The Challenges of Defining and Measuring Student Engagement in Science
By Gale M. Sinatra, Benjamin C. Heddy, Doug Lombardi. 2015
937 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/930e2bfea2efe9ebdd3c9213eff544ce22e3fbc1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Thomas K. F. Chiu
- Ruth Wylie
- Ming-Te Wang
- Ali H. Al-Hoorie
- Phil Hiver
- Joseph P. Vitta
- J. Wu
- Jennifer Fredricks
Citations in the corpus
- Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “Emotional engagement refers to the feelings students have toward teachers, peers, learning activities, and school experience, as well as their sense of belonging (Sinatra et al., 2015).”
- An Online Engagement Framework for Higher Education (2018, background): “Sinatra, Heddy, and Lombardi (2015) reported that “both negative and positive emotions can facilitate activation of attention and engagement” (p. 2).”
- Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, neutral): “For example, Taguchi (2013) and Taguchi, Magid, and Papi (2009) referred to it as “Attitudes to learning English,” Kormos, Kiddle, and Csizér (2011) as “L2 learning attitude,” while Csizér and Kormos (2009) used the term “L2 learning experience” and Papi (2010) “English learning experience.”
- Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “The growing recognition for the importance of engagement in contemporary education has also made it one of the most popular research topics in education, to the extent that it has been described as ‘the holy grail of learning’ (Sinatra et al., 2015, p. 1).”
- Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “At a time when learner engagement is considered “the holy grail of learning” (Sinatra et al., 2015, p. 1) and interventions are touted for their ability to improve engagement, this is a starting point with the potential to further our understanding of engagement in blended settings.”