Dimensions Of Engagement Research Articles

Relationship between Student Engagement and Academic Achievement in College English Education for Non-English Majors in China

To address the tangible problem of English underperformance and recognize a theoretical void in student engagement theory within the realm of college-level English education for non-English majors in China, this research investigated the correlation between student engagement and English achievement in this unique setting. Additionally, it analyzed to what degree the trio of student engagement dimensions (specifically, emotional engagement, cognitive engagement, and behavioral engagement) elucidate or forecast students' accomplishments in English. The correlation study design was adopted with 400 non-English major undergraduates in 6 public universities and colleges in Hebei Province, China. Students’ CET-4 scores served as indicators to assess academic achievement, which was collected in the Demographic Information Form. The Student Engagement Scale collected data on three dimensions of student engagement. Through comprehensive statistical analyses, the outcomes demonstrated substantial and positive correlations between (the three dimensions of) student engagement and English achievement in the domain of college English education for non-English majors in China. Notably, these dimensions collectively elucidate 65.3% of the variation in English achievement, with emotional engagement emerging as the primary predictor, succeeded by behavioral engagement and cognitive engagement. These findings not only suggest a path for tackling the practical issue but also expand the application boundaries of student engagement theory. As subsequent research delves into the intricacies of student engagement, this study establishes a foundation for delving deeper into the mechanisms that propel English achievement within this distinctive educational landscape.

Toward a multimodal and continuous approach of infant-adult interactions

AbstractAdult-infant early dyadic interactions have been extensively explored by developmental psychologists. Around the age of 2 months, infants already demonstrate complex, delicate and very sensitive behaviors that seem to express their ability to interact and share emotions with their caregivers. This paper presents 3 pilot studies of parent-infant dyadic interaction in various set-ups. The first two present longitudinal data collected on two infants aged between 1 and 6 months and their mothers. We analyzed the development of coordination between them, at the motor and at the vocal level. The 3rd pilot study aims to explore interpersonal coordination in both vocal behavior and motor activity for one infant and his mother at 2, 4 and 6 months. These pilot studies however leave a number of questions open concerning developmental changes and infants’ progressive mastery of interaction. We identify areas worth examining and try to tease out specific issues that may help develop new methodological pathways for the study of early naturalistic social interaction. We assume that a continuous, rather than discrete, approach would better capture the changes taking place in the various communicative modalities, while also displaying each dyad’s specificity and the narrative dimension of social engagement between infants and caregivers.

Exploring a framework for integrated STEM: challenges and benefits for promoting engagement in learning mathematics

Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote participation in STEM pathways. The STEM Academy professional learning program was developed to support teachers to engage and motivate students by creating real-world, challenging problems. The initiative involved interdisciplinary teams of secondary STEM teachers attending workshops and working with university experts to design, implement and evaluate STEM curricular experiences. This paper focuses on case studies undertaken in two of the twelve schools involved in the initiative, using interview data from teachers and students, to explore the nature of their programs and their experiences. We investigate key features of these two schools’ approaches, using a conceptual framework for integrated STEM, and explore the challenges and benefits of different features of integrated STEM that promote different dimensions of engagement in learning mathematics. We explore how the framework characteristics can be reframed into four dimensions that promote mathematics engagement in integrated STEM education - design thinking in authentic contexts, content integration, STEM practices and 21st Century skills, and exposure to professional practice.

Online Esports Engagement: Motivational Antecedents and Marketing Outcomes

Esport is becoming one of the fastest-growing sports branches and providing remarkable advertising and sponsorship opportunities for brands. This research aims to understand what motivates online esports spectators to engage in esports and the way that motivations and engagement influence their purchase intention toward advertised and sponsored products during esports events. The proposed model was tested using structural equation modeling with 436 esports spectators. The results imply that esports engagement has mainly been driven by parasocial interaction between online esports spectators and players. Various motivations were found to act upon the emersion of different esports engagement dimensions, among which a hierarchy of effects existed. Affective and behavioral esports engagement positively influenced advertising sponsorship effectiveness during esports events. Along with providing a definition of esports engagement, this research creates a theoretical linkage between uses and gratifications theory, sports consumption motivations, and esports engagement; and explores how esports engagement leads to the willingness to buy products advertised during esports events and/or products of official esports sponsors. Keywords: esports, motivation, sponsorship, uses and gratifications, parasocial interaction

The Impact of Organizational Identification and Moral Identity Centrality on Organizational Engagement of Millennials: The Moderating Effect of Work Values

This study investigates the moderating impact of work values of Millennials on their organizational engagement from a social identity perspective. Organizational engagement which is conceptualized as a dimension of engagement has been rather overlooked in literature. The study of Millennials’ work values and their impact on workplace attitudes and behaviour of Millennials is of timely importance given that they are becoming the largest generational cohort in global workforces. Social identity perspective is contemporarily applied in terms of various dimensions of engagement. The survey was conducted involving 285 Millennial MBA students in two of the leading universities in Sri Lanka, using a structured questionnaire. The data was analyzed using structural equation modeling. The results indicated no support for the premise that the work values of Millennials moderated the relationships between organizational identification or moral identity centrality and organizational engagement of Millennials. This study addresses the knowledge gap pertaining to the organizational engagement of Millennials and provides valuable insights into the work values of Millennials, through a social identity perspective. The findings imply that Millennials may not be different from others in terms of the relationships among organizational identification or moral identity centrality and engagement.

HUBUNGAN ANTARA WORK LIFE BALANCE DAN WORK ENGAGEMENT PADA KARYAWAN DI PT.X

Although work-life balance is not a new topic, the multidimensional perspective of work life balance has not been extensively studied. The purpose of this research is to evaluate the relationship between the dimensions of work-life balance and work engagement among employees, using a multidimensional perspective of work-life balance. This study used a qualitative approach, distributing online questionnaires to 37 participants, utilizing the Work Life Balance Scale andthe Utrecht Work Engagement Scale version 9 as measurement tools. Data analysis was conducted using Pearson’s Correlation statistical technique. The findings of the study showed a significant positive correlation between the demands dimension of work-life balance and work engagement. Similarly, a significant positive correlation was indicated between the resources dimension of work-life balance and work engagement. These findings suggest that studying work-life balance from a multidimensional perspective helps to achieve a more specific understanding of work-life balance, particularly in relation to work engagement. The multidimensional model of work-life balance is encouraged to be more widely used in the future research studies.

The association between appreciative management and work engagement among health- and social care professionals: A cross-sectional study.

The importance of work engagement has been emphasised due to the increasing demand for health- and social care and the shortage of skilled labour. Improving organisational and managerial factors is important when enhancing professionals' work engagement. The association between management and work engagement has only been established in previous studies at a general level, but the association between appreciative management and work engagement has not received equivalent research interest. This study aimed to describe the association between appreciative management and work engagement among health- and social care professionals. The study used a cross-sectional survey design. The data were collected in five health and social services centres in one city in Finland from September to October 2022 using the Appreciative Management Scale 2.0 and the Utrecht Work Engagement Scale-9. A total of 182 health- and social care professionals participated. The data were analysed using correlations, linear regression analyses, independent samples t-tests and two-way analyses of variance (ANOVAs). A moderate association was found between appreciative management and work engagement and its dimensions of vigor, dedication and absorption. Systematic management had the strongest association and equality had the weakest association with work engagement. Among the dimensions of work engagement, appreciative management had the strongest association with vigour and the weakest association with absorption. Appreciative management and work type predicted 18% of the variance in work engagement. Full-time employees reported higher levels of work engagement and all its dimensions than did part-time employees. The results indicate that appreciative management and full-time work predict work engagement among health- and social care professionals. Due to this positive association, it is important to promote managers' appreciative management skills by educating them to understand how appreciative management enables and supports professionals' vigour, dedication and absorption in health- and social care.

Nursing and medical students’ engagement and quality of life

Objective: To investigate the correlation between nursing and medical students’ engagement and quality of life at a private college. Methods: This is an observational, analytical, cross-sectional study with a quantitative approach, carried out with 219 undergraduate students, using three self-administered questionnaires: one with sociodemographic data; Study & Well-being Survey, to assess student engagement; and the Medical Outcomes Study 36 – Item Short-Form Health Survey (SF-36), to assess quality of life. Data normality was tested using the Kolmogorov-Smirnov test, and for inferential analysis, within expected standards, Spearman’s correlation test between the engagement dimensions and the quality of life domains was used. Results: A total of 171 medical students and 48 nursing students participated, 160 (73.06%) female and 59 (26.94%) male. Engagement had a mean score of 3.57 ± 0.92 and quality of life with an average greater than 50. The correlation between engagement and quality of life was considered moderate between the vigor dimension and the energy/vitality domain (r=0.505), and health mental (r=0.332) and between dedication (r=0.400) and absorption (r=0.313) dimensions with the energy/vitality domain. Conclusion: The correlation was weak between most nursing and medical students’ quality of life and engagement domains.

Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness

Almost all higher education institutions across the globe have adopted technology-mediated semi-synchronous learning and teaching methods. While emerging technologies pedagogically facilitate affordances and opportunities for semi-synchronous learning, limited attention has been given to the implementation of e-learning technology to enhance student engagement in such environments. In this study, a sequential mediation model examining how students' perceived personal technological innovativeness (PTI) and perceived usefulness (PU) mediate the effects of students’ perceived responsiveness to instructional innovation (RII) and promote student social, behavioural, cognitive, emotional, and reflective engagement in semi-synchronous e-learning environment is advanced and tested on students undertaking a business course at an Australian university. The study findings indicate that RII affects all the 5 student engagement dimensions, while PTI positively impacts emotional and behavioural engagement only. PTI and PU sequentially mediate the relationship between RII and student engagement. This study highlights the importance of student-based factors in implementing e-learning technology and has implications for educational innovation theory and practice in higher education.

Using interactive technologies to enhance student engagement in higher education online learning

The challenge addressed in this study is how the effectiveness of Padlet, Panopto video-embedded quizzes and Google Docs can be evaluated in terms of student engagement. Using a range of data sources, we discussed whether each technology influenced various dimensions of student engagement. The study found that certain technologies improved students’ behavioral and cognitive engagement and they provided students with flexible opportunities for social, collaborative and emotional engagement. By enhancing the online opportunities for behavioral, cognitive and interpersonal engagement, specific technologies helped engage students with what and how they were learning. It concludes with further recommendations aimed toward the intentional use of technology for improving students’ online learning engagement.

Association of a Gamified Journal Club on Internal Medicine Residents' Engagement and Critical Appraisal Skills.

Prior literature demonstrates internal medicine residents have suboptimal competence in critical appraisal. Journal clubs are a common intervention to address this skill, but engagement and critical appraisal skill improvement are variable. We evaluated journal club engagement and critical appraisal skills after implementation of a gamified format. This was a single-arm study, conducted from July 1, 2020 to June 30, 2021, involving internal medicine residents at 2 US programs. Residents participated in a 12-month gamified journal club that sorted residents into 2 teams. Residents attended an orientation followed by 6 to 10 monthly, hour-long competitions. In each competition, a subset of the resident teams competed to answer a clinical prompt by critically appraising an original article of their choice. A chief medical resident or faculty member moderated each session and chose the winning team, which received a nominal prize of candy. The primary outcome was engagement, measured by a 7-question survey developed de novo by the authors with Likert scale responses at baseline and 12 months. The secondary outcome was critical appraisal skills assessed by the Berlin Questionnaire. Sixty-one of 72 eligible residents (84.7%) completed both engagement surveys. Residents reported statistically significant improvements in most dimensions of engagement, including a higher likelihood of reading articles before sessions (posttest minus pretest score -1.08; 95% CI -1.34 to -0.82; P<.001) and valuing time spent (posttest minus pretest score -0.33; 95% CI -0.55 to -0.11; P=.004). Critical appraisal skills marginally improved at 12 months (posttest minus pretest score -0.84; 95% CI -1.54 to -0.14; P=.02). Our study demonstrates a gamified journal club was associated with improvements in engagement and minimal change in critical appraisal skills.

Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School.

Very few studies have properly identified how peer victimization is associated with lower achievement in middle or high school. In this context, this study examined how peer victimization at the beginning of middle school is linked with subsequent student achievement. Specifically, it assessed if the behavioral, affective, and cognitive dimensions of engagement in school play a mediation role in the relationship between peer victimization and student achievement. The sample of this study included 683 seventh graders attending 3 schools in Montreal, Canada. Students self-reported peer victimization at the beginning and end of grade 7. They also reported their levels of student engagement on the 3 dimensions (behavioral, affective, and cognitive) across 3 time points in seventh and eighth grades. Student achievement in language arts across these 2 years was also obtained through school records. Peer victimization significantly predicted lower achievement over time (b = -.24, p ≤ .001). Peer victimization predicted lower achievement in grade 8 indirectly through affective student engagement (b = -.11, p < .05). Post hoc analyses showed that peer victimization still predicted lower achievement in grade 8 indirectly through a decrease in affective engagement (b = -.14, p < .05). However, when considered alone, a decrease in cognitive engagement also acted as a mediator (b = -.09, p < .05), suggesting a strong link with affective engagement. Our findings expose the importance to promote student engagement in school and achievement for victimized youth.

What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education

AbstractAs an important part of core competencies in the 21st century, computational thinking has received a lot of attention from all over the world. In the field of higher education, cultivating the ability of computational thinking has become an important goal of teaching. Previous research has shown that students' learning engagement is related to partial dimensions within computational thinking. However, there was a lack of research on the overall relationship between learning engagement and computational thinking. Therefore, this study aims at constructing an overall relationship model between learning engagement and computational thinking to examine the influence of three dimensions of learning engagement on the five dimensions of computational thinking. The participants were 341 freshmen from central China. The results show that compared with behavioral engagement, both emotional engagement and cognitive engagement had a stronger predictive power for computational thinking. In addition, the learning environment played a significant role in the relationship between learning engagement and computational thinking. On the whole, when compared with traditional multimedia classrooms, the relationship between learning engagement and computational thinking in smart classrooms was closer. A theoretical and empirical study of the relationship between learning engagement and computational thinking presents researchers and education practitioners with a method to improve students' computational thinking by building a learning environment and designing pedagogy.

The interrelations between micro-level CSR, Job engagement and organizational engagement during the COVID-19 pandemic: A PLSpredict model assessment

BACKGROUND: Amid the mounting COVID-19 situation, we take up the opportunity to examine micro-level CSR practices as an internal strategic approach for employees’ engagement to assist organizational resiliency. Past research had documented the Matthew effects of engaged employees and the fatal threat of disengaged employees. However, little is known to the precise outcome of job engagement and organizational engagement. OBJECTIVE: This study endeavors to offer comprehensive findings on job engagement and organizational engagement through the antecedent of micro-level CSR practices. Additionally, job engagement was modelled as the mediator between micro-level CSR practices and organizational engagement. Stakeholder Theory, Social Exchange Theory and Engagement Theory guided the development of the hypotheses. METHODS: Quantitative judgmental sampling technique was employed to reach out to the targeted respondents. A total of 336 responses was collected for statistical analysis facilitated by partial least squares structural equation modeling (PLS-SEM) approach. RESULTS: The study revealed that employees’ involvement and working environment are positively influencing job engagement and organizational engagement while the others micro-level CSR practices demonstrated mixed results. Also, job engagement was found to mediate the relationships between the four dimensions of micro-level CSR practices (i.e., employees’ involvement, employees’ empowerment, work-life balance and working environment) and organizational engagement. CONCLUSIONS: Micro-level CSR practices positively affecting job engagement and organizational engagement with different degree of influences. Organizations could consider implementing micro-level CSR practices for enhanced job engagement and organizational engagement to ease the challenging moment during uncertainty.

Driving destination brand engagement: The role of traveler participation

AbstractThis paper explores the importance of two forms of interactions, namely marketer–traveler interaction and traveler–traveler interaction in driving destination brand engagement (DBE) dimensions, and their effect on travelers' short‐term and long‐term behavioral intentions based on impulse buying and external search behavior. Using multi‐group analysis, the impact of DBE dimensions on external search behavior and impulse buying across Generation‐Z travelers (aged between 18 and 25) and Generation‐Y travelers (aged between 26 and 40) was also explored. The results provide meaningful implications for tourism marketers to drive relationships between travelers and destinations on digital tourism platforms.

Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks

Researchers and educators continue to grapple with how to re-engage mathematics students who evidence disaffection and low achievement in class. In a fine-grained qualitative case study, observations and regular self-reports of six 16-17-year-old early school leavers were analyzed to investigate their responses to cycles of formative assessment activities in the context of rich mathematics tasks. The interplay of extrinsic and intrinsic motivational aspects was found in the students’ situational interest and value appraisal of the activities, dis/engagement related to experiencing activities unfamiliar to them, and the social dimension of engagement in peer-community-building leading to eventual engagement.

The impact of learning engagement on the subjective well-being of disadvantaged older adults in China.

Due to social transformation, economic reform, and the advent of an aging society, the number of disadvantaged older adults in China is increasing. The living conditions of the disadvantaged older adult groups determine society's stability to a certain extent. How to make their lives happier in their old age, promote their subjective well-being, and realize the "enjoyment of the older adults" is of great practical significance in improving social civilization and building a harmonious society.This study uses questionnaires to obtain survey data from the lower counties of Ningbo City, Zhejiang Province, where there is a high concentration of older learners, and used SPSS 27.0 software to process the data. The results indicated the following: the subjective well-being of disadvantaged and non-disadvantaged older adults differed significantly; learning engagement had a significant effect on enhancing the subjective well-being of disadvantaged older adults, and all dimensions of learning engagement had a significant positive relationship with subjective well-being (SWB). Compared to non-disadvantaged older adults, learning engagement had a more significant contribution to the SWB of disadvantaged older adults.

The positive impact of bicultural identity on emotional, cognitive, and behavioral engagement: An exploratory analysis

This study investigates the impact of dual cultural backgrounds on student engagement in school, specifically focusing on minority students in China who are adapting to a new culture. It examines the emotional, cognitive, and behavioral dimensions of student engagement, considering factors such as gender, socio-economic status (SES), and cultural knowledge and experiences. A survey was conducted among students in a Chinese secondary school, with participants completing it using traditional pen and paper. Regression analysis was performed on the collected data to determine the influence of bicultural identities on student engagement, while considering the effects of gender, SES, and cultural knowledge and experiences. The findings indicate that students with resilient bicultural identities show significantly higher levels of emotional, cognitive, and behavioral engagement in school compared to those with weaker bicultural identities. This highlights the importance of nurturing and supporting students' ethnic, national, and cultural identities to enhance their overall engagement and participation in education. The results underscore the significance of recognizing and embracing students' dual cultural backgrounds, creating an inclusive environment, and employing culturally relevant educational approaches. This research has implications for educators, policymakers, and stakeholders in promoting a culturally inclusive educational system. It emphasizes the need to acknowledge and assess students' diverse cultural backgrounds and suggests the benefits of incorporating culturally responsive pedagogy and support systems to enhance student engagement and academics success. By understanding the impact of bicultural identities on student engagement, educators can establish an environment that fosters support and empowerment, contributing to students' overall educational experiences and outcomes.

Chinese adolescents' reading engagement profiles and their relations to self‐concept and reading literacy

BackgroundPrevious studies on reading engagement have generally used variable‐centred approaches to examine whole‐sample averages. Few have assumed a person‐centred approach, especially latent profile analysis (LPA), to examine students' reading engagement profiles. Although one study employed LPA to identify the reading engagement profiles of Chinese adolescents, how engagement dimensions combine within individuals was not clear from its results.MethodsThis study used LPA to examine the reading engagement profiles of 12,058 Chinese adolescents based on their patterns of behavioural, cognitive and emotional engagement. Additionally, how profile membership relates to self‐concept and reading literacy was examined.ResultsFour reading engagement profiles were identified: engaged (moderate to high on all three dimensions), moderately engaged (moderate on all three dimensions), disengaged (low on all three dimensions) and moderately cognitively engaged (moderate cognitive engagement/low behavioural and emotional engagement). Students with a higher reading self‐concept were more likely to exhibit a pattern of moderate to high engagement. Students with higher engagement patterns attained higher reading achievement.ConclusionsChinese adolescents showed multiple reading engagement profiles that were differently related to self‐concept and reading literacy. Teachers should be aware of subgroups of students displaying different reading engagement patterns and be able to evaluate and then address them with appropriate instructional practices.

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students.

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (Mage = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.