Background: This study breaks new ground by presenting a new, more sophisticated model of learning engagement that goes beyond the current state of the art embodied in the widely used Affective-Behavioral-Cognitive (ABC) model. This work synthesizes and builds upon neglected lines of research in the structure of affective engagement. It also…

This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students' engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the…

Integrating the two dominant theories of self-regulated learning (SRL) and cognitive engagement could advance our understanding of what makes students more efficient, effective learners. An integration of these theories has yet to be explored, and this paper addresses this gap by proposing a novel integrative model of SRL engagement. Specifically,…

This article presents a conceptual framework for integrating AI-enabled business communication in higher education. Drawing on established theories from business communication and educational technology, the framework provides comprehensive guidance for designing engaging learning experiences. It emphasizes the significance of social presence,…

As problems become increasingly complex, science educators need to better understand how new knowledge is constructed and applied in heterogeneous team collaborations, and how to teach students to productively engage in these processes. We discuss the emergence of insights in collaborative sensemaking and suggest a model that articulates the…

Response processes are an important component of validity to support the use and interpretation of test scores. Response processes information can provide insight into how students engage with assessment tasks and the type of errors made when solving items, as well as allow for the study of cognitive properties in items that may be associated with…

The Next Generation Science Standards (NGSS) have invigorated a large push towards the expectation that students should engage in science as scientists do. This requires teachers to have the skills necessary to able to hear and engage with their students' science ideas. The current study draws from two constructs, teacher professional noticing and…

The Next Generation Science Standards (NGSS) have invigorated a large push towards the expectation that students should engage in science as scientists do. This requires teachers to have the skills necessary to able to hear and engage with their students' science ideas. The current study draws from two constructs, teacher professional noticing and…

Evidence shows that students who are actively engaged with learning materials demonstrate greater learning gains than those who are passively engaged. Indeed, cognitive engagement is often cited as a critical component of an educational experience. However, understanding how and in what ways cognitive engagement occurs remains a challenge for…

Few studies have used exploratory factor analysis (EFA) and exploratory bifactor factor analysis (EBFA) to define a baseline factor structure model checking the construct-relevant psychometric multidimensionality of student engagement. This study was conducted on a sample of 3,374 students in France, Wallonia-Brussels Federation, and Luxembourg by…

By participating in asynchronous course discussion forums, students can work together to refine their ideas and construct knowledge collaboratively. Typically, some messages simply repeat or paraphrase course content, while others bring in new material, demonstrate reasoning, integrate concepts, and develop solutions. Through the messages they…

Student engagement is crucial for learning, especially in online learning. For a student to be a successful online learner, they need to engage socially and collaboratively through their behaviours, emotions and cognition. This paper discusses an accounting module of a fully online degree where engagement was purposely integrated using an…

Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the…

Learning disabilities represent one of the most important issues that affect learning situations. They are very big challenge for teachers unless they become aware of physical, intellectual, emotional, behavioral, reading, hearing, and visual disabilities and use the suitable learning and teaching models and strategies that meet them. Since…

This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with…