Student Interest and Engagement in the Classroom: Relationships with Student Personality and Developmental Variables

Linvill, Darren L.

doi:10.1080/1041794x.2014.884156

Cited by 21 publications

(16 citation statements)

References 49 publications

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“…Faculty development programs would do well to educate faculty on these rapport-building behaviors if institutions desire faculty to create classroom environments in which students are more likely to participate. In fact, any faculty development programming that focused on student-faculty relationship building would likely benefit the student experience (Linvill, 2014).…”

Section: Rapport and Connectednessmentioning

confidence: 99%

“…Given that male students may be, but are not always, more masculine than female students, when researchers find sex differences in participation it might actually be due to psychological gender. Pearson and West's work contributes to a small body of research that has evaluated intrapersonal traits, such as gender and personality (Capsi, Chajut, Saporta & Beyth-Marom, 2006;Linvill, 2014;Furnham & Medhrst, 1995) on student engagement and in-class participation. Their findings support the continued investigation of the role of intrapersonal traits on classroom participation.…”

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confidence: 99%

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Gender and Student Participation

Leraas¹,

Kippen²,

Larson³

2018

JoSoTL

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Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender). With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed.

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Section: Rapport and Connectednessmentioning

confidence: 99%

mentioning

confidence: 99%

Gender and Student Participation

Leraas¹,

Kippen²,

Larson³

2018

JoSoTL

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“…Student engagement is a malleable construct (Fredricks et al, 2004) that is developed and shaped from primary school to high school to college by various classroom factors (Finn & Zimmer, 2012). Instructional communication researchers have found that engagement can be enhanced by student characteristics and instructor pedagogical strategies (Ahlfeldt, Mehta, & Sellnow, 2005;Denker, 2013;Linvill, 2014;Mazer, 2013c). Mazer (2013c) discovered that student state motivation and student cognitive and emotional interest in course content is positively associated with silent inclass behaviors, oral in-class behaviors, thinking about course content, and out-of-class behaviors.…”

Section: Third-order Construct: Student Engagementmentioning

confidence: 99%

“…Mazer (2013c) discovered that student state motivation and student cognitive and emotional interest in course content is positively associated with silent inclass behaviors, oral in-class behaviors, thinking about course content, and out-of-class behaviors. Linvill (2014) found that students who have a high need for cognition are more likely to use engagement behaviors (i.e., silent in-class, oral in-class, thinking about the course, and out of class) in a course. In regards to instructor pedagogical strategies, Denker (2013) discovered that students report higher rates of participation in large-lecture classes when student response systems (i.e., clickers) were used.…”

Section: Third-order Construct: Student Engagementmentioning

confidence: 99%

“…The third implication is that the findings obtained in this dissertation offer additional avenues for conducting student engagement research. Mazer's (2012Mazer's ( , 2013aMazer's ( , 2013bMazer's ( , 2013c research, along with a study conducted by Linvill (2014), has consistently demonstrated that student engagement is influenced by both instructor communication course policies, all of which students typically desire to learn about on the first day of class (Bassett & Nix, 2011).…”

Section: Implications For Instructional Communication Scholarshipmentioning

confidence: 99%

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Using the Instructional Beliefs Model to Examine Instructional Feedback in the Classroom

Tindage¹

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The purpose of this dissertation was to examine the role that instructional feedback plays in student engagement using Weber, Martin, and Myers's (2001) Instructional Beliefs Model (IBM). The proposed IBM for this dissertation included first-order constructs (i.e., instructional feedback, course workload, course difficulty, and students' feedback orientation), a second-order construct (i.e., feedback self-efficacy), and a third-order construct (i.e., student engagement). As hypothesized, instructional feedback (i.e., developmental, fairness) is positively associated with feedback self-efficacy, while course workload and course difficulty are negatively associated with feedback selfefficacy. However, only two dimensions of students' feedback orientation (i.e., utility, retention) were positively associated with feedback self-efficacy. Overall, in regard to the hypothesized relationships with student engagement, instructional feedback, students' feedback orientation, and feedback self-efficacy were positively associated with student engagement. Course workload and course difficulty were negatively associated with student engagement. Furthermore, students' feedback self-efficacy does not indirectly affect the relationship between instructional feedback, course workload, course difficulty, students' feedback orientation, and student engagement. The results were discussed in light of research on instructional feedback, self-efficacy, and student engagement. These findings should be taken with caution due to three limitations: measurement error, the data collection procedures, and the theoretical framework. iii ACKNOWLEDGMENTS First and foremost, I want to thank my Lord and Savior Jesus Christ, for giving me the strength and wisdom to write this thesis. May all glory and honor go to Him. Next, I would like to thank my family for their constant prayers and support through out this entire endeavor. Rocky and Randy, the two of you always know when I need to be brought down a few levels from my craziness. Pa, thank you for your encouragement and support. Most importantly my mother, you have shown me what it means to be a strong woman of God, your strength and determination never ceases to amaze me. Thank you Shaun for cooking, cleaning, reading various section of my dissertation, pushing me to finish, and listening to me whenever I needed an ear. I'm glad I met you those three years ago and I'm glad that you are in my life for the long haul! I can't wait to live the life that God has put before us. I love you! In addition, I wish to thank my dissertation committee, Drs. Alan K. Goodboy, Matthew M. Martin, Christine E. Rittenour, and Brandi Frisby, I am grateful for your constant support, direction, and guidance. I would like to express my sincerest gratitude to my Dissertation Chair and Advisor, Dr. Scott A. Myers. Dr. Myers, I always felt that you saw something in me that I didn't see in myself. Thank you for believing that I could complete this dissertation and complete it well. You have pushed me and guided me in becomi...

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