Engagement In Situations Research Articles

Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain

Drawing on a qualitative, interview-based study of 36 research-engaged teachers in Poland and Spain, this paper aims to identify and explore the types of their research engagement, and their recommendations on how education stakeholders can improve this engagement. The findings reveal three types of teacher research engagement – i.e. situational engagement, emotional engagement, and transformative engagement – as well as specific roles and responsibilities for five stakeholders they view as being key to improving teacher research engagement: school leaders, teachers, university communities, teacher education providers, and policy makers. The paper concludes with new insights for theory and practice in this field.

Followers’ Cognitive Elaboration of Sponsored Influencer Content: The Significance of Argument Quality

Social media influencers have emerged as effective brand endorsers, yet a gap remains in understanding their followers’ cognitive engagement with sponsored posts. To address this issue, we conducted a study guided by parasocial theories and the elaboration likelihood model (ELM). Follower status (follower/non-follower) and persuasive argument quality (weak/strong) were manipulated among study participants (N = 163) to discern the prevailing processing mode triggered by sponsored influencer content. Based on parasocial theories, we predicted that followers who have established parasocial relationships with influencers should show high situational engagement with their content. Our results demonstrated that argument quality influenced followers’ brand evaluation and purchase intention, whereas non-followers were unaffected by it. These findings suggest that followers are more likely to elaborate on influencer content compared with non-followers. Interestingly, some signs of biased processing were evident. These results contribute to our understanding of how followers engage with sponsored content and shed light on the mechanisms underlying the persuasiveness of influencer marketing.

Religious feelings in early and late adulthood

ABSTRACT The aim of the study was to compare different phases of adulthood in terms of religious feelings. To achieve this objective, semantic subgroups derived from expressions of religious feelings encompassed positive and negative qualities, situational context, and regulatory strategies. This process was rooted in Walesa’s cognitive-developmental theory of integral religious development. Under positive qualities, the subcategories included reflexivity, multiple feelings, trust, joy, and love. Negative qualities yielded subcategories of anger, reflexivity, lack of negative feelings, transformation, grief, and multiple feelings. The situational context subcategory was defined by intellectual evaluation, religious practices, and engagement in religious situations. Regulatory strategies encompassed subcategories related to secular and religious life issues, as well as orientation towards eternity. The study included 160 Catholics, with 80 in early adulthood and 80 in late adulthood. Analyses revealed significant differences between these groups across all categories. Early adulthood featured diverse, multifaceted religious feelings, while late adulthood exhibited more uniform, coherent religious feelings, including trust, religious engagement, and orientation towards eternity. Moreover, multilayer perceptron analysis effectively predicted developmental stages based on specific subcategories, shedding light on the dynamic nature of religious feelings across the lifespan and contributing valuable insights to the field of psychology of religion.

Conflicts and the dilemma of media intervention: An educational information management perspective

Conflicts are inevitable in any human community, despite the fact that they are never desirable. One of the characteristics of the contemporary world is conflict. Different parties participate in disputes (individuals, organizations, and states). When disputes arise, interventionist methods are put into action. Conflicts arise in a variety of ways, such as disagreement, rage, quarrelling, hatred, destruction, killing, or war, because human requirements are diverse. Conflict takes many different shapes, and so do interventions. Individuals, groups (both local and foreign), and governments can all intervene in a conflict. The media and its functions are up for debate among those who mediate disputes. Can the media be seen as intervening in a dispute, or are they merely performing their mandated duties? The diversity of opinions is what drives conversations in peace journalism. In addition, peace journalism promotes media engagement and intervention in conflict situations in order to lessen and end conflict. Media intervention, according to some critics, is not objective journalism because those in charge of educational information management and journalists are not expected to make decisions about the news; rather, they should just tell it as they see it. Therefore, the purpose of this article is to examine the idea of conflict, the stages of conflict development, interventions in conflicts, and the contentious position of the media in conflicts from an educational information management perspective. Hence, this paper will contribute to the role of educational information management via social media and other new media platforms, which have occasionally been used to hold governments responsible, unite people in protest of violence, plan relief operations, empower people, dissipate tensions via knowledge sharing, and create understanding across boundaries.

Student situational engagement and its associations with regard for adolescent perspectives, productivity, and instructional learning formats in the classroom

Teacher–student interactions are considered to influence student engagement. As such, building on the teaching through interaction framework, this study presents an investigation of specific features of teacher–student interactions (regard for adolescent perspectives, productivity, and instructional learning formats) and their association with student engagement in a particular lesson. The sample consisted of 404 8th–10th grade students from 18 classrooms. The data comprised 87 videorecorded lessons, divided into 216 observation cycles, coded using the Classroom Assessment Scoring System – Secondary observational instrument. Additionally, the students’ self-reports of their situational engagement were collected using the web-based In Situations (InSitu) instrument at the end of six separate lessons. The data were analysed with cross-classified multilevel structural equation modelling, with engagement ratings cross-classified by students and lessons. In line with the study hypothesis, the results revealed positive associations between situational engagement and the two dimensions of regard for adolescent perspectives and instructional learning formats, yet there were unexpected negative associations with productivity.

Redesigning Tourism Community Participation Management: Integrating Digital Technology with the Soft Systems Methodology (SSM) Approach

The soft systems methodology (SSM) method is used in this study to address the perspective of community collective engagement (Participation with the community) in the context of tourist awareness groups. This study aims to develop a new model that can increase community engagement in the use of digital technology for tourist objectives. This research examines difficulties and formulates novel digital technology solutions through case studies on tourist awareness groups. The findings of this study suggest that the SSM method may give a comprehensive picture and enable the building of relevant and successful models. This study contributes significantly to our understanding of how to improve community engagement in technology-based tourist situations

Assessing the Efficacy of Active Learning to Support Student Performance Across Undergraduate Programmes in Biomedical Science.

Introduction: Active learning is a useful tool to enhance student engagement and support learning in diverse educational situations. We aimed to assess the efficacy of an active learning approach within a large interprofessional first year Medical Cell Biology module taken by six healthcare programmes across the School of Biomedical Sciences at Ulster University, United Kingdom. Materials and methods: An active learning approach was developed for weekly formative assessment using Smartwork to design a weekly interactive multiple-choice quiz to reinforce key concepts specifically for each lecture. We tracked and assessed student performance in the module overall and in each element of course work and exam for 2years prior to and following the introduction of an active learning strategy to engage and support learning for students from all academic backgrounds and abilities. Results: Full engagement with active learning was significantly associated with an increased overall module performance as well as a significantly increased performance in each element of class test (No engagement vs. Full engagement, p < 0.001), exam (No Engagement vs. Full engagement, p < 0.05) and coursework (No engagement vs. Full engagement, p < 0.001) within this overall total (No Engagement vs. Full engagement, p < 0.01). Partial engagement with active learning was associated significantly improved class test (No engagement vs. partially engaged, p < 0.001) and coursework (No engagement vs. partially engaged, p < 0.05) performance. While a trend toward increased performance in exam and overall module mark was observed, these were not significant. Discussion: Active learning is a useful tool to support student learning across a range of healthcare programmes taken by students with differing backgrounds and academic abilities in an interprofessional and widening participation setting. Student engagement in active learning was highlighted as a key contributory factor to enhanced student performance in all aspects of assessment.

Development of an Instructional Model to Enhance Competency in the Thai Language for Grade 6 Students

This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&amp;amp;D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students&amp;rsquo; knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model&amp;rsquo;s suitability, practicality, and beneficial impact on language proficiency. &#x0D; &#x0D; The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model&amp;rsquo;s success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.

‘Conceptualizations and implementation of user engagement in Weather and climate services: A climateservicesproviders’ perspective by Di Fant, V., del Pozo, M., Gulikers, J. and Paparrizos, S

Weather and Climate Information Services are increasingly used worldwide to facilitate the provision of information to their intended users. Despite this, the definition, classification and evaluation of climate services remains highly debated, particularly regarding user engagement. High forms of user engagement like co-production and co-creation are the least understood. This study looks at three case studies to clarify the current understanding of user engagement in climate services. The research identifies explicit and implicit conceptualizations of user engagement by service providers and characterizes their implementation. The study confirms the current lack of clarity for providers regarding the terminology used to describe user engagement in climate services, which calls for a different understanding of user engagement that allows to better embrace its complexity. Furthermore, our findings reveal that the highest form of user engagement occurred in the case study where there was a shared understanding of how service providers conceptualized user engagement. This conceptualization was aligned with the actual user engagement strategies implemented in the project. This stresses the importance of a shared understanding of user engagement terminology. Finally, the same service is often found to have implemented different user engagement levels at different stages and for different elements of the products. This brings up the issue of how to best describe user engagement in such situations. We recommend embracing the multi-faceted nature of user engagement in climate services by characterizing different elements and stages differently.

Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments

BackgroundSituational engagement in science is often described as context-sensitive and varying over time due to the impact of situational factors. But this type of engagement is often studied using data that are collected and analyzed in ways that do not readily permit an understanding of the situational nature of engagement. The purpose of this study is to understand—and quantify—the sources of variability for learners’ situational engagement in science, to better set the stage for future work that measures situational factors and accounts for these factors in models.ResultsWe examined how learners' situational cognitive, behavioral, and affective engagement varies at the situational, individual learner, and classroom levels in three science learning environments (classrooms and an out-of-school program). Through the analysis of 12,244 self-reports of engagement collected using intensive longitudinal methods from 1173 youths, we found that the greatest source of variation in situational engagement was attributable to individual learners, with less being attributable to—in order—situational and classroom sources. Cognitive engagement varied relatively more between individuals, and affective engagement varied more between situations.ConclusionsGiven the observed variability of situational engagement across learners and contexts, it is vital for studies targeting dynamic psychological and social constructs in science learning settings to appropriately account for situational fluctuations when collecting and analyzing data.

Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom

As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.

The Impact of Student Engagement and Motivation in the Statistics Learning Process

The aim of the present exploratory study was to examine students’ situational engagement and motivation in the statistics classroom at Zayed University, in Dubai, United Arab Emirates (UAE). Two instruments were used for this purpose: a) experience sampling method (ESM), and b) the validated Mathematics Motivation Questionnaire (MMQ). This study employed two samples, at undergraduate level (2nd and 4th Semesters). Participants consisted of 100 students enrolled in Statistics I and Statistics II (Probability and Structure of Randomness). The results indicate that, apart from challenge and effort, emotional engagement is not significantly different across different activities. The results also indicate increases in intrinsic value and utility value and decreases in test anxiety. Finally, results indicate higher engagement and effort when social interaction is purposely planned and fostered, such as in small groups. On the contrary, individual class activities seem to generate slightly lower levels of engagement and effort. These findings have significant implications for educators and researchers who seek to enhance students' engagement and motivation in their statistics courses

Managing Employee Engagement in Crisis Situations in Developing Countries: The Case for Responsible Leadership in the Public Sector in Ghana

Managing Employee Engagement in Crisis Situations in Developing Countries: The Case for Responsible Leadership in the Public Sector in Ghana

The effect of social support on teleworker environment and work engagement: a multimethod analysis

PurposeEmploying the “Job demands-resources (JD-R)” framework, this study examines the impact of co-occurring social supports (supervisor, coworker, and family support) on the telework environment and employee engagement.Design/methodology/approachThe study uses a multimethod approach. Data from 294 employees belonging to Indian technology organizations were collected and analyzed using the partial least squares (PLS)-based structure equation modeling software SmartPLS4. Following this, necessary condition analysis (NCA) was carried out using the NCA package for R.FindingsTelework environment was found to mediate the relationship between social support and work engagement. Supervisor support and instrumental family support were identified as predictors as well as necessary conditions for telework environment. Coworker support was identified both as a predictor and necessary condition for telework environment. Although emotional family support was found to be a predictor of telework environment, it was not identified as a necessary condition.Practical implicationsThe findings indicate that coworker support and family instrumental support are as important for telework success as supervisor support. Moreover, our findings suggest that varying levels of telework environments (low, moderate, and high) may necessitate distinct social support configurations. Consequently, organizations should match their social support configuration to match their overall teleworking strategy.Originality/valueA basic premise of the JD-R framework is that resources exist in caravans (bundles). However, previous research (in telework) has concentrated on only one or two kinds of social support, that too in varying situational contexts, limiting generalizability of the findings. This has also produced inconsistent conclusions concerning the role of support providers such as coworkers and family. Recent developments in JD-R also suggest that the role of resources may vary in terms of their importance (necessity) for work engagement. By augmenting standard regression-based techniques with NCA, the authors explore these issues to provide a more thorough understanding of the influence of social supports on work engagement in telework situations.

Literacy in the Plural: Multiliteracies Enlivened during the Pandemic

AbstractCritical and situated engagement with literacies offers educators an important, documented pedagogical tool that has the potential to increase elementary students’ understanding of issues of equity, while developing their empathy, self‐awareness, and critical consciousness. What we don't know is how literacies can be used during a global pandemic to support students' socially, emotionally, and intellectually. This ethnographic research study sheds light on one racially, linguistically diverse fourth grade classroom and what happens when the teacher uses literacy events to engage students during the COVID19 pandemic. Using critical engagement and multiliteracies theories, I present and analyze data from classroom observations, audio recordings, fieldnotes, screenshots, and interviews. Findings indicate that engaging in multiliteracies during the pandemic supported student engagement, connection, and agency. I argue that these findings have implications for in‐person teaching. Specifically, when classroom teachers approach literacy events from a multiliteracies framework, new instructional spaces are created to support students to be cognitively and socially available for learning.

Youth activists from Khayelitsha, Cape Town, reflections on their experiences of activism for social justice

ABSTRACT This article will discuss reflections by six youth activists in Khayelitsha, Cape Town, who were interviewed for an international collaborative research project which explored civic forms of youth-led activism which could lead to social change. The aim was to investigate different forms of civic engagement and youth activism in situations where the youth had been traumatised due to past or ongoing structural violence. This article reflects on the findings of the study and makes connections between activism, learning and knowledge production. The research methodology was initiated as a participatory action research project and six activists were interviewed by youth researchers from the NGO Equal Education. Critical findings were that the activists felt that the youth were the entry point to building powerful communities and improving the quality of life in the townships. Personal experiences shaped their choice of activism and social justice projects; this study demonstrates as Choudry (2014) argues that young people gain critical awareness through their own education and cultural practices and in this process new knowledge is produced.

Legal Pluralism on Dyarubbin: Country-as-Lore/Law in Western Sydney, Australia

In Australia, urbanisation is synonymous with ecological and cultural fragmentation. In places that became cities through deeply colonising processes, this destruction is imbricated with the relegation of Indigenous Lore/Law below English-derived law. In this article we argue for appropriate recognition and respectful intercultural engagements with Country-as-Lore/Law as a counter to the conception of land as a passive subject of anthropocentric law. Weaving together autoethnography, historical research and more-than-human geographies we identify the colonial practices that perpetuate ecological and cultural fragmentation in Sydney, Australia, while providing a novel, situated engagement with the humans, animals, plants, lands and waters that co-become to co-create particular and overlapping more-than-human legal landscapes. We show how Indigenous-non-Indigenous collaboration grounded in Darug Country-as-Lore/Law refracts and disperses the colonial logics of the state on urban Country that is ostensibly held, yet certainly neglected, by the Crown.

Engagement in water governance action situations in the Lake Champlain Basin.

Water quality governance encompasses multiple "wicked" interacting problems that manifest within social-ecological systems. Concerned governments, institutions, and actors concerned with addressing these issues must wrestle with complex systems that span time, space, and scale. This complexity of connected systems requires the participation of multiple actors across political boundaries, problem areas, and hydrologic domains. In Lake Champlain (US), frequent cyanobacteria blooms negatively affect property values, recreational activities, and public infrastructure, in addition to their impacts on the aquatic ecosystem. Through a survey of actors working on water quality in the Lake Champlain Basin, we analyze how actor participation in structured issue forums creates a network of connected action situations across multiple spatial scales and problem domains. We apply exponential random graph models to quantify the effects of scale, issues, and homophily on actor participation in these forums. Our findings show that actors tend to favor participating in similarly scoped forums at their spatial scale, that actors are less likely to participate in structured forums focused on agriculture, and that actors participate independently of others with whom they have pre-existing collaborative relationships. Further, we find that in the case of the Lake Champlain Basin, actor participation in issues related to water quality is misaligned with modeled sources of nutrient pollution. This study demonstrates that the design and maintenance of water quality action situations play an important role in attracting the participation of actors working collaboratively to address wicked social-ecological problems. Further, linking current and potential configurations of governance networks to social-ecological outcomes can aid in the effective and efficient achievement of management objectives.

Students’ situational engagement and its association with overall engagement: the application of the InSitu instrument in the context of a Norwegian lower secondary school

ABSTRACT Context is considered to greatly impact student engagement. However, little is known about the association between students’ situational engagement in a particular lesson and their overall engagement with school and learning over time. The current study aims to validate the InSitu measure of situational engagement in a Norwegian context and to explore the relation between situational and overall engagement to add empirical evidence about the association between them. The sample consisted of 419 students (grades 8-10, ages 13-16), who reported their situational engagement through a web-based questionnaire at the end of six separate lessons. In addition, they answered a questionnaire concerning their overall engagement twice. The results supported the current factor structure of the InSitu instrument in a Norwegian lower secondary school context. The results showed substantial variation in student engagement between lessons. Structural equation modelling indicated significant associations between situational engagement and overall engagement.

The problem-solving method: Efficacy for learning and motivation in the field of physical education.

In pursuit of quality teaching and learning, teachers seek the best method to provide their students with a positive educational atmosphere and the most appropriate learning conditions. The purpose of this study is to compare the effects of the problem-solving method vs. the traditional method on motivation and learning during physical education courses. Fifty-three students (M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study, and randomly assigned to a control or experimental group. Participants in the control group were taught using the traditional methods, whereas participants in the experimental group were taught using the problem-solving method. Both groups took part in a 10-hour experiment over 5 weeks. To measure students' situational motivation, a questionnaire was used to evaluate intrinsic motivation, identified regulation, external regulation, and amotivation during the first (T0) and the last sessions (T2). Additionally, the degree of students' learning was determined via video analyses, recorded at T0, the fifth (T1), and T2. Motivational dimensions, including identified regulation and intrinsic motivation, were significantly greater (all p < 0.001) in the experimental vs. the control group. The students' motor engagement in learning situations, during which the learner, despite a degree of difficulty performs the motor activity with sufficient success, increased only in the experimental group (p < 0.001). The waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with lower values recorded in the experimental vs. the control group at the three-time points (all p < 0.001). The problem-solving method is an efficient strategy for motor skills and performance enhancement, as well as motivation development during physical education courses.