Defining, Conceptualizing, and Measuring an Integrated View of Engagement

Autor/in	Edick, Kenneth C.
Titel	Defining, Conceptualizing, and Measuring an Integrated View of Engagement
Quelle	(2022), (112 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-5785-6
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Student Experience; Academic Achievement; Definitions; Concept Formation; Psychological Patterns; Psychological Characteristics; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Schulleistung; Begriffsbestimmung; Concept learning; Begriffsbildung; Korrelation
Abstract	The study of engagement has become recognized by engagement researchers, educational practitioners, and administrative policy makers as having the potential for offering solutions to many of the concerns associated with aspects of modern formal learning environments. Engagement may afford protective aspects for students who have (or are in danger of becoming) identified as at-risk; students that traditionally have disproportionately come from historically underserved communities of color and low socio-economic status. Despite the acknowledged potential, inconsistencies in research uses of the concept have hindered reliable measures of an integrated form of engagement. This research reconceptualizes engagement as the experiential manifestation (manner of existence) as well as the functional manifestation (purpose of existence) of momentary episodes of the psychological characteristics established from conventional modern research as constructs of the concept. The reconceptualization of engagement as a two-dimensional construct of the privately and publicly manifested episodes of psychological characteristics affords an integrated measure of the concept as the product of the determinate dimensional constructs of intra- and inter-engagement. This study was the initial use of the integrated engagement model developed from the quadrants of integrated engagement conceptual framework derived from this reconceptualization. The investigation relied on a non-experimental, relational correlational, quantitative analytical research methodology. The objective in testing the model was to identify if correlational relationships existed among the investigated characteristic episodes. Statistically significant correlational relationships were found to exist among the engagement variables as well as participant academic achievement variables. Findings suggest further analysis of the model is warranted to determine the efficacy of its use as a measure of integrated engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01