Measuring the Role of Observable Variables of Student Engagement on College Belongingness Using the MIMIC Model

A case study on innovation and creativity in engineering design instruction has been presented. The novel approach emphases on the role of student engagement, team spirit and industry support to students. This paper presented findings on student engagement, engagement styles and practical implementation of instructional method to enhance student engagement in engineering design. This approach ensures that the course is more student-centered than it was before and the students assume the responsibility for their own learning. A team teaching and learning approach was used with great emphasis on industrial involvement and student role play for a better preparation for future professional life. This new approach has allowed students to reinforce and apply subject knowledge, whilst developing key skills such as teamwork and communication. The project based approach has been successful at improving students' engagement and sense of responsibility within a more active learning environment. The student engagement in experiential learning was very successful and highly valued by students themselves and local industry. The approach presented boosted students' confidence and demonstrated to them the industrial relevance of their design work, making a significant shift from the purely academic achievement to near professional life achievement.

Student engagement is considered to be a malleable, multi-dimensional construct which combines the three dimensions of behavioural, emotional and cognitive engagement. Importantly, the literature reveals a solid understanding of how teachers influence student engagement, highlighting the teacher’s role as paramount to ensuring students are able to experience meaningful engagement. This review includes Australian state educational frameworks, and considers the impact these may have on teaching as a profession. All states and territories include some, or all, of these dimensions in frameworks that address students’ engagement and wellbeing. However, variations in terminology, structure and definition make it challenging for the teaching profession to clearly understand what is required to support student engagement at a nationally consistent level. Research has found that teachers tend to hold quite disparate conceptualisations of student engagement, as well as employ engagement strategies that are often contrary to these conceptualisations. With this in mind, a key purpose of the current review is to provide clear guidelines of student engagement as a tri-dimensional construct, accompanied by research-based definitions and strategies to support engagement more consistently, to inform a framework for teaching professionals to implement effective engagement pedagogies in the classroom.

This study examines the role of student-teacher trust, school well-being and student engagement in students. This research method uses a quantitative approach with a correlational type of research. The research design is ex post facto. The research respondents were 180 students selected using a stratified random sampling technique. Data was collected using the student engagement scale, student-teacher trust scale, and school well-being scale, which uses the attitude scale of the Likert model. The data analysis method in this research uses multiple linear regression analysis. The results of multiple linear regression analysis in this study show an F value of 278.134 with a significance level (p) of 0.000 (p less than 0.01). The research results show that studentteacher trust and school well-being on student engagement effectively contribute 75.9 percent to students. Student-teacher trust has a positive role in student engagement, with an effective contribution of 20.25 percent. In addition, there is also a positive role for school well-being towards student engagement, with an effective contribution of 55.64 percent. The conclusions that can be drawn from the research show that there is a very significant role for student-teacher trust and school well-being towards student engagement. The conclusions that can be drawn from the research show that there is a very significant role for student-teacher trust and school well-being in student engagement.

Research on student engagement in higher education (HE) has addressed the conceptualisation, measurement and criticism of the phenomenon over the last two decades, predominantly in Western countries. The conceptualisation of student engagement has received little attention in countries of a lengthy association with the Soviet realm. This study investigated student engagement in Azerbaijani universities using the National Survey of Student Engagement (NSSE) tool, under licence granted by Indiana University in 2018, to gather data. The survey was conducted among more than 430 students at eight Azerbaijani universities to explore what universities do to engage their students in learning. After a preliminary examination of the data for reliability, only the data from urban universities comprising 266 students were considered suitable for further analysis. The data were analysed to look at descriptive statistics and to identify linkages between student activities and student outcomes in Azerbaijan through bivariate correlation and regression analysis. The study revealed that, according to the NSSE categories, a supportive student environment and the quality of interactions, combined under the campus environment theme, and student–faculty interactions were essential elements for student learning, success, satisfaction and engagement in academically challenging practices.

This study aims to analyze the effect of student characteristics, internal factors and external factors on student engagement and the success of scholarship awardee’s study in Bogor Agricultural University. The theory used in this study is that the success study of the scholarship awardee is affected by the student characteristics, internal and external factors and that the student engagement has a role in mediating between the influencing factors and the success of the study. This study was conducted using a survey design of 345 scholarship awardee as respondents using the instrument to measure the internal and external factors as well as student engagement. A Structural Equation Modelling (SEM) was constructed to analyze the effect between variables. Exogenous latent variables in this study include student characteristics, internal factors and external factors, whereas endogenous variables include student engagement and success of study. Student engagement is also the intervening variables that mediate between the success factors and the student success studies. The results of the study proved that the student characteristics and the internal factors affected the student engagement and the success of study. In this study, it was found that external factors affected on student engagement and did not affect on the success of the study. The result also show that the student engagement affected significantly on the success of study of the Bogor Agricultural University’s scholarship awardee. The results of this study have various implications for the practice of higher education implementation, especially to improve the student engagement and the success of student’s study.

Creating the conditions that foster student engagement, success and retention remains a perennial issue within the higher education sector. Traditionally satisfaction has been prioritised in assessing student success. A more expansive, holistic and ontological perspective of the student experience that takes into account who and what students are becoming is required. This study develops a holistic approach to measuring student engagement. It models and measures two antecedents to engagement, namely involvement and expectations, four dimensions of engagement, namely affective, social, cognitive and behavioural engagement, and their relative and differential impact upon five specific student and institutional success outcomes namely, institutional reputation, student wellbeing, transformative learning, self-efficacy and self-esteem. A survey with a sample of 952 tertiary students enrolled at a major Australian tertiary institution was employed. A structural model was then specified to assess the structural relationships between the constructs. The results show that student expectations and involvement have an important seeding role in student engagement. Affective engagement was the most important determinant of institutional reputation, wellbeing, and transformative learning. Behavioural engagement determined self-efficacy and self-esteem. Cognitive and social engagement were necessary but not sufficient conditions for student success.

ABSTRACTIntroduction: Student engagement with learning activities is considered in educational research as a primary facilitator of academic achievement and student learning. Teachers play a major role in student engagement with learning activities. The use of metaphors is a way to promote this engagement, especially when students are struggling in school. This case study investigated a teacher’s activity when she interacted with struggling students. We were interested in the repeated use of metaphors by the teacher, associated with concerns of promoting student engagement with learning activities. More specifically, we characterized (a) the teacher’s concerns about student engagement with learning activities when the metaphors was used from the beginning of the school year; (b) these concerns’ dynamics when metaphors were used during the PE unit; (c) the effects of the use of metaphors, as perceived by the teacher, on student engagement with learning activities. This study was conducted following a situated approach from the theoretical framework of the ‘course of action.’Methods: Sophie, an expert PE teacher, agreed to participate in this research. The class included twelve struggling students of the first grade of the Middle School. Two types of data were collected: (a) audio-video recordings of the lessons and (b) teacher’s verbalizations during self-confrontation interviews. The data were processed in five steps: (a) constructing a two-level protocol; (b) constructing the teacher’s course of experience when the teacher aimed to improve the student engagement by using the metaphor; (c) identifying and categorizing Sophie’s concerns; (d) describing these concerns dynamics; (e) highlighting the effects of the use of metaphors, as perceived by Sophie, on the students engagement in learning activities.Results: The teacher promoted student engagement with learning activities using a singular metaphor throughout the PE-unit in this class, ‘the knife slipping on fresh cream,’ to name the learning content in swimming lessons. The results are presented in three stages: (a) the concerns to promote student engagement with learning activities by using the ‘knife on fresh cream’ metaphor; (b) the concerns dynamics presentation during the PE unit; (c) the effects perceived by the teacher of the ‘knife on fresh cream’ metaphor on student engagement with learning activities.Discussion and conclusions: The results are discussed in three stages: (a) using metaphors to promote student engagement with learning activities; (b) promoting student engagement with learning activities over time from the first day of class; (c) measuring the effects of metaphors on student engagement from the teacher’s experience.

The two-factor structure of future-oriented coping and its mediating role in student engagement

This article is based on data from a large mixed method research project funded by the Teaching and Learning Research Initiative (TLRI) in Aotearoa New Zealand. The article addresses the question: how do tertiary teachers in Aotearoa New Zealand perceive their role in student engagement? Quantitative data revealed both similarities and differences in how teachers perceived their role. These data also disclosed some surprising differences in their espoused and in-use priorities for engaging students. Qualitative data disclosed that most respondents in the sample were learner centred and thought that responsibility for student engagement was a shared responsibility, a partnership between teachers, students, institutions and outside influences such as family and friends.

Students who are passive in learning, get bored easily, have no interest in lessons, and do not explore what is being learned are indications of low student engagement. Student engagement is student involvement in learning both in the academic and non-academic fields which can be seen through behavioral engagement, emotional engagement, and cognitive engagement. One of the factors that influence student engagement is the perception of teacher support. This study aims to determine the relationship between perceptions of teacher support and student engagement in students of SMPN 4 Rengat Barat. The research subjects were 146 students. Data collection used a scale of perceptions of teacher support and a scale of student engagement. Data analysis used Pearson product moment correlation using SPSS 23.0 for windows. The results of the data analysis showed that the hypothesis was accepted, there was a positive relationship between perceptions of teacher support and student engagement among students at SMPN 4 Rengat Barat. Obtained a correlation coefficient (r) of 0.456 and a correlation significance value of 0.000 (p <0.001), which means that the level of perceptions of teacher support was related to student engagement.

Objectives: This study reviewed the literature on education, teaching, and gamification in the context of mathematics, aiming to investigate how gamification can be used to engage students and improve their academic performance. Theoretical Framework: The research was based on theories regarding the importance of gamification and technological innovation in contemporary education, highlighting their role in student engagement and the development of cognitive and socio-emotional skills. Method: A bibliographic and documentary review was conducted, along with a case study involving high school technical students. The study compared an experimental group using gamified activities and a control group following the traditional mathematics curriculum. Results and Discussion: The results showed that the experimental group had a significant increase in academic performance compared to the control group, with a 20% improvement in performance and greater engagement in learning activities. Gamification provided a more interactive and motivating learning environment, encouraging active student participation. Research Implications: The study suggests that gamification can be an effective tool to overcome common challenges in mathematics education, such as student disinterest and anxiety, offering a more engaging and efficient approach to learning. Originality/Value: This study highlights the practical application of gamification as an innovative strategy in mathematics education, offering insights into its positive impact on student performance and engagement.

Advanced communication technology has facilitated an exponential growth in online education for decades. High dropout rates in online learning have also posted a challenge to higher education institutions. Higher education leaders search for ways to improve student retention and graduation rates. As countless research revealed, student engagement is a key ingredient in keeping students connected with the course and their learning progress. Instructors have a significant role in student engagement. Timely, substantive instructor’s feedback facilitates learning, improves student performance, and supports student retention. Feedback given from instructors plays a vital role in student’s learning and satisfaction in the online learning environment. Satisfied students are likely to continue their studies and succeed academically. Overall, student engagement is a critical approach to keep students in the program until graduation. In this paper, a quantitative study investigates student engagement and student satisfaction in an online undergraduate program in health care administration. The aim of this study is to investigate the levels of student engagement from the first-year and senior-year students as well as the correlation between student engagement and student satisfaction. As it is expected, the results derived from this study espouse the discoveries from a myriad of previous research studies. Recommendations, limitations, and future research are also discussed.

Student Engagement and Language Learning: What, Why, and How?

ABSTRACTBackgroundStudent engagement has been conceptualised and operationalised in various learning environments. However, there is currently a lack of established scales to measure student engagement in synchronous online learning. One possible reason is the existence of the conceptual and structural ambiguity regarding student engagement.ObjectiveWith its context situated in Saudi Arabian students' synchronous online learning of Chinese as a foreign language (L2 Chinese), this study attempts to find out the best representation and measure of synchronous online engagement based on four competing statistical modelling methods, including confirmatory factor analysis (CFA), exploratory structural equation modelling (ESEM), bi‐factor CFA (B‐CFA) and bi‐factor ESEM (B‐ESEM).MethodsA total of 167 Saudi Arabian students voluntarily participated in this online questionnaire‐based study. A 19‐item online questionnaire was adaptively developed to measure students' engagement in synchronous online learning of L2 Chinese from behavioural, cognitive, affective and social dimensions. CFA, ESEM, B‐CFA and B‐ESEM were employed to determine the optimal structure model for representing students' synchronous online engagement in L2 Chinese learning.Results and ConclusionThe results revealed that the B‐ESEM model was the best structure model for both measuring and accounting for the generality and specificity of students' engagement in synchronous online learning of L2 Chinese. More specifically, student online engagement was found to be a general unity with four distinctive subdimensions including behavioural, cognitive, affective and social engagement. This study not only reconciles the construct inconsistency of student engagement in the literature from the synchronous online learning perspective but also provides an optimal representation for measuring students' synchronous online engagement in L2 learning.

This study investigates the effect of internship programs and entrepreneurship development on students' entrepreneurial interest, mediated by student engagement. The research involved 74 students of the Digital Business Department at SMKN 1 Ngawi, selected from a population of 90. Using a quantitative approach and Partial Least Squares Structural Equation Modeling (PLS-SEM), the results indicate that both internships and entrepreneurship development have a positive but insignificant effect on entrepreneurial interest, while they significantly enhance student engagement. Moreover, students engagement positively and significantly influences entrepreneurial interest, mediating the indirect effect of internships and entrepreneurship development. These findings suggest that fostering student engagement is crucial for strengthening entrepreneurial interest, emphasizing the need for quality internships and entrepreneurship programs that actively involve students in learning.