Dimensions Of Engagement Research Articles

Decline of student engagement in online studies

This research in progress examines student engagement in online synchronous learning sessions, focusing on trends from extended lockdowns during the COVID-19 pandemic to the present day within a higher education pathways subject. While our longitudinal data provides insights into declining student engagement trends, the reliance on chat messages within online synchronous sessions as the primary measure of engagement may only partially capture the multifaceted nature of student engagement. By re-examining the student engagement model by Kahu, we identified a possible direct link with student structural factors as influences on student engagement. As a result, we propose a model representation that further emphasises the interrelated influences of multiple dimensions of student engagement. The next phase of this study is to develop a broader range of engagement metrics, including direct feedback from students, which is expected to provide a better understanding of student engagement trends.

Person-Environment Fit on Organizational Citizenship Behaviour and Employee Engagement Among Administrative Staff of Public Universities in Accra, Ghana

This study aimed to assess the impact of person-environment fit on work-related outcomes among administrative staff of public universities in Accra. A sample of 300 administrative staff was selected from public universities in the Greater Accra Region to partake in the study using the purposive and snowball sampling method. The study discovered a positive significant relationship between employees fit and work-related outcomes as well as an interaction between two dimensions of engagement (intellectual and affective) and organizational citizenship behavior. The study's findings also reveal that various factor such as tenure and age positively impacted the employee’s performance of organizational citizenship behavior and engagement levels.

The Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control

ABSTRACTWith the rise of positive psychology in the field of second/foreign (L2) language acquisition, an increasing number of studies have delved into the factors influencing L2 engagement. While the interplay between environmental and personal factors has been acknowledged, we know little about whether and how different sources of social support influence L2 engagement via personal sources. To fill the gap, the current study recruited 649 Chinese English as a foreign language undergraduates and measured their perceived social support, L2 resilience, control, and engagement. Correlation analyses found that the four variables were positively correlated. Structural equation modeling analysis revealed that out of the three sources of social support, only teacher support had a direct impact on L2 engagement. Additionally, L2 resilience and control co‐mediated the path between teacher support and L2 engagement. Further inspection found that L2 resilience mediated the path from teacher support to all four dimensions of L2 engagement. However, L2 control only mediated the path from teacher support to cognitive and emotional engagement. The findings echoed the importance of teacher support in motivating L2 learning behaviors. Theoretical and pedagogical implications are also discussed.

Narrative predicts cardiac synchrony in audiences

Audio-visual media possesses a remarkable ability to synchronise audiences’ neural, behavioural, and physiological responses. This synchronisation is considered to reflect some dimension of collective attention or engagement with the stimulus. But what is it about these stimuli that drives such strong engagement? There are several properties of media stimuli which may lead to synchronous audience response: from low-level audio-visual features, to the story itself. Here, we present a study which separates low-level features from narrative by presenting participants with the same content but in separate modalities. In this way, the presentations shared no low-level features, but participants experienced the same narrative. We show that synchrony in participants’ heart rate can be driven by the narrative information alone. We computed both visual and auditory perceptual saliency for the content and found that narrative was approximately 10 times as predictive of heart rate as low-level saliency, but that low-level audio-visual saliency has a small additive effect towards heart rate. Further, heart rate synchrony was related to a separate cohorts’ continuous ratings of immersion, and that synchrony is likely to be higher at moments of increased narrative importance. Our findings demonstrate that high-level narrative dominates in the alignment of physiology across viewers.

Bridging the gap: challenges of urban planning and policies for favelas in Salvador, Brazil

Salvador, the capital of Bahia State in Brazil, has long struggled with pronounced economic and social inequality. This stratification has resulted in spatial segregation, leading to the expansion of favelas, typically near the city center, where segregation in various dimensions of social engagement intensifies tensions of inequities. The municipal government has made several attempts to address favela-related issues through urban planning policies. Notwithstanding the progress made in lowering violent crime and extreme poverty, these issues still exist. This paper explores the interaction between government-led practices and corresponding self-organized actions toward planning strategies, invoking a social justice framework and critical urban theories. It identifies mismatches between institutional objectives and residents’ expectations, highlighting that structural contradictions in the region’s social development remain unresolved. The analysis suggests that planning policies should consider key factors, such as resource redistribution, recognition of sociocultural identity, and political representation. On the basis of these findings, this paper offers insights into urban planning for favelas as examples of complex governance challenges. It also aims to contribute to the global discourse on similar urban planning issues.

Work engagement and burnout among Polish labour migrants.

The aim of the study was to examine the relationship between work engagement, burnout and coworker support, social climate at work, work-language proficiency and post-migration job skill change, among international migrant workers. Polish versions of Utrecht Work Engagement Scale, Burnout Assessment Tool, and the second Copenhagen Psychosocial Questionnaire were used for the measurement of the studied variables. All participants were recruited using announcements at Polish diaspora online forums and snowball sampling. The questionnaire was submitted to them in a form of an anonymous online survey. From 420 questionnaires filled in by the respondents, 411 were qualified for analysis. The results of a multiple regression analysis indicate that a positive perception of the social climate at work increases the scores of general work engagement (β = -0.22, p = 0.001), as well as all its subscales: dedication (β = -0.14, p = 0.002), vigor (β = -0.20, p = 0.001) and absorption (β = -0.22, p = 0.001). Support received from coworkers has a positive influence on the vigor dimension (β = -0.14, p = 0.002). Furthermore, work-language proficiency can be associated with more engagement F(1, 409) = 37.66, p = 0.000 and less burnout F(1, 409) = 11.68, p = 0.000 than limited work-language knowledge. In a similar manner, increased or similar job skill level compared to one's last employment in the sending country may be associated with better engagement F(2, 408) = 33.88, p = 0.000 and fewer symptoms of burnout F(1, 409) = 7.96, p = 0.005 than post-migration decrease of job skill. The perception of social climate at work and coworker support have shown to be positive predictors for particular dimensions of work engagement. Moreover, work language proficiency and job skill have been shown to associate with work engagement and burnout. Int J Occup Med Environ Health. 2024;37(4).

Unraveling the Mediating Role of Buoyancy in the Relationship Between Anxiety and EFL Students' Learning Engagement.

Recent investigators have illuminated the crucial role of positive psychology in learning English as a Foreign Language (EFL). However, little is known about academic buoyancy as a potential mediator in the relationship between foreign language anxiety and learners' academic engagement in English learning. To address this gap, we adopted a quantitative approach to explore these links. We surveyed 970 Chinese high school EFL students to measure their English learning anxiety, academic buoyancy, and learning engagement. Of the four dimensions of engagement - behavioral, emotional, cognitive, and agentic engagement - we discarded the emotional and cognitive dimensions of academic engagement in factor analyses. Structural equation modelling indicated that English learning anxiety directly predicted behavioral but not agentic engagement, and academic buoyancy partially mediated between English learning anxiety and behavioral engagement and completely mediated between English learning anxiety and agentic engagement. These results provide insights for EFL teachers seeking to enhance students' language learning experiences.

Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

Does robotic service quality determine robotic restaurant diners’ engagement behaviors? Role of customer engagement and attachment to the restaurant

PurposeRobotic restaurants are very novel, and service robots in these restaurants are identified as offering unique advantages in terms of efficiency, tireless service and potentially lower operational costs. However, studying customer engagement with the robots can reveal aspects of robotic service that resonate with diners. Understanding how diners interact with robots can help create a more engaging and enjoyable atmosphere, bringing more business to restaurants. Building on the stimulus-organism-response (SOR) theory and place attachment theory, the purpose of this paper is to study the impact of the robotic service quality (RSQ) on the customer attachment to the robotic restaurant with the mediating role of the different dimensions of the customer engagement, like the Absorptive Attention, Enthusiastic Participation and Social Connection. Subsequently, the impact of the customer attachment to the robotic restaurant on different dimensions of customer engagement behaviors like augmenting, co-developing, influencing and mobilizing behaviors was also studied.Design/methodology/approachThe cross-sectional data from 786 robotic restaurant diners in India who answered the self-administered structured questionnaires is utilized for this descriptive study. The study employed a purposive sampling strategy. The SMART-PLS 4.0 program was used to run structural equation modeling and analyze the data.FindingsThe results indicate that customer engagement dimensions like Absorptive Attention, Enthusiastic Participation and Social Connection differentially mediate the relationship between RSQ and customer attachment with the robotic restaurant. Customer attachment to the restaurant and the robotic services subsequently positively impact customer engagement behaviors.Research limitations/implicationsThe study relied upon cross-sectional data from the Indian population above 18 years to test the proposed model. Further studies could test the model across different populations to generalize the study results.Originality/valueThis study addresses the need to investigate robotic restaurant diners’ engagement behaviors. By testing place attachment theory and the SOR framework, this study is the first to show that RSQ will impact the customer attachment with the robotic restaurant and that different dimensions of customer engagement mediate the relationship. It also validates the previous research findings that customer engagement is not a single global construct, and different sub-dimensions are to be explored. This study is also the first to show customer attachment to the robotic restaurant will impact customer engagement behaviors differently.

Exploring engagement and flow experiences in collective music practices of amateurs, students and professional musicians

The purpose of this research was to explore the engagement and flow experiences in collective music practices of amateurs, students, and professional musicians. Based on the first phase of a sequential explanatory mixed methods research design, this article presents the results obtained from an online survey with 102 participants from diverse collective music practices. The results obtained were analyzed using both descriptive and inferential statistics. Some statistically significant differences were observed in the interaction between participant groups (amateurs, students, and professionals) and dimensions of engagement (behavioral, cognitive, and emotional), as reported in the results and discussed in relation to the literature. In summary, we were able to explore and discuss some aspects of engagement, motivation, and flow experience based on the participants’ responses regarding their collective music practices.

Children with Cerebral Palsy Rehabilitation In-Session Engagement: Lessons Learnt from a Story Tool Training Program

ABSTRACT Rehabilitation aims to increase individuals’ ability to interact with their environment. Focusing on the paediatric context, rehabilitation is likely to optimise children’s development while improving and maintaining their functioning. However, children with neurodevelopmental disabilities, such as cerebral palsy, often show low engagement in rehabilitation sessions. This study aimed to assess the effectiveness of a narrative-based training program in increasing in-session engagement for children with cerebral palsy undergoing rehabilitation (i.e. targeting affective, behavioural, and cognitive dimensions). The study was conducted in three cerebral palsy rehabilitation centres and followed a one-group double-pre-test, one-post-test design. Fifteen children with cerebral palsy participated in the training program twice a week over nine weeks. The program aimed to promote children’s in-session engagement in rehabilitation through a story tool grounded in a self-regulation theory. Current data revealed the key effects of implementation time in the three dimensions of in-session engagement. Post-hoc tests of within-subjects indicated significant differences between pre-test 1 versus post-test and pre-test 2 versus post-test in the three dimensions of in-session engagement. This narrative-based intervention was a helpful tool promoting in-session affective, behavioural, and cognitive engagement in rehabilitation for this sample of children with cerebral palsy.

Improving student engagement with a flipped classroom instruction model in Ethiopian higher education institutions: The case of Mattu University.

Currently, the flipped classroom instruction model has received greater attention for its multifaceted advantages in improving student learning by boosting learning environments. To this end, a flipped classroom model was employed in the current study with the purpose of increasing student engagement across all three dimensions-behavioral, emotional, and cognitive. To look at the improvement observed as a result of this model, this study used a mixed-methods design, mainly a convergent parallel design. In the present study, fifty-five students from two distinct academic departments participated. In addition, the instructors of the courses that were chosen to be taught using a flipped classroom model were also participants in this study. The study employed focus groups, interviews, self-report surveys, and classroom observation strategies to gather the necessary data. The quantitative data were analyzed using descriptive aggregate means and paired sampling t-tests, while the qualitative data were analyzed using a thematic data analysis approach. The findings revealed that a flipped classroom greatly improved each of the three dimensions of student engagement. Moreover, the findings showed that the instruction model improved student engagement by creating learning environments where students could participate actively in class activities, interact more effectively with teachers and other students as well as with learning resources, and acquire the necessary knowledge from the courses. Future research may employ a large sample size with a sufficient time frame to make the findings more applicable to different educational institutions.

Engagement as a mechanism of action in collaborative learning health systems

AbstractOngoing experience and emerging evidence suggest that Collaborative Learning Health Systems (CLHSs) are a promising approach to transforming population outcomes and organizational care processes. As implied in their name, this type of Learning Health System both promotes and relies upon collaboration to achieve its aims. However, to realize the promise of the Collaborative Learning Health System, a better understanding of engagement as a catalyst for collaboration is necessary. In this commentary, we elaborate the phenomenon of engagement. We define engagement in the context of CLHSs, consider dimensions of engagement, and further explore the role of engagement as a catalyst of network functioning. We conclude by offering an agenda for research and practice intended to develop an understanding of engagement so as to further advance the theory and practice of CLHS efforts and ultimately promote the uptake of the CLHS model.

Learning and Development Program’s Admission Requirements and Student Engagement as Success Determinants in Accountancy

This study focuses on the admission criteria of a bachelor of accountancy (BAcc) degree program as one of many factors influencing students’ success in graduating in the regulated time frames. The present study used constructivist learning and student engagement theories as connected lenses to explore the effect of admission criteria on first-year-level students’ academic performance. The research findings emanate from a mixed methods methodology using logistic regression, one of the choice models in the International Business Machines (IBM) Statistical Package for Social Scientists (SPSS), and semi-structured interviews. A sample of 43 was randomly selected from the list of 91 students with NSC-level accounting to match the number of 43 students who did not do NSC-level accounting offered in South African high schools. This gave the researchers a study sample 86, which reduced 81 following incomplete data submission by five students. The study’s findings suggest a sensitive understanding of students’ engagement with program materials and admission criteria. The admission criteria embraces prior high school knowledge reflected in the NSC-level admission points score (APS) and NSC-level mathematics. In addition, student dedication is a dimension of student engagement that we explored. The value of the study is a contribution to the reconsideration of student engagement alongside program admission requirements, leading to the integration of constructivist learning and student engagement theories. Prior studies have not integrated constructivist learning and student engagement theories into their research design. We recommend the continued use of the NSC-level APS score and mathematics in the admission requirements of the BAcc learning and development programs. We also recommend using teaching and learning activities that bring out student dedication. More research should be done on all aspects of student engagement premised on graduating students.

Sound in mode on: how sound stimuli influence customer engagement?

AbstractThe objectives of this research are as follows: (i) to study whether the presence of sound stimuli influences customer engagement; (ii) to assess this effect on different dimensions of customer engagement (sensory experience, approach-avoidance response, and emotional response); and (iii) to study whether product type and customer involvement moderate the effect of sound on customer engagement. This research analyzes the effect of two different sound stimuli for two different product types on two digital channels. The experimental design for Study 1 is a 2 sound (sound associated with the product vs. no sound) × 2 product type (hedonic vs. utilitarian) displayed in a social network (Instagram) environment. The experimental design for Study 2 is a 2 sound (voiceover vs. no sound) × 2 product type (hedonic vs. utilitarian) displayed in a blog. Both studies additionally incorporate measured variables, with a particular focus on customer involvement (low and high). A total of 512 participants interacted with a condition and then completed a questionnaire. The presence of sound increases customer engagement in the sensory experience and approaching response. The interaction of sound (voice-over) and the hedonic product positively influences the emotional response, and customer involvement negatively moderates the influence of sound on the sensory experience.

The role of customer engagement in relationship quality with a resale platform

Online communities are often used to establish customer engagement. This study focuses on the antecedents (i.e. involvement, anonymity) and consequences (i.e. brand relationship quality) of engagement in an online resale community. Data are obtained through a survey of 298 resale platform customers in the United States. Partial least squares–structural equation modeling is applied for data analysis. The findings of this study reveal that customer involvement and perceived anonymity within the community positively affect the three dimensions of engagement: creation, contribution, and consumption. The results also show that engagement affects both the cognitive and affective qualities of brand relationship quality, producing a significantly positive effect on behavioral intention. This study contributes to existing marketing studies by developing an integrated framework for community engagement and brand relationship quality in the online resale context.

Learners Engagement in Online Teacher Professional Development: Scale Development and Validation

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method, involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.

Toward a Conceptual Framework of Arts Justice – A Normative Turn in the Sociology of Arts Inequalities

This paper introduces a theoretical framework for studying justice in the field of one of the most common leisure activities – arts and cultural engagement – which we term “arts justice.” We consider three forms of arts engagement: consumption, creation, and education. We develop the notion of arts justice as an expression of social justice, characterized by the unique ways art is embedded in social life. The proposed framework builds upon two theories of justice. Sen and Nussbaum’s capabilities approach highlights the observable and hidden dimensions of arts engagement, focusing on people’s actions and the conditions that facilitate or restrict them. Fraser’s perspectival dualism approach complements the capabilities approach by differentiating between distributive and recognitive levels of justice related to arts engagement. Combining both approaches, we construct a holistic model of justice for the domains of art and culture and demonstrate its application in the context of leisure arts consumption.

Culture: a sixth domain and the introduction of the ‘C6ISRT’ framework

ABSTRACT The traditional domains of land, sea, and air warfare have long held prominence, while space and cyberspace have recently gained recognition as spheres of conflict. As conflicts continue to evolve, the domains of war must expand to accommodate new dimensions of engagement and integrate them alongside those human-centred factors that have previously held considerable sway. It is imperative, therefore, to recognise culture as the sixth domain and reflect upon its profound influence on group thinking, decision-making, and behaviour. Integrating culture into the Command, Control, Communications, Computers, Cyber, Intelligence, Surveillance, Reconnaissance and Targeting (C5ISRT) framework acknowledges its strategic relevance in shaping military strategies and responses in an increasingly complex and interconnected world. This paradigm shift highlights that the modern landscape extends beyond physical and virtual theatres to encompass the cognitive and social dimensions that define human interactions and conflicts.

Re-Evaluating Components of Classical Educational Theories in AI-Enhanced Learning: An Empirical Study on Student Engagement

The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments.