Strategies for academic engagement perceived by Finnish sixth and eighth graders

Ulmanen, Sanna; Soini, Tiina; Pyhältö, Kirsi; Pietarinen, Janne

doi:10.1080/0305764x.2014.921281

Cited by 16 publications

(22 citation statements)

References 66 publications

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“…In the same way, different studies from students' perspectives indicate a similar significance from peer-to-peer relations (Boulton et al 2011;Martin and Dowson 2009). Notably, peer relations can be associated with conflicting situations, either prompting students' engagement in learning environments (Furrer and Skinner 2003) or vice versa, indicating that peer relations also can challenge students' emotional engagement with schoolwork (Ulmanen et al 2014). From a general perspective, it is possible to affirm from all these findings that learning takes place "in a participation framework" (Hanks 1991, 13) in which the presence and actions of other people design the learning environment and set the bases for their experiences.…”

Section: Learning As Meaning-makingmentioning

confidence: 91%

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

et al. 2019

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In the present study, learning in school was studied from the students' perspectives in two different national contexts. The aim was to explore students' learning experiences in school by identifying what are the core elements of learning for secondary school students. We conducted the study with a qualitative approach in which photos taken by the students during their school routines were used to elicit group discussion about how learning is experienced and defined. Participants were two groups of 13-15-year-old students, one from Finland and one from Brazil. Results show that the anatomy of learning is varied in students' experiences and that their perceptions of learning in school are defined by the way students signify the interaction with others, their relation with materials, their understanding of the pedagogical actions and practices, and how learning is contextualized by time. The study contributes to discussions on how to consider and incorporate students' perspectives into the development of pedagogical practices, and by the dialogue between Finnish and Brazilian perspectives, we point out core elements for the learning experiences of secondary school students raising questions of learning processes as complex and culturally contextualized.

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Section: Learning As Meaning-makingmentioning

confidence: 91%

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

et al. 2019

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“…Students control the learning process through planning, organization, monitoring and constant evaluation, settle learning standards and objectives which help them to decide if their learning process has to continue likewise or if he has to change the learning modality. The specialty literature is not very generous in explaining the modality in which students perceive their engagement strategies in the learning activities (Ulmanen, Soini, Pyhältö, & Pietarinen, 2014).…”

Section: Problem Statementmentioning

confidence: 99%

A Study On The Relation Between Learning Styles And Students’ Academic Engagement

Stan¹

2019

The European Proceedings of Social and Behavioural Sciences

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Educational policies and practices pertaining to initial professional formation focus upon the implementation of the student-centered concept. New tendencies regarding quality assurance of educational programs recommend that curricula should contain the most efficient teaching methods, in order to contribute to the formation of students' professional competences. Specialty literature studies claim that the efficiency and performance of these competences depend largely not only on the course design but also on the learning style as well as on the student's level of engagement in his/her own learning activity. Students' academic engagement represents an umbrella term which implies students' active engagement in the learning activities offered by the training programs. Academic engagement is often linked with good learning outcomes, such university persistence, high level of test achievement etc. The present study proposes to identify the level of academic engagement, the modality of self-regulated learning, as well as the type of relation established between the two constructs with the students of two specializations (technical and social studies). The measuring of constructs is achieved through applying the Inventory of Learning Styles and Utrecht Work Engagement Scale. We expect significant differences between the two groups of students in the level of academic engagement and in the modality of self-regulated learning. The implications on the practical educational level of the study refer to the fact that the instructional system should be designed to support the academic engagement and to stimulate the identification of other learning modalities.

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“…Moreover, secondary school students tended to engage in schoolwork primarily by navigating between their own academic values and the attitudes of the school environment. Students also avoided taking personal risks in peer interaction, especially in the higher grades (Ulmanen et al, 2014). However, our understanding of what this means in terms of students' emotional engagement in schoolwork is still unclear.…”

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

“…Consequently, emotional engagement -especially in terms of schoolwork -results from the interaction between the student and the school environment (Fredricks et al, 2004). In this process, students simultaneously negotiate their social position, construct their relationships in the school community, and form their perceptions of the significance of schoolwork in interaction with their teachers and peers (Ulmanen et al, 2014). Accordingly, in the school context, the affective and social dimensions of emotional engagement are inherently intertwined.…”

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

“…Adolescents' need for positive and supportive relationships is increased. Hence to strengthen their status and satisfy their need for a sense of belonging to a peer group, students are ready to adopt the norms and values of their peers, even if this requires giving up on academic aspirations (Ulmanen et al, 2014).…”

Section: Findings In the Light Of Previous Literature And Pedagogicalmentioning

confidence: 99%

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The anatomy of adolescents’ emotional engagement in schoolwork

et al. 2016

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This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12-13 years) and 89 eighth-grade (aged 14-15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students' sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher-student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.

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Strategies for academic engagement perceived by Finnish sixth and eighth graders

Cited by 16 publications

References 66 publications

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

A Study On The Relation Between Learning Styles And Students’ Academic Engagement

The anatomy of adolescents’ emotional engagement in schoolwork

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