Alternative Approaches to Assessing Student Engagement Rates

By Elaine Chapman. 2003

377 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d0bb9e718f503def7d850107bf15fbe653175bea

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “Research on school engagement has been criticized for emphasizing adaption to the expectations and norms set by the school context (Chapman, 2003) by, for example, claiming that a lack of disruptive behaviour (Caraway, Tucker, Reinke, & Hall, 2003) is one of the primary criteria of engagement…”
Beyond hard outcomes: ‘soft’ outcomes and engagement as student success (2010, background): “The second approach relates to student engagement outcomes, derived from students’ cognitive investment in, active participation in and emotional commitment to their learning (Chapman 2003).”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “…student actions, involvement or participation, both academically and socially while at school; students’ positive conduct; efforts on task; participation in extracurricular activities; attendance; andwork habits (Chapman, 2003; Fredricks et al., 2004; Jimerson et al., 2003; Skinner et al., 2008).”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “If engagement is meant to be a concept that embraces the educationally significant points of intersection between students and their university study, then, from an a priori perspective, it is not clear why behavioural, cognitive and affective factors should not be treated in a more synthetic way (B”
The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, background): “, 2008); whereas those of cognitive engagement consist of self-regulation and use of learning strategies (Chapman, 2003; Fredricks et al., 2004).”
Framing student engagement in higher education (2013, background): “While there is some use of direct observation and teachers’ rating scales (Chapman 2003), like the behavioural perspective, most measures are student surveys, raising concerns over the validity of the responses (Roth and Damico 1996).”
Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools (2015, background): “…it becomes imperative that educators are able to gauge, monitor and assess student engagement as a component of the overall learning experience (Butler, 2011; Chapman, 2003; Fredricks & McColskey, 2013; Garrett, 2011; Kuh, 2001; Mandernach, Donnelli-Sallee, & Dailey-Hebert, 2011; Rust, 2002).”
Authentic Problem Solving and Learning in the 21st Century (2015, background): “Learning engagement generally refers to students’ willingness to participate in routine school activities, such as attending and paying attention in classes, completing assigned tasks and following teachers’ explanations and instructions in class (Chapman 2003; Yeung et al. 2011).”
Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom (2007, methodology): “These students do not try hard, give up easily in the face of challenges and engage in task-irrelevant behavior like chatting or disturbing others (Chapman, 2003).”
Student engagement: students' and teachers' perceptions (2014, background): “Chapman (2003) makes this clear with her characterisation of engagement as students’ cognitive investment in, active participation in and emotional commitment to their learning.”
The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English. (2018, background): “Chapman (2003) defines classroom engagement as the willingness of the student to engage in daily school activities, such as continuing to school, doing homework, and listening to teacher in class.”