Journal Article10.1007/S10734-018-0239-0
What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research
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TL;DR: This article examined the relationships among student motivation, engagement, and mastery of generic skills as a desired learning outcome and found that maladaptive motivation had a positive or non-significant, rather than negative, effect on adaptive engagement.
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Abstract: Student engagement research has been dominated by a behavioral approach. Based on the Motivation and Engagement Wheel, a psychological interpretation of student engagement, this study examined the relationships among student motivation, engagement, and mastery of generic skills as a desired learning outcome. A sample of 2013 Chinese undergraduates from 11 universities in China participated in a survey. Although the results largely confirmed the relationships hypothesized between motivation, engagement, and students’ mastery of generic skills, this study revealed one path that was inconsistent with the hypothesis: maladaptive motivation had a positive or non-significant, rather than negative, effect on adaptive engagement. These findings reinforce the need for a psychological perspective on student engagement in the current international trend of student engagement research and indicate some characteristics of student engagement in the cultural context of China. Some implications for the enhancement of student engagement are discussed.
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References
School Engagement: Potential of the Concept, State of the Evidence
TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.
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Reporting structural equation modeling and confirmatory factor analysis results: A review
TL;DR: In this paper, the authors provide a basic set of guidelines and recommendations for information that should be included in any manuscript that has confirmatory factor analysis or structural equation modeling as the primary statistical analysis technique.
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Student Engagement and Student Learning: Testing the Linkages.
TL;DR: In this article, the extent to which student engagement is associated with experimental and traditional measures of academic performance, whether the relationships between engagement and academic performance are conditional, and whether institutions differ in terms of their ability to convert student engagement into academic performance.
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
TL;DR: In this paper, the effects of student engagement on first-year college students' persistence and persistence were investigated. But they focused on the first year of a student's education and did not consider the second year.
Framing student engagement in higher education
TL;DR: In this paper, the authors review and critique four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective which highlights the critical role of the socio political context; and, finally, the holistic perspective which takes a broader view of engagement.
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