Assessment of Variables Contributing to Academic Task Engagement

Autor/inn/en	Peters, Kerri P.; Vollmer, Timothy R.; Donaldson, Jeanne M.; Walker, Stephen F.
Titel	Assessment of Variables Contributing to Academic Task Engagement
Quelle	In: Education and Treatment of Children, 45 (2022) 2, S.135-143 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, Kerri P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-021-00065-z
Schlagwörter	General Education; Elementary School Students; Learner Engagement; Task Analysis; Feedback (Response); Attention Control; Context Effect + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Aufgabenanalyse; Aufmerksamkeitstest
Abstract	Academic task completion is essential to success in school, and academic activity across individuals appears to be maintained by different variables. The purpose of this study was to assess variables that might promote higher or lower levels of academic engagement. Participants were six general education students in elementary school, and academic engagement was observed for each participant in various conditions: feedback about correct answers, attention for completion, contingent edibles, distraction, and ignore. All participants showed lowest rates of academic engagement in the distraction condition (i.e., when other items were available noncontingently and no attention was available). The condition with the highest level of completion varied across participants. The results of this study suggest that the context may be just as important for task completion as social reinforcement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01