Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level.     

Exploring the relationship between homework task difficulty,student engagement and performance

This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework.     

Persistence of Performance‐Approach Individuals in Achievement Situations: An application of the Rasch model

Research in goal theory has often relied on the general linear model, ignoring some central assumptions of the theoretical framework under investigation. The purpose of the two studies reported here was to illustrate how the Rasch model can supplement traditional statistical analyses when evaluating the effects of goal orientations on persistence. In Study 1, 41 adolescents participated in a series of insolvable puzzles. Means analyses failed to reveal differences between mastery‐approach and performance‐approach students. Application of the Rasch model, and in particular the differential item functioning procedure, indicated that mastery students were more severely challenged by the last puzzle, compared to performance approach students, with their probability of persisting being significantly lower. The findings of Study 1 were replicated in Study 2 with a sample of 37 college students who were also given a series of insolvable puzzles. The findings suggest that use of the Rasch model can be particularly fruitful for our understanding of the complex achievement‐goal relationship.     

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.     

Effects of social pressure and child failure on parents’ use of control: An experimental investigation

Because research has shown that controlling parenting is related to general and school-related maladjustment in children, there is a need to examine antecedents of controlling parenting. In this study, we addressed the role of two sources of pressure (i.e., social pressure eliciting ego-involvement and child failure) on parents’ situational use of control. 124 parents worked with their 5th or 6th grade children on a puzzle task. The two sources of pressure were induced experimentally in a 2 × 2 design, with parents receiving instructions eliciting either ego-involvement or task-involvement and with children either failing or succeeding in the task. Following the task, there was a free choice period in which dyads could choose whether or not to make additional puzzles. In both phases of the experiment, we coded parents’ controlling interaction style, dyadic reciprocity, performance, and parents’ and children’s engagement. Additionally, in the free-choice period the dyads’ degree of persistence was registered. While induced child failure was related positively to parents’ controlling style during the initial puzzle activity, induced social pressure was related to parents’ controlling style in the free-choice period. In turn, a controlling style was related negatively to performance, reciprocity, and engagement. The findings confirm that parents’ use of a controlling style is a multi-determined phenomenon affected by different sources of pressure and undermining children’s performance and engagement.     

Expectancy of success,attainment value,engagement, and Achievement: A moderated mediation analysis

The aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted achievement. Data were collected from 586 English students aged 10–11 years in their final year of primary school. Expectancy of success was positively related to subsequent achievement directly and indirectly, mediated by behavioural engagement, over and above the variance accounted for by prior achievement and behavioural engagement. Indirect relations from expectancy of success to achievement were moderated by attainment value. Higher attainment value protected performance from low expectancy of success by increasing behavioural engagement. The compensatory role of high attainment value diminished at higher levels of expectancy of success.     

Understanding motivational structures that differentially predict engagement and achievement in middle school science

Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.     

Adaptability,engagement and academic achievement at university

University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students’ adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students’ academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed.     

From high peaks to deep valleys: Using a situation- and person-oriented approach to assess within- and between-student variation in momentary engagement and disengagement

The present study investigated the qualitatively different moments of engagement and disengagement experienced by students at upper-secondary school in academic situations. Further, we examined between-student differences in the occurrence of these moments and their associations with both momentary task performance and overall academic achievement. By means of multilevel latent profile analysis (MLPA) we examined 1392 momentary experiences of 130 students, collected via experience sampling method (ESM). We identified six types of (dis)engagement moments varying within students from moment to moment: high engagement, moderate engagement, indifferent engagement, anxious engagement, anxious disengagement and bored disengagement. In addition, we identified four student profiles: highly engaged, moderately engaged, indifferently engaged and anxious. Whereas the engagement moments were related to momentary task performance, there were no differences between the student profiles in academic achievement. These results shed light on the nuanced nature of engagement and disengagement, and how they vary across individuals and situations.     

Achievement Profiles of Students in High School Vocational Training Programs

Vocational training (VT) allows young people to receive specialized training in a short period and enter the labor market with a qualification. However, VT is often seen as an unglamorous educational route, despite the fact that there are few admission requirements and that it prepares students for jobs with good conditions. Furthermore, the characteristics of VT students have been poorly documented empirically. To fill this gap, this study first examined the achievement profiles of 368 VT students based on three criteria: academic performance, academic persistence, and behavioral engagement. A two-step classification provided four groups: three profiles of students who persisted and successfully completed their training program and a fourth profile of students who withdrew from their program. The motivational and individual characteristics of the students from each profile were then examined based on six variables: motivation (self-efficacy and task value [importance, interest, cost, and perceived utility value of the training program]), gender, and age. The results showed that the profiles differed based on all the characteristics examined except student gender. Overall, the data contribute to better understanding the characteristics of VT students, which may guide teaching practices to better ensure the success of these students.     

A Plan of Classifying Pupils

ABSTRACT

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.     

Is Technology the Answer? Investigating Students’ Engagement in Math

Abstract

As technology has spread in schools, we know little about how technology mediates the performance of primary-aged students and their engagement in mathematics. Given the well-established link between achievement and engagement, understanding the impact of technology on engagement can inform practice. This study examines how technology might impact second graders’ engagement in mathematics using IXL, a math intervention administered on the iPad, as compared to a traditional paper–pencil approach. Although there was not a statistically significant difference in the pre–post student engagement surveys, the teacher focus group described increased student independence using technology and found it easier to differentiate and provide corrective feedback, while helping students build fluency.     

Motivational Orientation, Error Monitoring, and Academic Performance in Middle Childhood: A Behavioral and Electrophysiological Investigation

ABSTRACT— Previous research suggests that academic motivation orientation relates to students' causal interpretations about academic outcomes and their emotional reactions to those outcomes. The current study examines how student motivation may relate to certain neurophysiological systems that are thought to underlie the processing of successes and failures. In the cognitive neuroscience literature, the error-related negativity (ERN) in the event-related potential has been associated with error processing and the degree of an individual's emotional investment in his or her performance. The current study examined the relation between academic motivational characteristics and ERN amplitude during a speeded reaction time task in 3rd- to 5th-grade students ( n = 17). Intrinsically oriented students displayed larger amplitude ERN responses and made more internally directed attributions about their task performance. The findings suggest that students with high intrinsic orientation attribute performance to personal control and that their error-monitoring system is more strongly engaged by performance errors.     

The influence of achievement goal orientation on plagiarism

This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey [Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey [Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments.     

Abilities and affordances: factors influencing successful child–tablet communication

Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent.     

Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure

This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore.     

Relationship Between Visual and Nonvisual Solution Methods and Difficulty in Elementary Mathematics

Abstract

The purposes of this study were (a) to identify differences in approaches used by students to solve mathematical word problems, (b) to determine the influence of visual and nonvisual methods on task success, and (c) to investigate whether methods employed to solve mathematical problems change as task complexity is reduced. One hundred and twelve Grade 6 students (11–13-year-olds) were required to solve 20 mathematical problems and to identify the method or approach undertaken to complete the task. Results indicated that students typically used visual methods to solve difficult or novel problems, whereas nonvisual strategies were used in less difficult situations.     

Students’ perceptions of Plickers and crossword puzzles in undergraduate studies

In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students’ perceptions of Plickers and crossword puzzles as low‐cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed‐method survey consisting of a 5‐point Likert scale and open‐ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low‐cost alternative to the limitations encapsulated by didactic pedagogy.     

Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation,engagement and buoyancy

Prior research has shown personal best (PB) goals to be significantly related to students’ motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance in motivation and engagement beyond that explained by ‘classic’ performance, mastery and avoidance goals. With a sample of 3753 middle school students in China, the present study showed that mastery and PB goals explained the bulk of variance in motivation, engagement and academic buoyancy outcomes. It therefore appears that the effects of PB and ‘classic’ goals derived in Western contexts generalise to the Chinese context. Further, although correlated, mastery and PB goals explain unique variance in distinct academic outcomes such that mastery goals appear more salient in mapping onto motivation factors while PB goals appear more salient in mapping onto engagement and buoyancy factors.     

Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals

This study investigated how achievement goals are combined to affect students’ learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four types of goal clusters emerged from latent class cluster analyses: Diffuse (moderate multiple), Moderate Mastery (moderate mastery/low performance approach and avoidance), Success Oriented (moderate mastery/high performance approach and avoidance), and Approach (high mastery and performance approach/low performance avoidance). Analyses of covariance were conducted to compare these four clusters on eleven cognitive, behavioral, and affective learning outcomes. In general, students in the Success Oriented and Approach groups were higher on self-efficacy, subjective task values, class engagement, homework engagement, time management, and meta-cognitive self-regulation than those in the other two groups. In addition, students in the Approach and Moderate Mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in the other two groups. These findings suggest that the goal profile with high mastery and performance approach goals combined with low performance avoidance goals is most beneficial for learning, whereas high performance approach goals, when associated with performance avoidance goals, have some negative effects on affective outcomes. The patterns help to refine distinctions in performance goals, and are discussed in the context of academic achievement in Singapore.