2.2 Studies on Learning Engagement
The studies of learning engagement draw the attention of scholars around theworld.This part illustrates some studies related to the definition and structure,measurement,influencing factors,and the relation between learning engagement andlearning outcomes.
2.2.1 Definition and structure of learning engagement
Learning engagement,a concept from educational psychology,is also calledstudent engagement and student involvement.Many scholars have given its definition.Astin(1984)is the founder of learning engagement theory and he defined learningengagement as the amount of physical and psychological energy that students put intotheir academic life.Newmann,Wehlage and Lamborn(1992:12)referred learningengagement to students’psychological investment and effort in learning,understanding or mastering the knowledge,skills or crafts that academic work aims topromote.Reeve(2012:150)proposed that learning engagement refers to the degree ofstudents’active participation in learning activity.According to these definitions,itcan be seen that learning engagement is composed of behavioral and psychologicalengagement.Different scholars classify it into different dimensions and there are fourkinds of classifications according to the number of dimensions.Kindermann(1993) equated learning engagement with behavioral engagement,including efforts,behaviors in tasks and so on.Some scholars proposed that learning engagementconsists of two components,which are behavioral engagement and emotionalengagement(Finn,1989;Marks,2000).In addition,some came up with a three-dimensional model of learning engagement(Fredricks,Blumenfeld&Paris,2004;Lam et al.,2014).Among them,the model by Fredricks has been widely acclaimed.He summarized the sub-dimensions of the three dimensions as behavioral engagementincludes attention,effort,persistence in tasks and so on,emotional engagementconsists of interest,enthusiasm,anger,anxiety,etc.,and cognitive engagementcontains the use of learning strategies and active self-regulation.Later,someresearchers added the fourth dimension,like academic engagement(Appleton et al.,2006)and agentic engagement(Reeve&Tseng,2011).
Chapter Three Theoretical Basis .................... 24
3.1 Formative Assessment Theory ....................... 24
3.2 Learning Engagement Theory .................... 25
Chapter Four Methodology ............................... 28
4.1 Research Questions ...................... 28
4.2 Participants ........................... 28
Chapter Five Results and Discussion ................. 72
5.1 Results ................................. 72
5.1.1 Results of questionnaires ......................... 72
5.1.2 Results of interviews ............................... 76
Chapter Five Results and Discussion
5.1 Results
In this study,three rounds of action research were implemented.In each round,data was collected through the learning engagement questionnaires,interviews andteacher logs.In the previous chapter,six teacher logs were listed in detail,and pairedsample t-tests were conducted on the data between pre-questionnaire and the firstround,between the first round and the second,between the second round and the third,so they would not be repeated in this part.In this section,the changes of studentengagement are shown visually through charts,and paired sample t-test is conductedon the data between pre-questionnaire and the third round.In addition,the interviewtext is coded.The results provide data support for discussion.
5.1.1 Results of questionnaire
Chapter Six Conclusions
6.1 Major Findings
For the first research question,the multiple feedback framework is constructedafter the three rounds of action research,including four stages,namely,class activitiesfor one period,after-class activities,class activities for 0.5 period and activities in theself-study class(Figure 4.11).In the class for one period,the teacher guides thestudents to input the structure,language and c
