A conceptual model and set of instruments for measuring student engagement in learning

Autor: Christopher Goldspink, Margot Foster
Rok vydání: 2013
Předmět:
Zdroj: Cambridge Journal of Education. 43:291-311
ISSN: 1469-3577
0305-764X
DOI: 10.1080/0305764x.2013.776513
Popis: This work has its origins with research into the effects of pedagogy on student engagement and learning outcomes. It summarises the development of self-report and observation instruments for measuring student engagement suitable for early years to senior secondary. The measures are sensitive to the context and experience of learning rather than, as is more common, a general disposition towards learning or school. The measures are distinctive in three ways: (1) they avoid the use of proxies such as attendance which link only weakly to learning outcomes; (2) they are designed to be sensitive to the effect of learning environments and quality of pedagogy on engagement; and (3) they do not assume that the learning environment involves conventional schooling. However, the use of the instruments has also revealed a deep structure to engagement which is a distinctive contribution and links prior research into learner dispositions and interest to the engagement construct.
Databáze: OpenAIRE
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