that cognitive engagement can be conceptualised as a bipolar construct where a cognitively engaged student will employ deep processing during the learning process whereas a student who is not cognitively engaged will merely employ surface processing during learning. This conceptualisation is based on the influential ''levels of processing,'' (Craik & Lockhart, 1972) and subsequent ''elaborative processing'' (Anderson & Reder, 1979) theories.…”

mentioning

confidence: 99%

See 1 more Smart Citation

The elaboration and empirical evaluation of the De Goede learning potential structural model

Heerden

Theron

2014

SAJBM

View full text Add to dashboard Cite

As a direct result of having segregated amenities and public services during the Apartheid era where Black individuals were provided with services inferior to those of White individuals, the country is currently challenged by serious and a debilitating skills shortage across most industry sectors, high unemployment and poverty rates, and inequality in terms of income distribution as well as in terms of racial representation in the workforce. These challenges are the consequence of a larger problem that knowledge, skills and abilities are not uniformly distributed across all races. In the past, and still now, White South Africans had greater access to skills development and educational opportunities. It is this fundamental inequality that has to be addressed. It is argued that skills development -specifically affirmative action skills development should form part of the solution. A need therefore exists to identify the individuals who would gain maximum benefit from such affirmative action skills development opportunities and to create the conditions that would optimise learning performance. To achieve this, an understanding is required of the complex nomological network of latent variables that determine learning performance. De Goede (2007) proposed and tested a learning potential structural model based on the work of Taylor (1994). The primary objective of this study was to expand on De Goede's (2007) learning potential structural model in order to gain a deeper understanding of the complexity underlying learning performance. A subset of the hypothesised expanded learning potential structural model was empirically evaluated. The first analysis of the structural model failed to produce a good fit to the data. The model was subsequently modified by both adding additional paths and by removing insignificant paths. The final revised structural model was found to fit the data well. All paths contained in the final model were empirically corroborated. The practical implications of the learning potential structural model on HR and organisations are discussed. Suggestions for future research are made by indicating how the model can be further elaborated. The limitations of the study are also discussed.

show abstract

Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district

Cited by 13 publications

References 81 publications

The Mediating Effect of School Climate on the Relationship Between Teacher Communication Behavior and Student Engagement

The Mediating Effect of School Climate on the Relationship Between Teacher Communication Behavior and Student Engagement

The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction

The elaboration and empirical evaluation of the De Goede learning potential structural model

Contact Info

Product

Resources

About