Motivation and engagement: Same or different? Does it matter?

Martin, Andrew J.; Ginns, Paul; Papworth, Brad

doi:10.1016/j.lindif.2017.03.013

Cited by 100 publications

(77 citation statements)

References 44 publications

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“…Although a few indicators were removed from the first-order reflective measurement model, this study concurred with other studies (e.g. Martin et al, 2015;Martin et al, 2017;Martin et al, 2018) that the scale reliability and validity of the MES constructs were clearly evident. In addition, when used as an indicator for the second-order formative construct of negative motivation, although anxiety was deleted because of statistically nonsignificant outer weight and outer loading, the overall structure of the Wheel remained intact.…”

Section: Discussionsupporting

confidence: 90%

“…positive motivation, positive engagement, negative motivation, and negative engagement, is manifested by four indicators. The MES has been validated in multiple studies with junior school, high school, and university students of different countries such as Australia, China, Jamaica, North American, and the UK Martin et al, 2017;Martin et al, 2018;Martin et al, 2015;Yin and Wang, 2016). Yin (2018) adopted the MES in a study of undergraduates in China to examine the relationships among student motivation, engagement, and mastery of generic skills as learning outcomes.…”

Section: Research Background 21 Massive Open Online Coursesmentioning

confidence: 99%

“…It is a first-order reflective construct manifested by three indicators. The indicators are measured using an 11-point Likert-Taking the cue from Martin et al (2017) that motivation may help encourage engagement, this study proposes to model motivation as the predictor for engagement. Hypotheses H1 and H3 predict that positive motivation leads to positive engagement behaviours in learners, which eventually promote a higher level of inclination to complete a MOOC if they were to enroll in one.…”

Section: The Electronic Journal Of E-learning Volume 17 Issue 2 2019mentioning

confidence: 99%

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Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Carrillo¹,

García²,

Laguna³

et al. 2019

EJEL

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Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L -Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.

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Section: Discussionsupporting

confidence: 90%

Section: Research Background 21 Massive Open Online Coursesmentioning

confidence: 99%

Section: The Electronic Journal Of E-learning Volume 17 Issue 2 2019mentioning

confidence: 99%

See 1 more Smart Citation

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Carrillo¹,

García²,

Laguna³

et al. 2019

EJEL

View full text Add to dashboard Cite

show abstract

“…Others have conceptualized student engagement as a metaconstruct that integrates multiple lines of inquiry and intellectual traditions (Fredricks, Blumenfeld, & Paris, 2004). One recent study defined student engagement relative to academic motivation: motivation encompasses the personal inclination, energy, emotion, and drive needed to learn, work effectively, and achieve, while engagement is the behavior that reflects motivation (Martin, Ginns, & Papworth, 2017). This same study indicated that motivation and engagement have a cyclical relationship, with one perpetuating the other (Martin et al, 2017).…”

Section: Student Engagementmentioning

confidence: 99%

“…One recent study defined student engagement relative to academic motivation: motivation encompasses the personal inclination, energy, emotion, and drive needed to learn, work effectively, and achieve, while engagement is the behavior that reflects motivation (Martin, Ginns, & Papworth, 2017). This same study indicated that motivation and engagement have a cyclical relationship, with one perpetuating the other (Martin et al, 2017). Additionally, there are many opportunities to optimize motivation and engagement, every moment of every day for every student with activity-and person-centered approaches promoting positive student outcomes through quality pedagogy (Martin et al, 2015).…”

Section: Student Engagementmentioning

confidence: 99%

Student engagement in post-soviet higher education: coping with academic quality problems.

Mettille¹

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Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia

Tomaszewski

Xiang

Western

2020

British Educational Res J

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In this article, we contribute to understanding of the mechanisms through which students' socioeconomic family background can translate into academic performance by focusing on the concept of student engagement. Drawing on theoretical perspectives from disciplines across the social sciences, and a major nationally representative dataset from Australia, which links survey responses with administrative records on school performance, we conduct a series of multiple regression models to investigate the mediating role of student engagement on the relationship between students' socio-economic status (SES) and academic achievement. We find that, first, low-SES students show lower levels of engagement than other students, particularly in terms of behavioural and cognitive aspects; they also have lower achievement levels as measured by standardised test scores. We further find that lower engagement is associated with lower achievement levels, and that the effects of SES on achievement are partially mediated through student engagement. Although there are clearly other mechanisms in place that operate at the same time, it is important to focus on student engagement since it can be directly influenced by teachers and school leaders, as well as curriculum choices and school resources. This makes it a ripe target for government policies aimed at improving educational outcomes for students from low-SES families, compared with approaches targeting the influences of family environment or peer groups.

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Motivation and engagement: Same or different? Does it matter?

Cited by 100 publications

References 44 publications

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Student engagement in post-soviet higher education: coping with academic quality problems.

Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia

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