“School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective” is the title of a report on new research appearing in the latest issue of Learning and Instruction.
According to an article in yesterday’s issue of Science Daily:
A student who shows up on time for school and listens respectfully in class might appear fully engaged to outside observers, including teachers. But other measures of student engagement, including the student’s emotional and cognitive involvement with the course material, may tell a different story — one that could help teachers recognize students who are becoming less invested in their studies, according to a new study coauthored by a University of Pittsburgh researcher.
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