Literature has already confirmed that student engagement as an external or multidimensional construct may contribute to the academic success of college students. However, very few studies have tried to examine the contributions the more "internal forms of engagement" (cognitive and affective) might make in this regard, and how the engagement patterns may change over the academic years. To fill ...

Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents’ engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females betw...

Students’ use of two different versions of a digital math game, one extended with a teachable agent, is compared. The purpose is to compare the affective engagement of student using the two different versions. An overall aim is to extend our knowledge of the paradigm Learning by Teaching.

We investigated the incidence of momentary co-occurrence of affective states in a computerized learning environment. Novice students (N = 99) used a learning environment designed to teach the basics of computer programming. Only 46 of these students reported a sufficient number of cooccurring affective states for statistical modeling. Two co-occurring pairs of affective states occurred at rates...

A positive relationship between employee engagement and affective commitment is already documented in the literature. However, we do not adequately know how engagement is associated with continuance and normative commitment. Using survey methodology we find that while engagement has a non-significant positive association with continuance commitment; it has a positive association with normative ...

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory ...

Student engagement in school is an important construct that has been associated with student success. For the current study, researchers examined the psychometrics of the Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form (TERF-N) of student engagement. The results revealed that both the SESQ and the TERF-N have good internal consistency. The exploratory f...

A positive relationship between employee engagement and affective commitment is already documented in the literature. However, we do not adequately know how engagement is associated with continuance and normative commitment. Using survey methodology we find that while engagement has a non-significant positive association with continuance commitment, it has a positive association with normative ...

Digital games are ideal for training complex decision making skills because they allow players to experience decision making processes and consequences. However, training complex skills often results in failure, which may undermine learning engagement. Traditional training methods employing observational learning (e.g., training videos) do not cause learners to fail but forfeit experiential lea...

Scenario-based tutoring systems influence affective states due to two distinct mechanisms during learning: 1) reactions to performance feedback and 2) responses to the scenario context or events. To explore the role of affect and engagement, a scenario-based ITS was instrumented to support unobtrusive facial affect detection. Results from a sample of university students showed relatively few tr...