Student engagement scale: development, reliability and validity

Günüç, Selim; Kuzu, Abdullah

doi:10.1080/02602938.2014.938019

Cited by 219 publications

(268 citation statements)

References 40 publications

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“…Based on t test using simple regression, it is found that school engagement influences accounting competence. School engagement is part of student's engagement outside the classroom and refers to psychological and social involvement (Gunuc and Kuzu, 2015). The higher the quality and quantity of psychological and social involvement, the higher the students gained the academic experience (Gunuc and Kuzu, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Student engagement is the psychological, cognitive, emotional and behavioral involvement of students on the learning process both in terms of quality and quantity in the classroom or outside the classroom (school) such as academic and social activities to achieve successful learning outcomes (Gunuc and Kuzu, 2015). Student engagement occurs either in the classroom or outside the classroom (Gunic and Kuzu, 2015;Ani, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, in the relationship between environment and outcome, its influence cannot be separated from input. The selection of student engagement as the environment in this research model has been considered appropriate because student engagement is one of the important areas of study of education, especially from educational psychology because the importance and benefits of student engagement are not only for academic, learning, and student's achievement functions, but also for student socialization, welfare, satisfaction with life, and effective learning (Gunuc and Kuzu, 2015). Therefore, it is important to conduct a research on student engagement and its influence on student accounting competence.…”

Section: Introductionmentioning

confidence: 99%

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Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model

Harwati

Yanto

2018

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This research aims to know the descriptive of input, environment, and outcome; analyze the influence of input to outcome; analyze the influence of environment to outcome; analyze the influence of input to environement; and analyze the role of environment in mediating the influence of input to outcome. Student previous achievement consisting of Mathematics and Indonesian National Exam at Junior High School is the educational input. Student engagement consisting of school engagement and class engagement is the educational environment and student accounting competence is the educational outcome. This research was a quantitative research. Data analysis used descriptive and path analysis technique. The total population and sample consists of 128 students of first class accounting. The results and conclusions in this study indicate that accounting competence is still good, student engagement is good, and student previous achievement is very good. There are influences of mathematics National Exam, Indonesian National Exam, school engagement, and class engagement on student accounting competence; there are influences of Mathematics and the Indonesian National Exam on school engagement and class engagement. School engagement mediates the influence of mathematics National Exam on accounting competence, but it does not mediate the influence of the Indonesian National Exam on accounting competence. Then, class engagement mediates the influences of the mathematics and Indonesian National Exam on accounting competencies. How to Cite

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model

Harwati

Yanto

2018

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“…Student engagement is recognized as one of the most critical proxy factors for academic development (Leach, 2016;Gunuc and Kuzu, 2015;Ryu and Lombardi, 2015). Teachers, scholars and even educational politicians started to emphasize the value and importance of student engagement for preventing students' academic failure, exhaustion, and loneliness (Coates, 2006).…”

Section: Extended Abstractmentioning

confidence: 99%

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Arslan¹,

Uluhan²,

Can³

et al. 2017

HUJE

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ÖZ: Bağlanma en yalın haliyle öğrenenin ilgili derse ilişkin öğrenme etkinliklerini istekli biçimde, bir başka ifadeyle keyif alarak sürdürmesi olarak tanımlanabilir. Bağlanma ile ilişkilendirilen önemli bir özellik öğrenme ortamının sosyal yapısıdır. Bu düşünceye göre, öğrenme ortamında gerçekleşen sosyal etkileşimin niteliği bağlanma durumunun önemli bir belirleyicisidir. Araştırmada bu bakışla lise öğrencilerinin derse bağlanma durumları okulun sosyal iklimi, sınıfın sosyal çevresi, yalnızlık, derse ilişkin tutum, okula ilişkin tutum ve akademik başarı ortalaması çerçevesinde ve İngilizce dersi bağlamında incelenmektedir. Veri toplama paketinde Derse Katılım Envanteri, Okulun Sosyal İklimi Ölçeği, Sınıfın Sosyal Çevresini Algılama Ölçeği, UCLA Yalnızlık Ölçeği Kısa Formu; ayrıca araştırmacılar tarafından geliştirilen İngilizce dersine ve okula ilişkin tutum ölçekleri yer almaktadır. Katılımcılar 2015-16 bahar yarıyılında eğitimine 9, 10, 11 ve 12. sınıflarda devam etmekte olan 734 lise öğrencisinden oluşmaktadır. Elde edilen veriler üzerinde betimsel istatistikler, Pearson momentler çarpımı katsayıları, çoklu doğrusal ve aşamalı regresyon analizleri yürütülmüştür. Araştırma sonuçlarına göre, sınıfın sosyal çevresi, İngilizce dersine ilişkin tutum, okulun sosyal iklimi ve akademik başarı ortalaması birlikte bağlanma durumu üzerindeki varyansın %54'ünü açıklamaktadır. Bağlanma durumu en çok sınıfın sosyal çevresine ilişkin algılar tarafından yordanmaktadır. Anahtar sözcükler: Bağlanma, sınıfın sosyal çevresi, okulun sosyal iklimi, yalnızlık, lise öğrencisi ABSTRACT: Engagement occurs when students are inherently eager to pursue a course. Many factors might influence student engagement. From a sociocultural perspective, one such factor might be the classroom social environment. From this point of view, the purpose of this study is to investigate the relationships between student engagement, school social climate, classroom social environment, loneliness, attitudes toward English course, attitudes toward the school and the grade point average. The instrument includes the scales of classroom engagement, school social climate, perceptions of classroom social environment, short form of the UCLA loneliness, attitudes toward English course and school. The data were collected from 734 high school students of 9, 10, 11 and 12 th grades in 2015-16. The results indicated that perceptions of classroom social environment, attitudes toward English course, school social climate and grade point average significantly predicted student engagement. Furthermore, perceptions of classroom social environment explained the highest proportion of variance in student engagement.

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“…Käitumuslik kaasatus väljendub õppetegevustes osalemisena (Gunuc & Kuzu, 2015). Seda mõjutavad nii kõrgkoolide tavad, õppija õppimine kui ka õppejõu õpetamine, mis on seotud õppija rahulolu ja saavutustega, nagu näiteks ülesandele kulunud aeg ning sotsiaalne ja akadeemiline suhtlus.…”

Section: õPpimisse Kaasatusunclassified

Väljundipõhine õpe – kas õppimisse panustava ja kaasatud üliõpilase kujundaja?

Kumpas-Lenk¹,

Eisenschmidt²,

Rumma³

2017

EHA

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AnnotatsioonArtikli aluseks oleva kvantitatiivse uuringu eesmärk on välja selgitada, kuidas üliõpi-lased ja õppejõud hindavad väljundipõhise õppe rakendumist õpiväljundite omandamist toetavate komponentide toel. Kuue Eesti kõrgkooli üliõpilaste (n = 1329) ja õppejõudude (n = 94) hinnangutest selgub, et õpiväljundite arusaadavus, õpikesk-kond, õppematerjalid, sooritatud tööd, hindamisülesanded, tagasiside, tööde maht, õpetamine, õppijate motivatsioon ja rahulolu toetavad õpiväljundite saavutamist. Samas ilmneb uuringust, et üliõpilased ei panusta ise õppetöösse piisavalt ning ei ole kaasatud õppeprotsessi. Õppetöösse panustamist iseloomustavad peamiselt õppimisse kaasatuse, õppijate motivatsiooni ja tööde mahu tulemused. Õppimisse kaasatust ennustavad enamasti õppimisse panustamise, õppijate motivatsiooni ja rahulolu tulemused. Õppejõudude ja üliõpilaste hinnangud enamiku õpiväljundite omandamist toetavate komponentide kohta oluliselt ei erinenud, v.a hindamisüles-annete, õppija motivatsiooni ja kursusega rahulolu puhul. Tulemused näitavad, et senisest enam on vaja toetada õppijaid aktiivse rolli ning vastutuse võtmisel.Võtmesõnad: väljundipõhine õpe, õppeprotsessi komponendid, üliõpilaste kaasatus, õppimisse panustamine, üliõpilaste ja õppejõudude hinnangud SissejuhatusVäljundipõhine õpe on Euroopa kõrgharidusmaastikul olnud aktuaalne 1999. aastal välja kuulutatud Bologna deklaratsioonist alates (Udam, 2008). Adami (2008) uuringu kohaselt on õpiväljunditena kirjeldatud oskused, teadmised ja hoiakud ülitähtsad, toetamaks õppijast lähtuva õppimise ja õpetamise rakendumist. Traditsiooniliselt on õppekavade koostamisel olnud rõhuasetus sisendil, väljundipõhine õpe seab aga keskmesse õppija ning õpiväljundi saavutamise (Biggs & Tang, 2009;Udam, 2008), mis eeldab nii kõrgkoolidelt, õppe-1 Haridusteaduste instituut,

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Student engagement scale: development, reliability and validity

Cited by 219 publications

References 40 publications

Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model

Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Väljundipõhine õpe – kas õppimisse panustava ja kaasatud üliõpilase kujundaja?

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