Optimal Learning Environments to Promote Student Engagement

By David J. Shernoff. 2013

336 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3c8295940416da3360b4560c20beed38eb4b2923

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016, background): “Generally, flow theory would predict that only optimally challenging tasks would have a positive effect on learning as through positive engagement (Shernoff, 2013).”
Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education (2020, background): “Our findings echo prior research that suggests that the presence of challenging activities, goals for students, and the support available to help students with those challenges, such as strong teacher mentorship, are critical for student engagement and learning (Kelly, 2012; Shernoff, 2013).”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “Importantly, the absence of emotional and cognitive backup to behavioural engagement may lead to undesirable emotional reactions such as increased levels of stress and anxiety (Conner et al. 2010 reported in Shernoff 2013).”
Student engagement as a function of environmental complexity in high school classrooms (2016, methodology): “The primary feature of optimal learning environments for promoting student engagement was environmental complexity, or the simultaneous presence of environmental challenge and support (Shernoff, 2013).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “More recently, Shernoff (2013) has begun to study the elements of teacher support that combine with task challenge to elicit engagement.”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “Although engagement is a multidimensional phenomenon comprising emotions, behaviors and cognitions (Shernoff, 2013), researchers agree that the behavioral aspect is the most reflective of engagement in the classroom (Dörnyei, 2019; Skinner, Furrer, Marchand, & Kindermann, 2008).”
Early Career Outcomes for the “Best and the Brightest” (2015, background): “…challenges, such as finding ways to reinvigorate disengaged students’ interest in learning (National Research Council & Institute of Medicine, 2004; Shernoff, 2013), and they need extensive training and ongoing professional development to equip them with the knowledge and skills to meet…”
Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, background): “The behavioral engagement domain concerns questions regarding, student conduct in class, student participation in school-related activities, and student interest in their academic task (Cooper, 2014; Fredricks et al., 2004; Shernoff, 2013; Yazzie-Mintz & McCormick, 2012).”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “Research on engagement was first undertaken to understand adolescent disengagement with school and to provide descriptions of school contexts, both to enable effective intervention and to reduce dropout rates (e.g., Finn, 1989; Fredricks et al., 2004; Reschly & Christenson, 2012; Shernoff, 2013).”
Experience-Sampling Research Methods and Their Potential for Education Research (2015, background): “Shernoff and his colleagues (Shernoff, 2013; Shernoff et al., 2000, 2003) explored questions about how school time is actually used: How much time is given to different pedagogical approaches (e.g., lectures, group work, individual work)?”
Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “It is in part a product of cultures, communities, families, schools, peers, classrooms and specific tasks and activities within those classrooms (e.g. Finn & Zimmer, 2012; Pianta et al., 2012; Shernoff, 2013).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, methodology): “…(Bransford, Brown, & Cocking, 1999), classroom structure (Hospel & Galand, 2016), lesson demands (Goetz et al., 2013), high expectations for student accomplishment (Rubie-Davies, Peterson, Sibley, & Rosenthal, 2015) and relevance of school activities to students’ lives and goals (Shernoff, 2013).”