Engaging Adolescent Students in Contemporary Classrooms: Emerging Research and Opportunities (Advances in Educational Technologies and Instructional Design)

14 Pages·2018·3.779 MB·English

by  Prathiba Nagabhushan

Engaging Adolescent
Students in Contemporary
Classrooms:
Emerging Research and
Opportunities
Prathiba Nagabhushan
St. Mary MacKillop College, Australia
[email protected]
BUTUH LENGKAP HUB
A volume in the Advances in
Educational Technologies and
Instructional Design (AETID) Book
Series
Published in the United States of America by
IGI Global
Information Science Reference (an imprint of IGI Global)
701 E. Chocolate Avenue
Hershey PA, USA 17033
Tel: [phone]
Fax: [phone]
E-mail: [email protected]
Web site: http://www.igi-global.com
Copyright © 2018 by IGI Global. All rights reserved. No part of this publication may be
reproduced, stored or distributed in any form or by any means, electronic or mechanical, including
photocopying, without written permission from the publisher.
Product or company names used in this set are for identification purposes only. Inclusion of the
names of the products or companies does not indicate a claim of ownership by IGI Global of the
trademark or registered trademark.
Library of Congress Cataloging-in-Publication Data
Names: Nagabhushan, P., author.
Title: Engaging adolescent students in contemporary classrooms : emerging
research and opportunities / By Prathiba Nagabhushan.
Description: Hershey PA : Information Science Reference, [2018] | Includes
bibliographical references.
Identifiers: LCCN 2017035890| ISBN 9781522551553 (hardcover) | ISBN
9781522551560 (ebook)
Subjects: LCSH: Motivation in education--Longitudinal studies. | Academic
achievement--Longitudinal studies. | Education, Secondary--Longitudinal
studies.
Classification: LCC LB1065 .N25 2018 | DDC 370.15/4--dc23 LC record available at https://lccn.
loc.gov/2017035890

This book is published in the IGI Global book series Advances in Educational Technologies and
Instructional Design (AETID) (ISSN: 2326-8905; eISSN: 2326-8913)
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material.
The views expressed in this book are those of the authors, but not necessarily of the publisher.
For electronic access to this publication, please contact: [email protected].
Advances in Educational
Technologies and
Instructional Design
(AETID) Book Series
ISSN:2326-8905
EISSN:2326-8913
Editor-in-Chief: Lawrence A. Tomei, Robert Morris University, USA
Mission
Education has undergone, and continues to undergo, immense changes in the way it
is enacted and distributed to both child and adult learners. From distance education,
Massive-Open-Online-Courses (MOOCs), and electronic tablets in the classroom,
technology is now an integral part of the educational experience and is also affecting
the way educators communicate information to students.
The Advances in Educational Technologies & Instructional Design (AETID)
Book Series is a resource where researchers, students, administrators, and educators
alike can find the most updated research and theories regarding technology’s
integration within education and its effect on teaching as a practice.
Coverage
• Curriculum Development
IGI Global is currently accepting
• Adaptive Learning
manuscripts for publication within this
• Instructional Design Models series. To submit a proposal for a volume in
• Bring-Your-Own-Device this series, please contact our Acquisition
• Digital Divide in Education Editors at [email protected] or
• Game-Based Learning visit: http://www.igi-global.com/publish/.
• Educational Telecommunications
• E-Learning
• Hybrid Learning
• Instructional Design
The Advances in Educational Technologies and Instructional Design (AETID) Book Series (ISSN 2326-8905) is
published by IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series
is composed of titles available for purchase individually; each title is edited to be contextually exclusive from any other
title within the series. For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-
educational-technologies-instructional-design/73678. Postmaster: Send all address changes to above address. ©© 2018
IGI Global. All rights, including translation in other languages reserved by the publisher. No part of this series may be
reproduced or used in any form or by any means – graphics, electronic, or mechanical, including photocopying, recording,
taping, or information and retrieval systems – without written permission from the publisher, except for non commercial,
educational use, including classroom teaching purposes. The views expressed in this series are those of the authors, but
not necessarily of IGI Global.
Titles in this Series
For a list of additional titles in this series, please visit:
https://www.igi-global.com/book-series/advances-educational-technologies-instructional-design/73678
Innovative Technology Training Frameworks in CALL Emerging Research and Opportunities
Sandra Morales (Newcastle University, UK)
Information Science Reference • ©2018 • 100pp • H/C (ISBN: 9781522537649) • US $125.00
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
Jared Keengwe (University of North Dakota, USA)
Information Science Reference • ©2018 • 454pp • H/C (ISBN: 9781522538738) • US $295.00
Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning
Jared Keengwe (University of North Dakota, USA)
Information Science Reference • ©2018 • 454pp • H/C (ISBN: 9781522539490) • US $265.00
Deviant Communication in Teacher-Student Interactions Emerging Research and Opportunities
Eletra Gilchrist-Petty (The University of Alabama in Huntsville, USA)
Information Science Reference • ©2018 • 133pp • H/C (ISBN: 9781522527794) • US $125.00
Culturally Engaging Service-Learning With Diverse Communities
Omobolade O. Delano-Oriaran (St. Norbert College, USA) Marguerite W. Penick-Parks
(University of Wisconsin – Oshkosh, USA) and Suzanne Fondrie (University of Wisconsin
– Oshkosh, USA)
Information Science Reference • ©2018 • 359pp • H/C (ISBN: 9781522529002) • US $225.00
Enhancing Education and Training Initiatives Through Serious Games
John Denholm (The University of Manchester, UK & University of Warwick, UK) and Linda
Lee-Davies (The University of Manchester, UK & Wroxton College of Fairleigh Dickinson
University, USA)
Information Science Reference • ©2018 • 311pp • H/C (ISBN: 9781522536895) • US $185.00
For an enitre list of titles in this series, please visit:
https://www.igi-global.com/book-series/advances-educational-technologies-instructional-design/73678
701 East Chocolate Avenue, Hershey, PA 17033, USA
Tel: [phone] x100 • Fax: [phone]
E-Mail: [email protected] • www.igi-global.com
Table of Contents
Foreword .............................................................................................................vii
Preface ..................................................................................................................ix
Acknowledgment .................................................................................................xi
Chapter 1
Academic Motivation and Engagement .................................................................1
Chapter 2
Academic Motivation and Engagement: Theoretical Background ......................13
Chapter 3
Methods................................................................................................................68
Chapter 4
Factor Structure and Concurrent Associations Among Motivational
Constructs ............................................................................................................88
Chapter 5
College Students’ Academic Motivation and Engagement: An Investigation
of Longitudinal Associations .............................................................................123
Chapter 6
Mean Level Changes in College Students’ Academic Motivation and
Engagement ........................................................................................................142
Appendix ...........................................................................................................175
Glossary ............................................................................................................191
Related Readings ..............................................................................................193
About the Author .............................................................................................214
Index ..................................................................................................................215
vii
Foreword
One of the greatest concerns to teachers, parents and educators is the
motivation of students in a school setting. This book provides new insights
into this enduring and persistent aspect of learning. The main purpose of Dr
Nagabhushan’s book is to investigate the nature of and changes in motivation
among students and how these changes are associated with engagement in
learning in the college years (Years 11 and 12).
We know from previous research that academically motivated learners
perform better in school, value their education, focus on their academic
goals, and possess the confidence and positive feelings of self-worth. But
high levels of motivation are not found in all students. This longitudinal
study tracked 299 students aged from 11 to 17 years, asked them to report
on multiple facets of motivation and engagement in each year for three years.
This research gives unique insight into the complex motivational experiences
of both engaged and disengaged students. Motivated students reported higher
levels of study planning, management and persistent behaviours on the basis
of their perceived higher levels of self-efficacy, valuing of school and mastery
orientation cognitions.
This study also examined the longitudinal relationships among all 11
facets of motivation and engagement. Results showed moderate to strong
stability of some adaptive and maladaptive motivational facets over three
years. Adaptive cognitions such as goal setting and resilience appeared more
stable than other facets in boys. The exploration of the differences between
male and female students revealed that in the final years of college, adaptive
cognitions (self-efficacy, valuing of school and mastery orientation) appeared
to be more stable than other motivational facets in boys, while maladaptive
constructs, anxiety and self-handicapping appeared to be more stable in girls.
Foreword
These results extend our knowledge of motivation and engagement of
adolescents in the learning process and contribute to our understanding of
the interplay between different facets of motivation and engagement over
time. The book sheds light on the complex motivational experiences of both
more engaged and less engaged students. It is a valuable resource for teachers,
teacher educators and educational planners as it identifies behaviours that
either impede or improve students’ motivation and engagement in learning.
This book provides a valuable window on information about the dynamics
of the young minds of adolescents, when it comes to learning at a school
setting. The challenges of teachers are both difficult and fascinating. Teachers
work tirelessly with enthusiasm, tenacity, dedication and utmost commitment
in making students learn and meeting the demands of students, parents,
school and educational authorities and the ever-changing society. In this
new age of technological interferences in addition to the storm and stress
that the adolescents go through, it is of utmost importance to provide fellow
teachers, parents and policy makers with the cutting-edge knowledge and
understanding of the mechanics of student motivation and engagement in
learning, especially in the college years, based on concrete research findings.
This book is a firm and productive step in that direction.
Catherine McLoughlin
Australian Catholic University, Australia
4 August 2017
viii
ix
Preface
Re-establishing my teaching career in Australia since 1997 has been a
rewarding journey. The most striking aspect I noticed at the beginning of this
journey was the varied level of motivation that students exhibited in class
and towards their school work. This intrigued me and I was keen to explore,
(a) what factors affected students’ motivation towards their school work?
and (b) whether motivation played a role in students being engaged in the
learning process? I therefore decided to take up a research program at the
Australian National University in Canberra to explore the nature and dynamics
of motivation and engagement of senior secondary students in a sample of
schools in the Australian Capital Territory and in this book, I aim to provide
the readers with a recount of its aim, process, results and their implications.
The concepts of academic motivation and engagement are introduced
in Chapter 1. Past research has shown that there is a difference between
motivation (cognitions) and engagement (behaviours) and how they play
significant roles in an academic learning process. This chapter brings to light
that a lot of research has taken place in the high school years identifying the
significance of motivation and engagement of students. In Chapter 2, the
central theories of academic motivation underlying most previous research
into motivation and engagement are introduced. Their critical constructs
are identified, as well as the behavioral outcomes that they aim to explain.
Martin’s (2007) Wheel of Motivation and Engagement is also explained in
terms of its relevance and suitability to explore motivation of students in the
final years of secondary education in a longitudinal setting.