Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research

By Barbara A. Greene. 2015

429 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b0391d90661930f163717819c33be01cc43094fd

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “In contrast, surface processing occurs when students simply reproduce information (Chi et al. 2018; Greene 2015).”
Translating the ICAP Theory of Cognitive Engagement Into Practice (2018, methodology): “Shallow processing refers to using rote processing strategies such as rehearsing and verbatim memorization (Greene, 2015, p. 15).”
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions (2021, background): “These variables may include future aspirations and goals (Appleton et al., 2006), school and classroom conduct (Wang et al., 2019b), school belongingness (Finn and Zimmer, 2012), and self-regulation (Greene, 2015), to name a few.”
Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, methodology): “…although the use of experience sampling method (ESM) is a similar technique and has been used to understand activities that facilitate student engagement in high schools and how people and contexts affect students’ experience (Greene, 2015; Shernoff et al., 2003; Zirkel, Garcia, & Murphy, 2015).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “ASHE Higher Education Report, 40(6), 1–114. https://doi.org/10.1002/aehe.20018 Miller, B. W. (2015, March).”
An Online Engagement Framework for Higher Education (2018, background): “In the literature, it is not clearly defined and is often linked with concepts such as motivation to learn, values and beliefs, metacognition and self-regulation, and strategy use and effort (Fredricks, Blumenfeld, & Paris, 2004; Greene, 2015).”
Using qualitative methods to develop a survey measure of math and science engagement (2016, background): “These indicators aligned with measures of self-regulated learning and study strategies (Greene, 2015).”