A conceptual model and set of instruments for measuring student engagement in learning
A conceptual model and set of instruments for measuring student engagement in learning
复制标题
用于衡量学生学习参与度的概念模型和一套工具
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
M. Foster
中科院分区：
文献类型：
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作者：
C. Goldspink;M. Foster
这项工作源于对教育学对学生参与度和学习成果影响的研究。它总结了适用于早期到高中的用于衡量学生参与度的自我报告和观察工具的开发。这些措施对学习的背景和经历敏感，而不是像更常见的那样，对学习或学校的一般倾向敏感。这些措施在三个方面有所不同：（1）它们避免使用出勤率等指标，因为这些指标与学习成果的联系很弱； (2) 它们旨在对学习环境和教学质量对参与的影响敏感； (3)他们不认为学习环境涉及传统学校教育。然而，这些工具的使用也揭示了参与的深层结构，这是一个独特的贡献，并将先前对学习者倾向和兴趣的研究与参与结构联系起来。
This work has its origins with research into the effects of pedagogy on student engagement and learning outcomes. It summarises the development of self-report and observation instruments for measuring student engagement suitable for early years to senior secondary. The measures are sensitive to the context and experience of learning rather than, as is more common, a general disposition towards learning or school. The measures are distinctive in three ways: (1) they avoid the use of proxies such as attendance which link only weakly to learning outcomes; (2) they are designed to be sensitive to the effect of learning environments and quality of pedagogy on engagement; and (3) they do not assume that the learning environment involves conventional schooling. However, the use of the instruments has also revealed a deep structure to engagement which is a distinctive contribution and links prior research into learner dispositions and interest to the engagement construct.
影响因子：
7.6
作者：
Tugade, MM;Fredrickson, BL
通讯作者：
Fredrickson, BL
影响因子：
16.4
作者：
Fredrickson, BL;Losada, MF
通讯作者：
Losada, MF