The Experts below are selected from a list of 43512 Experts worldwide ranked by ideXlab platform
Barbara A Greene - One of the best experts on this subject based on the ideXlab platform.
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measuring Cognitive Engagement with self report scales reflections from over 20 years of research
2015Co-Authors: Barbara A GreeneAbstract:Research spanning 20 years is reviewed as it relates to the measurement of Cognitive Engagement using self-report scales. The author's research program is at the forefront of the review, although the review is couched within the broader context of the research on motivation and Cognitive Engagement that began in the early 1990s. The theoretical origins of self-report instruments are examined, along with the early measurement findings and struggles. Research in science, technology, engineering, and mathematics contexts are highlighted. The author concludes that self-report data have made significant and important contributions to the understanding of motivation and Cognitive Engagement. However, the evidence also suggests a need to develop and use multiple approaches to measuring Engagement in academic work rather than rely only on self-report instruments. Some alternatives to self-report measures are suggested here and throughout this issue.
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the relations between student motivational beliefs and Cognitive Engagement in high school
2009Co-Authors: Christopher O Walker, Barbara A GreeneAbstract:The authors examined relations among student perceptions of classroom achievement goals, self-efficacy, perceived instrumentality of classroom work, and sense of belonging within a classroom. Participants were 249 high school students. The authors also examined how Cognitive Engagement was predicted by those variables along with personal achievement goals (mastery and performance approach). The results indicate that the adoption of mastery goals was predicted by perceived instrumentality, self-efficacy, and belonging, whereas Cognitive Engagement was predicted by belonging and perceived instrumentality. Last, the authors found that a classroom promoting a mastery orientation was predictive of a student's sense of belonging. They discuss the importance of mastery-oriented classrooms.
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identification with academics intrinsic extrinsic motivation and self efficacy as predictors of Cognitive Engagement
2006Co-Authors: Christopher O Walker, Barbara A Greene, Robert A MansellAbstract:Abstract Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic motivation, and self-efficacy as a predictors of Cognitive Engagement with 191 college students. Consistent with theoretical predictions, intercorrelations among measures of identification with academics, self-efficacy, and intrinsic motivation were all positive, as were the correlations of those three variables with meaningful Cognitive Engagement. Those three variables were also negatively correlated with a measure of amotivation and not related to a measure of extrinsic motivation. Path analysis demonstrated that self-efficacy, intrinsic motivation, and academic identification each contributed uniquely to the prediction of meaningful Cognitive Engagement. Only extrinsic motivation predicted shallow Cognitive Engagement.
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identification with academics intrinsic extrinsic motivation and self efficacy as predictors of Cognitive Engagement
2006Co-Authors: Christopher O Walker, Barbara A Greene, Robert A MansellAbstract:Abstract Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic motivation, and self-efficacy as a predictors of Cognitive Engagement with 191 college students. Consistent with theoretical predictions, intercorrelations among measures of identification with academics, self-efficacy, and intrinsic motivation were all positive, as were the correlations of those three variables with meaningful Cognitive Engagement. Those three variables were also negatively correlated with a measure of amotivation and not related to a measure of extrinsic motivation. Path analysis demonstrated that self-efficacy, intrinsic motivation, and academic identification each contributed uniquely to the prediction of meaningful Cognitive Engagement. Only extrinsic motivation predicted shallow Cognitive Engagement.
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predicting preservice teachers Cognitive Engagement with goals and epistemological beliefs
2005Co-Authors: Bhuvaneswari Ravindran, Barbara A Greene, Teresa K DebackerAbstract:The authors examined relationships among achievement goals, epistemological beliefs, Cognitive Engagement, and application learning of 101 preservice teachers. The authors used an 84-item survey to measure achievement goals (learning and performance), epistemological beliefs (innate ability, certain knowledge, simple knowledge, quick learning, and omniscient authority), and Cognitive Engagement (meaningful and shallow). Also included was a measure of application learning that was based on an actual course test. Regression analyses showed that goals and beliefs were important for predicting meaningful and shallow Cognitive Engagement. The only statistically significant predictor of application learning was shallow Cognitive Engagement with a negative relationship.
Jacquelynne S. Eccles - One of the best experts on this subject based on the ideXlab platform.
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school context achievement motivation and academic Engagement a longitudinal study of school Engagement using a multidimensional perspective
2013Co-Authors: Mingte Wang, Jacquelynne S. EcclesAbstract:This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students’ perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and school Engagement (behavioral, emotional, and Cognitive Engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school Engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school Engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.
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Youth belonging and Cognitive Engagement in organized activities: A large-scale field study
2013Co-Authors: Thomas Akiva, Kai S. Cortina, Jacquelynne S. Eccles, Charles SmithAbstract:article i nfo Numerous studies of organized activities have found that participation is associated with a range of positive outcomes; however, findings from recent randomized trials have been more mixed. Understanding youth's psychological experiences of program involvement - their Cognitive and emotional reaction to and participa- tion in activities - may be key to understanding the influence of organized activities. Hierarchical linear modeling was used to investigate correlates of youth belonging and Cognitive Engagement in a sample of 1160 youth in 123 program offerings in 66 sites. Results revealed that intensity (frequency) of exposure pos- itively predicted belonging and Cognitive Engagement; however, duration was negatively associated with Cognitive Engagement. The staff practice of providing a welcoming atmosphere predicted belonging; whereas provision of active skill-building predicted Cognitive Engagement. These relations were found to vary across content type.
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adolescent behavioral emotional and Cognitive Engagement trajectories in school and their differential relations to educational success
2012Co-Authors: Mingte Wang, Jacquelynne S. EcclesAbstract:The current study used a multidimensional approach to examine developmental trajectories of three dimension of school Engagement (school participation, sense of school belonging, and self-regulated learning) from grades 7 to 11 and their relationships to changes in adolescents’ academic outcomes over time. The sample includes 1,148 African American and European American adolescents (52% females, 56% black, 34% white, and 10% others). As expected, the downward trajectories of change in school participation, sense of belonging to school, and self-regulated learning differed as did their predictive relationships with academic performance and educational aspiration, with school belonging declining most markedly, but being least predictive of changes in grade point average.
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adolescent behavioral emotional and Cognitive Engagement trajectories in school and their differential relations to educational success
2012Co-Authors: Mingte Wang, Jacquelynne S. EcclesAbstract:The current study used a multidimensional approach to examine developmental trajectories of three dimension of school Engagement (school participation, sense of school belonging, and self-regulated learning) from grades 7 to 11 and their relationships to changes in adolescents’ academic outcomes over time. The sample includes 1,148 African American and European American adolescents (52% females, 56% black, 34% white, and 10% others). As expected, the downward trajectories of change in school participation, sense of belonging to school, and self-regulated learning differed as did their predictive relationships with academic performance and educational aspiration, with school belonging declining most markedly, but being least predictive of changes in grade point average.
Mingte Wang - One of the best experts on this subject based on the ideXlab platform.
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the reciprocal links between school Engagement youth problem behaviors and school dropout during adolescence
2014Co-Authors: Mingte Wang, Jennifer A FredricksAbstract:Drawing on the self-system model, this study conceptualized school Engagement as a multidimensional construct, including behavioral, emotional, and Cognitive Engagement, and examined whether changes in the three types of school Engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12–17). In addition, a transactional model of reciprocal relations between school Engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional Engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional Engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional Engagement and greater problem behaviors predicted greater likelihood of dropping out of school.
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school context achievement motivation and academic Engagement a longitudinal study of school Engagement using a multidimensional perspective
2013Co-Authors: Mingte Wang, Jacquelynne S. EcclesAbstract:This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students’ perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and school Engagement (behavioral, emotional, and Cognitive Engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school Engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school Engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.
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adolescent behavioral emotional and Cognitive Engagement trajectories in school and their differential relations to educational success
2012Co-Authors: Mingte Wang, Jacquelynne S. EcclesAbstract:The current study used a multidimensional approach to examine developmental trajectories of three dimension of school Engagement (school participation, sense of school belonging, and self-regulated learning) from grades 7 to 11 and their relationships to changes in adolescents’ academic outcomes over time. The sample includes 1,148 African American and European American adolescents (52% females, 56% black, 34% white, and 10% others). As expected, the downward trajectories of change in school participation, sense of belonging to school, and self-regulated learning differed as did their predictive relationships with academic performance and educational aspiration, with school belonging declining most markedly, but being least predictive of changes in grade point average.
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adolescent behavioral emotional and Cognitive Engagement trajectories in school and their differential relations to educational success
2012Co-Authors: Mingte Wang, Jacquelynne S. EcclesAbstract:The current study used a multidimensional approach to examine developmental trajectories of three dimension of school Engagement (school participation, sense of school belonging, and self-regulated learning) from grades 7 to 11 and their relationships to changes in adolescents’ academic outcomes over time. The sample includes 1,148 African American and European American adolescents (52% females, 56% black, 34% white, and 10% others). As expected, the downward trajectories of change in school participation, sense of belonging to school, and self-regulated learning differed as did their predictive relationships with academic performance and educational aspiration, with school belonging declining most markedly, but being least predictive of changes in grade point average.
Christopher A Wolters - One of the best experts on this subject based on the ideXlab platform.
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advancing achievement goal theory using goal structures and goal orientations to predict students motivation cognition and achievement
2004Co-Authors: Christopher A WoltersAbstract:The objective of this study was to investigate how different components of achievement goal theory were related to each other and to students' motivation, Cognitive Engagement, and achievement in mathematics. Junior high school students (N = 525) completed a self-report survey that assessed their perceived classroom goal structures; personal goal orientations; and a collection of outcomes that included persistence, procrastination, choice, their use of Cognitive and metaCognitive learning strategies, and mathematics grade. Results indicate that mastery structure and mastery orientation were related to adaptive outcomes in all areas. The patterns of relations for performance-approach goal structure, and for performance-approach and performance-avoidance goal orientations were less uniform across outcomes. Implications for achievement goal theory and future research are discussed.
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regulation of motivation evaluating an underemphasized aspect of self regulated learning
2003Co-Authors: Christopher A WoltersAbstract:Self-regulated learning is often described as a function of students' motivation, Cognitive strategy use, and metacognition. The purpose of this article is to emphasize regulation of motivation as another important aspect of self-regulated learning. To achieve this goal, a specific conceptual understanding of regulation of motivation is proposed and used to clarify theoretical distinctions between this process and motivation, metacognition, and volition. In addition, the diverse nature of this regulatory activity is established by reviewing evidence showing students' use of several specific strategies for the regulation of motivation. The importance of this process is highlighted by discussing links between these regulatory strategies and indicators of students' motivation, Cognitive Engagement, and achievement. Finally, a guide for additional research related to the theoretical definition, measurement, development and instruction of strategies for regulating motivation is identified.
Christopher O Walker - One of the best experts on this subject based on the ideXlab platform.
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the relations between student motivational beliefs and Cognitive Engagement in high school
2009Co-Authors: Christopher O Walker, Barbara A GreeneAbstract:The authors examined relations among student perceptions of classroom achievement goals, self-efficacy, perceived instrumentality of classroom work, and sense of belonging within a classroom. Participants were 249 high school students. The authors also examined how Cognitive Engagement was predicted by those variables along with personal achievement goals (mastery and performance approach). The results indicate that the adoption of mastery goals was predicted by perceived instrumentality, self-efficacy, and belonging, whereas Cognitive Engagement was predicted by belonging and perceived instrumentality. Last, the authors found that a classroom promoting a mastery orientation was predictive of a student's sense of belonging. They discuss the importance of mastery-oriented classrooms.
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identification with academics intrinsic extrinsic motivation and self efficacy as predictors of Cognitive Engagement
2006Co-Authors: Christopher O Walker, Barbara A Greene, Robert A MansellAbstract:Abstract Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic motivation, and self-efficacy as a predictors of Cognitive Engagement with 191 college students. Consistent with theoretical predictions, intercorrelations among measures of identification with academics, self-efficacy, and intrinsic motivation were all positive, as were the correlations of those three variables with meaningful Cognitive Engagement. Those three variables were also negatively correlated with a measure of amotivation and not related to a measure of extrinsic motivation. Path analysis demonstrated that self-efficacy, intrinsic motivation, and academic identification each contributed uniquely to the prediction of meaningful Cognitive Engagement. Only extrinsic motivation predicted shallow Cognitive Engagement.
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identification with academics intrinsic extrinsic motivation and self efficacy as predictors of Cognitive Engagement
2006Co-Authors: Christopher O Walker, Barbara A Greene, Robert A MansellAbstract:Abstract Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic motivation, and self-efficacy as a predictors of Cognitive Engagement with 191 college students. Consistent with theoretical predictions, intercorrelations among measures of identification with academics, self-efficacy, and intrinsic motivation were all positive, as were the correlations of those three variables with meaningful Cognitive Engagement. Those three variables were also negatively correlated with a measure of amotivation and not related to a measure of extrinsic motivation. Path analysis demonstrated that self-efficacy, intrinsic motivation, and academic identification each contributed uniquely to the prediction of meaningful Cognitive Engagement. Only extrinsic motivation predicted shallow Cognitive Engagement.