Related Papers
How Motivation Influences Student Engagement: A Qualitative Case Study
Vandear HA
The authors use Ryan and Deci's (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked combined with Schlechty's Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students' different engagement types. The study seeks to understand which type of motivation – intrinsic or extrinsic – is more closely aligned to authentic student engagement as identified by Schlechty (2002, 2011). A qualitative research framework was adopted and data was collected from one elementary school class. According to Ryan and Deci's SDT, the majority of students who indicated that their motivation type was either intrinsic or integrated regulated motivation also demonstrated that they were authentically engaged in their education (Schlechty, 2002, 2011). The students who preferred extrinsic motivation also showed ritual and retreatist forms of engagement and students demonstrating both intrinsic and extrinsic motivation showed authentic, ritual, retreatist and rebellious engagement. In line with findings by Zyngier (2008) in this particular study at least, when pedagogical reciprocity (Zyngier, 2011) was present, intrinsic motivation assisted authentic student engagement in learning, and that extrinsic motivation served to develop ritual engagement in students however, students who had both types of motivation showed different types of engagement in their learning.
Phi Delta Kappan
Seth A Parsons
The ABCs of student engagement Teachers can increase all-important student engagement by being aware of its affective, behavioral, and cognitive dimensions. T he principal of a large, urban middle school enters Ms. Cecil's 7th-grade classroom during a social studies lesson. One by one, students read a paragraph aloud from the textbook. Between readers, Ms. Cecil asks literal recall questions to random students. If students don't answer accurately, Ms. Cecil reprimands them for not paying attention. At the end of the chapter, students dutifully get out a piece of paper, each writing her/his name and the date neatly in the right-hand corner of the page. One student asks his neighbor for a piece of paper, and Ms. Cecil quickly calls him to her desk where she scolds him for not being prepared and for talking without permission. Ms. Cecil directs students to follow their routine and complete the comprehension questions at the end of the chapter. She encourages them to cover their...
Spring 2023
Academic Motivation and Engagement: A Correlational Study of Students’ Perspective at Secondary School Level
2023 •
ahsaan siddique
The purpose of the quantitative correlational study was to investigate the association between students' academic motivation and academic engagement. This study included 600 10th-grade students who were selected at random from 20 secondary schools in the district Lahore. The data from selected students were gathered using two research instruments. The independent sample t-test, Pearson r, and linear regression were used to analyze the data. As r =.781 (p > 0.01), the findings demonstrated a strong and significant correlation between academic motivation and students' academic engagement. As a result, students' academic engagement was positively impacted by academic motivation. Academic motivation and academic engagement of students differed significantly by gender. Policy makers, teachers, and scholars are advised to pay particular consideration to each learner's level of academic engagement since it affects students' engagement with schoolwork.
Electronic Journal of Research in Education Psychology
Connections between Teachers’ Motivational Behaviour and School Student Engagement
2021 •
Agne Brandisauskiene
Introduction. Teachers are invited to seek answers to many questions on their professional growth path. This article aims at drawing attention to their motivational behaviour in teaching school students. According to the theory of self-determination, appropriate motivating (that is, autonomy-supportive) behaviour of teachers can respond to a child’s essential psychological needs, and thus enable him or her to engage in the teaching and learning process. Therefore, the goal of this study is to examine the relationship between teachers’ motivational behaviour and student engagement. Method. The sample was composed of 687 students. Two measuring instruments were used: Learning Climate Questionnaire (LCQ) (Black & Deci, 2000) and Student Engagement Scale (Lam et al., 2014). Descriptive statistics, t test, ANOVA, correlational analyses, and multiple linear regression analyses were used to analyse the data. Results. The research results suggest that teachers’ motivational behaviour (s...
A Motivation Scaffold to Improve the Learning Engagement of Students
Tony Robinson
Engaging young adolescents in classroom-based learning has long been a challenge for many teachers. This article reports research on the use of an engagement scaffold to assist with this challenge. The scaffold, growing out Self-Determination Theory, and based on the work of Belland, Kim and Hanna n (2013), provides teachers with a tool that is likely to help improve the interest and engagement of students in learning tasks.
Journal of Educational Psychology
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic
2008 •
Gwen Marchand, Thomas Kindermann, Carrie Furrer
Student Engagement: Associations with Teachers and Peers as Motivators
Richard DLC Gonzales, Marie Ann S. Vargas
The construct on student engagement is increasingly prevalent in the field of education serving as the foundation of dropout prevention and high school reform initiatives. The purpose of the study is to examine the predictive relationships between relationships motivation and student engagement by The Student Engagement Instrument (SEI), Relationships Motivation Scale (REMO), and the Student’s Information Sheet were administered to a sample of 1,014 high school students from selected private and public schools in Metro Manila. Six subscales of student engagement were considered: control and relevance of schoolwork, future aspirations and goals, and extrinsic motivation are considered cognitive engagement. Affective engagement included teacher-student relationships, family support for learning, and peer support for learning. Teachers, peers as motivators, and individual learning behavior were included in the subscales for Relationships Motivation Scale. Results generally indicated that there are significant relationships between the different factors of student engagement and relationship motivation. Subscales of the REMO significantly predicted cognitive and affective engagement after controlling for demographic variables. Based on the results, a proposed student engagement program is developed to promote higher levels of engagement in school.
Research Papers in Education
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours
2020 •
Eddie Denessen
A Comparative Study of Student Perceptions About Their Engagement in Classrooms
2019 •
Sheila Matoti
As lecturers we often go to classes to present lectures without knowing exactly what our students want, what their problems are, and what academic, social and emotional support they need. One way of getting to know students better is to engage them in various aspects of their academic life. There are different ways of looking at student engagement. Student engagement can be linked to students’ enthusiasm and motivation to learn. On the other hand, the lecturers can devise various strategies to stimulate students’ enthusiasm in their classrooms. Hence it is important for lecturers to actively engage students in various aspects of their academic life. Engagement can take the form of intellectual, emotional, behavioural, physical, social and cultural engagement. This study is undertaken to examine student teachers’ perceptions of their various educational experiences. The target population for the study are second and third-year education students at an institution of higher learning i...
Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings
Learning Motivation as Predictor of Student Engagement in Private Junior High Schools Students
2018 •
Dewi Mustami'ah
