Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts

Ben-Eliyahu, Adar; Moore, Debra; Dorph, Rena; Schunn, Christian D.

doi:10.1016/j.cedpsych.2018.01.002

Cited by 249 publications

(194 citation statements)

References 81 publications

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“…Although student engagement has attracted great attention from educational researchers (Christenson, Reschly, & Wylie, ; Sinatra, Heddy, & Lombardi, ), there are challenges with respect to both conceptualisation and measurement (Sinatra et al, ). Following Ben‐Eliyahu, Moore, Dorph, and Schunn (), we generally define engagement as processes that indicate productive participation in learning activities. At the same time, we acknowledge the multidimensional nature of engagement, with behavioural, emotional and cognitive dimensions described in the literature (Ben‐Eliyahu et al, ; Sinatra et al, ; Skinner, Pitzer, & Brule, ).…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…Following Ben‐Eliyahu, Moore, Dorph, and Schunn (), we generally define engagement as processes that indicate productive participation in learning activities. At the same time, we acknowledge the multidimensional nature of engagement, with behavioural, emotional and cognitive dimensions described in the literature (Ben‐Eliyahu et al, ; Sinatra et al, ; Skinner, Pitzer, & Brule, ). In this study, we focused on behavioural engagement, which refers to active, observable participation in learning activities as typified by effort, exertion, time and persistence (Guthrie & Klauda, ; Guthrie, Wigfield, & You, ; Sinatra et al, ; Skinner et al, ), and can be measured through displays of the investment of time, effort and persistence in learning activities (Ben‐Eliyahu et al, ; Guthrie & Klauda, ; Sinatra et al, .…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…At the same time, we acknowledge the multidimensional nature of engagement, with behavioural, emotional and cognitive dimensions described in the literature (Ben-Eliyahu et al, 2018;Sinatra et al, 2015;Skinner, Pitzer, & Brule, 2014). In this study, we focused on behavioural engagement, which refers to active, observable participation in learning activities as typified by effort, exertion, time and persistence (Guthrie & Klauda, 2016;Guthrie, Wigfield, & You, 2012;Sinatra et al, 2015;Skinner et al, 2014), and can be measured through displays of the investment of time, effort and persistence in learning activities (Ben-Eliyahu et al, 2018;Guthrie & Klauda, 2016;Sinatra et al, 2015. Thus, in relation to reading, behavioural engagement may be indicated by the time used for reading and the effort and persistence put into completing reading assignments (Guthrie et al, 2012;Guthrie & Klauda, 2014.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

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What really matters: The role of behavioural engagement in multiple document literacy tasks

Bråten

Brante

Strømsø

2018

Journal Research in Reading

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One‐hundred and twenty‐seven Norwegian upper‐secondary school students completing college preparatory courses (41% female) were asked to select the texts they wanted to use in order to write a letter to the editor about a socio‐scientific topic, with 60 students assigned the topic of climate change and 67 students assigned the topic of nuclear power. Afterwards, they were asked to justify their text selections, read the selected texts and write their letters to the editor. Across both topics, hierarchical multiple regression analyses showed that students' behavioural engagement in the selection, justification, reading and writing tasks contributed to their performance over and above their reading comprehension, topic knowledge and topic interest. Specifically, behavioural engagement in the selection and justification tasks improved the prediction of their content‐based and source‐feature based justifications for text selection, and behavioural engagement in the reading and writing tasks improved the prediction of the content coverage and content integration observed in their written products, with large effect sizes obtained for behavioural engagement across the two topics. The theoretical and educational significance of the study is discussed and directions for future research are suggested.

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Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

What really matters: The role of behavioural engagement in multiple document literacy tasks

Bråten

Brante

Strømsø

2018

Journal Research in Reading

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“…; Ben‐Eliyahu et al. ). While we agree with the committee and consider all of these to be important aspects of learning, for the study described in this paper we will refer to the initial engagement and affective aspects of learning as engagement , and the remaining, deeper and more cognitive aspects of learning as learning .…”

Section: Identifying the Edge Design Attributesmentioning

confidence: 99%

“…In the education literature this is frequently referred to as cognitive learning or cognitive engagement (Ben‐Eliyahu et al. ; Bloom and Krathwol ; Krathwohl et al. ; Kutnick and Kington ; Meyer ; Rodríguez et al.…”

Section: Identifying the Edge Design Attributesmentioning

confidence: 99%

Straight From the Girls: The Importance of Incorporating the EDGE Design Attributes at Exhibits

Garcia‐Luis¹,

Dancstep²

2019

Curator The Museum Journal

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This paper describes a follow‐up focus group study for the larger Exhibit Designs for Girls’ Engagement (EDGE) project. Grounded in Culturally Responsive Pedagogical theory (CRP), the project aimed to understand the relationship between female responsive designs and girls’ engagement at STEM exhibits. After developing a Female‐Responsive Design (FRD) Framework and conducting a large‐scale study to determine the most important design attributes for engaging girls at exhibits, the final step involved a qualitative investigation into those design attributes. Four focus groups with 22 girls aged 8–13 explored their exhibit experiences and discourse. Participants were videotaped while using four exhibits, half of which incorporated the EDGE Design Attributes. Focus group results replicate the previous quantitative study: participants had a largely positive response to the EDGE Design Attributes and evinced greater engagement when the attributes were present at exhibits. As expected, girls’ responsiveness to the design attributes varied— aligning with the CRP approach and highlighting the important fact that not all attributes will work for all girls. To share girls’ voices more broadly with practitioners we provide direct quotes for each design attribute. Finally, of the kinds of learning expressed, girls more often practiced scientific skills by repeating or varying activities at the EDGE exhibits. The results of this study, and the larger project, provide evidence that CRP works well when designing for females and serves as a valuable theory for creating museums that are truly inclusive.

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Understanding afterschool engagement: Investigating developmental outcomes for adolescents

Sjogren

Zumbrunn

Broda

et al. 2021

American J of Comm Psychol

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Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out‐of‐school context.

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Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts

Cited by 249 publications

References 81 publications

What really matters: The role of behavioural engagement in multiple document literacy tasks

What really matters: The role of behavioural engagement in multiple document literacy tasks

Straight From the Girls: The Importance of Incorporating the EDGE Design Attributes at Exhibits

Understanding afterschool engagement: Investigating developmental outcomes for adolescents

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