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Introduction: Encouraging consumer participation in marine recreational sport activities is recognized as a key strategy for boosting both local and regional economies. However, compared to other traditional outdoor activities, participation rates in marine recreation remain relatively low. Two major barriers to participation are consumers' concerns about whether marine recreational sport activities are interesting and suitable for themselves, which can be summarized into product quality uncertainty and product fit uncertainty. Methods: To address this issue, this paper, grounded in institutional theory, investigates how different institutional environments influence consumers' product certainty and their behavioral engagement in marine recreational sport activities—an area previously underexplored in the literature. Results and discussions: By collecting 292 survey responses and utilizing ordinary least squares (OLS) regression analysis, we found that both product quality certainty and product fit certainty have a significant positive effect on consumers' behavioral engagement. Additionally, both the regulatory-normative and cognitive institutional environments were shown to significantly enhance consumers' product quality and fit certainty. Moreover, age was found to moderate these effects, with a positive influence on the relationship between the regulatory-normative environment and product certainty, while only affecting the relationship between the cognitive institutional environment and product fit certainty. [ABSTRACT FROM AUTHOR]

Engagement and academic achievement are generally correlated among elementary school students without learning disabilities (LDs). However, it is unclear if this pattern holds for students with LDs, who have lower achievement and engagement than their peers. This study examined whether links between achievement and student-reported behavioral engagement operate differentially for students with and without LDs in a nationally representative U.S. sample (N ≈ 15,660). Multiple group path analyses demonstrated that associations between third- and fourth-grade achievement were stronger for students with LDs, compared with students without LDs. For children without LDs, engagement mediated all pathways from third-grade to fourth-grade achievement. For students with LDs, engagement only mediated the pathway from third-grade math to fourth-grade reading. Overall, our study emphasizes the crucial role of early achievement for later school success, particularly for students with LDs. We discuss the importance of early intervention to support LD students' academic achievement and engagement. [ABSTRACT FROM AUTHOR]

This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation. [ABSTRACT FROM AUTHOR]

This study developed and validated the Interpreting Learning Engagement Scale (ILES), which was designed to measure the engagement of students in the interpreting learning context. Recognizing the crucial role of learning engagement in academic success and the acquisition of interpreting skills, which demands considerable cognitive effort and active involvement, this research addresses the gap in empirical studies on engagement within the field of interpreting. The ILES, comprising 18 items across four dimensions (behavioral, emotional, cognitive, and agentic engagement), was validated with data collected from a cohort of 306 students from five universities in China. The study employed exploratory and confirmatory factor analyses to establish the scale's theoretical underpinnings and provided further reliability and validity evidence, demonstrating its adequate psychometric properties. Additionally, the scale's scores showed a significant correlation with grit, securing the external validity of the ILES. This study not only contributes a validated instrument for assessing student engagement in interpreting learning but also provides implications for promoting engagement through potential interventions, with the ultimate aim of achieving high levels of interpreting competence. [ABSTRACT FROM AUTHOR]

Numerous studies have explored internal factors such as cultural values and acquired knowledge accounting for how people engage with science. However, it remains unclear how external factors embedded in science texts relate to audience engagement. A content analysis of 298 text-based popular science news articles and their following 5852 reader comments was conducted in two Israeli audiences, science-minded and general readers, to explore how the accessibility strategies embedded in these articles relate to cognitive, affective, and behavioral engagement. Findings indicated similar patterns of relationship between accessibility strategies and engagement expressions for both audiences; however, the relationships were more pronounced for general readers compared to science-minded readers. Using jargon and a narrative writing style increased the odds of positive emotions in reader comments, whereas addressing socio-scientific issues increased the odds of cognitive expressions. These results may contribute to a fuller understanding of ways to drive meaningful public engagement. [ABSTRACT FROM AUTHOR]

The purpose of the study is to determine the regression analysis of the impact of behavioral engagement and digital literacy to the research skills of education students in a local college in Davao del Norte. The study is quantitative research that utilizes a descriptive-correlational approach. A sample of 188 randomly selected 3rd and 4th year education students who were identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of behavioral engagement, digital literacy, and research skills were all high in level. Results also revealed that there is a significant relationship between behavioral engagement and research skills. Likewise, there is also a significant relationship between digital literacy and research skills of the education students. Moreover, results show that domains of behavioral engagement such as attentiveness, diligence, and time spent can significantly influence research skills. Finally, it was revealed that domains of digital literacy such as communication, critical thinking, and collaboration can significantly predict research skills of the respondents. Results imply that the variables are significant in improving the research skills of education students under research writing courses. [ABSTRACT FROM AUTHOR]

Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Pre-class learning plays a crucial role in the teaching and learning of the flipped classroom. While it is a challenging task to stimulate students to engage in pre-class autonomous learning, especially for the learning of a foreign language that requires a long-term commitment. In this study, we dealt with the problem of how to improve and maintain students' motivation in pre-class learning of a foreign language. First, we devised a motivational model with factors that encourage student engagement. Then, we developed motivational strategies based on the model to motivate students to be highly engaged before class in this pilot study for a Chinese course for beginners at Tokyo University of Technology. Using a Moodle learning management system, we established a framework for pre-class learning materials and collected data by keeping track of pre-class learning activities and extracting student perceptions and evaluations of their pre-class learning experience. Statistical analysis of the data for three academic years shows that the motivational design used for the flipped classroom effectively enhanced students' behavioral engagement and accordingly increased academic outcomes. The practice of the flipped classroom with motivational design is of particular significance for foreign language teaching and learning. The motivational model and the instructional design for pre-class learning have the potential to be used for other foreign language courses. [ABSTRACT FROM AUTHOR]

Phubbing is not only a consequence of technological advancements but also represents an entirely novel aspect of social conduct, impacting students' academic performance and the sustainability of development. The purpose of the study is to identify the relationship between students’ level of phubbing, academic engagement and academic performance and offer practical solutions for managing and controlling students’ level of phubbing. We measured students’ level of phubbing, academic engagement and academic performance. The study involved 513 undergraduate and graduate students of Peter the Great Polytechnic University. The study also uses the Phubbing Scale, student attendance records of face-to-face classes, records of completed tasks in Moodle, motivation questionnaire. According to the results, there is no significant difference between men and women. The degree of phubbing showed a robust connection to behavioral engagement, emotional engagement, cognitive engagement, and academic performance. Additionally, the extent of phubbing played a mediating role in the link between behavioral engagement, emotional engagement, cognitive engagement, and academic performance. So that all hypothesizes are supported. As a tool to control the level of phubbing we propose to organize and conduct additional seminars for first-year students in order to get acquainted with such a concept as phubbing, to discuss how this habit can have a negative effect on the academic and professional success of future specialists and to form “mindfulness” among students. [ABSTRACT FROM AUTHOR]

Abstract Background The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates. Main body The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture. Objective The present study recruited 1908 undergraduates in China. Methods The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement. Results The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement. Conclusion These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices.

Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice. [ABSTRACT FROM AUTHOR]

Background: The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates. Main body: The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture. Objective: The present study recruited 1908 undergraduates in China. Methods: The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement. Results: The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement. Conclusion: These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed. [ABSTRACT FROM AUTHOR]

This study, conducted at Laubach Institute during the S.Y. 2023-2024, aimed to determine the mindset towards mathematics and behavioral engagement among junior high school students. The respondents were 141 students, and the study used a descriptive-correlational research design with survey questionnaires and open-ended interview questions. The data were analyzed using means, standard deviation, and Pearson r correlation at a 0.05 level of significance. The findings revealed that Grade 9 students had the highest mean value of 2.47 for a fixed mindset, rated as "disagree," while Grade 7 had the lowest mean value of 2.28, also rated as "disagree." The overall mean for a fixed mindset was 2.40. For the growth mindset, Grade 8 students had the highest mean value of 3.14, rated as "agree," and Grade 9 had the lowest mean value of 2.96, also rated as "agree." The overall mean for a growth mindset was 3.07. In terms of behavioral engagement, Grade 7 had the highest mean value of 3.41 for attendance, rated as "sometimes," while Grade 9 had the lowest mean value of 3.00. For attention, Grade 7 again had the highest mean value of 3.04, while Grade 9 had the lowest mean value of 2.91. For participation, Grade 10 had the highest mean value of 2.81, while Grade 7 had the lowest mean value of 2.69. For compliance, Grade 8 had the highest mean value of 2.93, while Grade 10 had the lowest mean value of 2.75. The study found a significant correlation between the growth mindset and behavioral engagement in terms of participation and compliance for Grade 7 students. Specifically, Grade 7 had an r-value of 0.351 for participation, interpreted as "Low Positive," and a p-value of 0.00, indicating significance. For compliance, Grade 7 had an r-value of 0.566, interpreted as "Moderately Positive," and a p-value of 0.00, also indicating significance. Grades 8, 9, and 10 had p-values greater than 0.05 for both participation and compliance, indicating no significant correlation. This suggests that younger students' growth mindsets are positively influenced by all domains of behavioral engagement. [ABSTRACT FROM AUTHOR]

Objective: Research has identified racial/ethnic disparities in mental health treatment engagement, and there have been recent calls to examine effects of mental health treatment engagement on clinical outcomes among youth of color. This study aimed to examine racial/ethnic differences in (a) behavioral and attitudinal engagement, (b) treatment effectiveness, and (c) the associations between engagement and treatment effectiveness. Method: N = 200 youth (ages 7–15; 33% White, 28% Black, 25% Hispanic/Latinx, and 14% multiracial; 52% male) and their N = 200 parents participated in a randomized controlled trial testing the effectiveness of a transdiagnostic psychotherapy for common youth emotional and behavioral problems. Youth and parents reported internalizing and externalizing symptoms and treatment engagement (e.g., behavioral and attitudinal). Multilevel regression models examined variations in youth symptom trajectories by racial/ethnic group. Results: While all racial/ethnic groups showed comparable attitudinal engagement scores, Black and Latinx youth attended significantly fewer sessions than White and multiracial youth (8–9 vs. 13). However, youth in all racial/ethnic groups showed significant and similar improvements in treatment outcomes. Conclusions: Black and Latinx youth attended fewer sessions than White youth, but their clinical outcomes were similar to those of White youth. Future research should examine the meaning and implications of session attendance in relation to outcomes in youth of color. What is the public health significance of this article?: This study showed that Black and Latinx youth derive comparable benefits from transdiagnostic treatment despite attending fewer sessions than their White counterparts. The findings emphasize the need for a shift toward personalized and efficient mental health interventions for youth of color. [ABSTRACT FROM AUTHOR]

This study explores the role of teaching presence in students' behavioral engagement in online learning. We analyzed three classes conducted by one teacher over a period of three semesters. Content analysis and social network analysis were employed to analyze the teacher's teaching presence and students' behavioral engagement. Results indicated that teaching presence promoted students' interaction and reduced the number of marginal students. Results also showed that design and organization, facilitating discourse, and technological support positively contributed to students' behavioral engagement in their learning, while direct instruction and assessment had some inhibitory roles in students' behavioral engagement. This study adds to the literature on how teaching presence indicators influence students' behavioral engagement. [ABSTRACT FROM AUTHOR]

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This study aimed to determine the relationship between translanguaging (TL) and Learning engagement (LE) through the convergent-parallel approach of a mixed methods study. 214 students were randomly selected for the quantitative and 10 for the qualitative: five (5) for in-depth interviews and five (5) for focus group discussions, which were purposefully selected. The results revealed a correlation between translanguaging and learning engagement among English major students in Kapalong College of Agriculture, Sciences, and Technology. In addition, the study's results showed different experiences, coping mechanisms, and insights of the selected English major students regarding the utilization of translanguaging and its impact on their learning engagement. On the data integration, data found that both quantitative and qualitative are merging, hence, the nature of data integration of both phases are connecting and confirming. Lastly, the findings informed educators that the learning atmosphere must mold an environment of learning that is friendly and open to the utilization of the students' full linguistic repertoire. [ABSTRACT FROM AUTHOR]

• Executive functioning at preschool entry is positively related to school readiness skill gains. • Children's negative classroom engagement is negatively associated with school readiness gains. • Observed positive task engagement positively predicts teacher-reported learning approaches. • Negative classroom engagement may underlie executive functioning—school readiness linkage. This study investigated links of executive functioning to gains in school readiness skills and explored the mediating role of children's behavioral engagement in the PreK classroom. We collected direct assessments of executive functioning (EF) and observations of behavioral engagement for 767 children (mean age 52.63 months) from racially/ethnically diverse, low-income backgrounds three times over the PreK year. We also measured school readiness in the domains of language, literacy, and math using direct assessments and collected teacher-report measures of socialemotional-behavioral skills and approaches to learning. Our analyses addressed the following three research questions: 1) To what extent does children's EF predict school readiness skill gains during PreK? 2) To what extent does children's behavioral engagement in PreK classrooms predict school readiness skill gains? 3) To what extent does behavioral engagement mediate the relation of EF with school readiness skill gains? We observed that EF was positively related to gains in language, math, and approaches to learning. Regarding behavioral engagement, Negative Classroom Engagement was negatively related to gains in literacy, math, social-emotionalbehavioral skills, and approaches to learning while Positive Task Engagement was positively related to gains in approaches to learning. Negative Classroom Engagement significantly mediated the effects of EF on gains in the domains of literacy, socialemotional-behavioral skills, and approaches to learning. We describe implications of these findings for promoting children's ability to learn and thrive in PreK contexts with a focus on their engagement with teachers, peers, and learning activities. [ABSTRACT FROM AUTHOR]

The present study investigated the impact of a utility-value intervention on students' behavioral, cognitive, and emotional engagement. Students assigned to the intervention condition were required to write an essay to connect the course contents with their personal hobbies, interests, or goals three times during the course. The results showed that the students who completed all the intervention assignments behaviorally engaged more in the course (evaluated by continuous assignment submission), while those in the control condition became less engaged later in the course. Moreover, the students who completed the intervention assignments remained cognitively engaged even at the end of the course. We discussed how a utility-value intervention works on students' engagement and practical implications for amplifying the effectiveness of a utility-value intervention. [ABSTRACT FROM AUTHOR]

Several investigations have focused on the relationship between personality and learning performance. However, the relationships among personality traits, motivation, emotional and behavioral engagement, and metacognitive-cognitive strategies remain unexplored. This research introduces a model based on a personality system set comprising metacognition, cognition, motivation, emotional and behavioral engagement. Five core education theories support this model. Three hundred seventy-four Mexican university students who were enrolled in a Biology and Industrial Management bachelor's degree program participated. Personality traits mainly affect academic engagement but not motivation. Additionally, academic engagement mediates the relationship between personality traits and metacognitive-cognitive strategies. The findings show that agreeableness and neuroticism traits influence emotional engagement and disaffection. Consciousness and extraversion affect behavioral disaffection and engagement, respectively. Meanwhile, motivation affects emotional engagement, disaffection and metacognitive-cognitive strategies. Finally, openness does not affect any of the constructs. Hence, personality traits directly influence academic engagement and disaffection but not motivation and cognitive strategies. Plain language summary: Effects of Personality and Motivation on Students Several investigations have focused on the relationship between personality and learning performance. However, the relationship between personality traits and motivation, emotions, behaviours, and metacognition-cognition remains unexplored. This research introduces a model based on the personality systems set. Five core education theories support this model. Three hundred seventy-four Mexican university students participated, who are enrolled in Biology and Industrial Management Bachelor's degree. Personality mainly affects emotions and behaviours but not motivation. Also, academic engagement mediates between personality traits and metacognition and cognition. The findings show that agreeableness and neuroticism influence emotions. Consciousness and extraversion affect behaviours. Meanwhile, motivation affects emotions and metacognition cognition. Finally, openness did not affect anyone of the constructs. [ABSTRACT FROM AUTHOR]

Objective: This study aims to evaluate sources of validity and reliability of the University Student Engagement Inventory among Indian Students. Method: The data of this study was collected from 518 Indian university students in the design of a cross-sectional study from May to June 2022. Then the validity and reliability of the inventory were assessed. Results: The results showed that all three factor models indicated good evidence of construct validity (TLI = 0.960, CFI = 0.967), NFI = 0.960, and SRMR = 0.043), and reliability. The internal consistency of all three factors was >0.7. Conclusions: According to the findings of the present study, it was found that the concept of university student engagement in Indian students is a concept with three sub-concepts and 15 items. For more learning, academic progress, and development, as well as obtaining better educational results, student participation is important. Significance Statement: Considering the importance of students' engagement in improving their performance and learning, it is necessary to evaluate it. Since, in other countries, the psychoanalysis of the USEI tool has also been discussed; in this study, the researchers investigated the validity and reliability of student engagement tools in India. [ABSTRACT FROM AUTHOR]

The purpose of the study was to find out the effect of positive emotions on the academic engagement of L2 learners from urban and rural areas. This study was quantitative in nature and causal comparative research design was used for getting results. Convenience sampling technique was used for choosing students from urban and rural secondary schools of district Lahore. Both parts of the questionnaire used for the study, positive emotions (Positive Emotions Inventory) and academic engagement (Academic Engagement Guage), had a good reliability value (.71 and .76 respectively). Inferential statistics like Regression analysis was used to evaluate the data. Overall, the results showed that the positive emotions of enjoyment, contentment and compassion contributed significantly to cognitive and behavioral engagement of participants from both rural and urban areas. Whereas, pride, enjoyment and compassion contributed significantly to emotional engagement. Further, there was a significant difference in the emotion of hope between the participants from rural and urban areas. Whereas, no significant difference was found in the engagement of participants from rural and urban localities. It is recommended that rural schools should provide resources that support students' higher levels of pride, hope, enjoyment, and compassion. While, urban schools should offer opportunities for students to experience a wider range of positive emotions, not just contentment. L2 teachers may design activities and curricula that provide confidence to students and participate actively and think critically, enhancing their enjoyment, contentment, and compassion. They may ensure emotional engagement strategies boosting the feelings of hope and contentment. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to examine the effectiveness of an online inquiry-based learning (IBL) environment on secondary school students' behavioral engagement and performance in science. In this quasi-experimental design, 90 second year secondary school students from two classes in the Shandong Province region of China were recruited as participants. To gather the data, an online behavioral engagement questionnaire investigation and pre- and post-performance tests were administered to the experimental group (EG) and control group (CG) students. This study result shows that online IBL has a significant impact on secondary school students' behavioral engagement and performance in science subjects. [ABSTRACT FROM AUTHOR]

This paper provides an in-depth exploration of reading engagement, a complex construct that encompasses cognitive, behavioral, and emotional dimensions. Drawing from social cognitive theory, the study examines how individual abilities, motivational beliefs, and environmental factors influence reading engagement. It identifies key strategies for enhancing reading engagement, including aligning tasks with students' zones of proximal development, incorporating culturally relevant and reader-friendly texts, employing varied instructional approaches, fostering autonomy in reading, and balancing motivational techniques. The paper emphasizes the importance of creating an inclusive classroom environment that promotes social interaction and feedback, which is essential for sustained engagement. Furthermore, it highlights the role of ongoing professional development in equipping teachers with the tools to implement these strategies effectively. By employing these approaches, educators can foster a deeper, more meaningful engagement with reading, supporting students' academic growth and overall literacy development. Practical recommendations are provided to guide educators in applying research-based strategies that can significantly improve student outcomes in reading. [ABSTRACT FROM AUTHOR]

IntroductionEncouraging consumer participation in marine recreational sport activities is recognized as a key strategy for boosting both local and regional economies. However, compared to other traditional outdoor activities, participation rates in marine recreation remain relatively low. Two major barriers to participation are consumers' concerns about whether marine recreational sport activities are interesting and suitable for themselves, which can be summarized into product quality uncertainty and product fit uncertainty.MethodsTo address this issue, this paper, grounded in institutional theory, investigates how different institutional environments influence consumers' product certainty and their behavioral engagement in marine recreational sport activities—an area previously underexplored in the literature.Results and discussionsBy collecting 292 survey responses and utilizing ordinary least squares (OLS) regression analysis, we found that both product quality certainty and product fit certainty have a significant positive effect on consumers' behavioral engagement. Additionally, both the regulatory-normative and cognitive institutional environments were shown to significantly enhance consumers' product quality and fit certainty. Moreover, age was found to moderate these effects, with a positive influence on the relationship between the regulatory-normative environment and product certainty, while only affecting the relationship between the cognitive institutional environment and product fit certainty.

Online professional development (PD) programs have become integral to educators' lifelong learning, offering opportunities for continuous improvement beyond traditional face-to-face training. However, research is scarce addressing the behavioral, emotional, and cognitive dimensions of engagement in online programs tailored for higher education professionals. This study aims to investigate the extent to which online professional development programs contribute to Indonesian university lecturers' behavioral, emotional, and cognitive engagements. This research used a mixed method with a sequential explanatory design. The participants of this study are 555 university lecturers from diverse universities in Indonesia, both private and state universities, who attended an online training for improving basic skills in instructional techniques held by Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia. The instruments used were the questionnaire distributed to all the participants and a semi-structured interview for selected participants. Data analysis included a descriptive analysis for quantitative data and a thematic analysis for qualitative data. The study results show that online PD programs can foster decisive behavioral, emotional, and cognitive engagements among Indonesian university lecturers. Qualitatively, it also unveils positive motivations in pedagogical aspects. Thus, it is recommended that online training for lecturers should be the program offered to lecturers in Indonesia to improve their professionalism, mainly in the teaching aspects continually.

Less engagement in learning among students’ becomes an obstacle to their academic journey, which teacher self-efficacy can influence. This study examined the level and linkages between students’ engagement and teacher self-efficacy using data from 714 selected secondary school teachers in the Amhara region of Ethiopia. Descriptive and correlational survey designs were employed to determine the status and associations among study variables. CFA was used to ensure the validity of the instruments: student engagement and teacher self-efficacy scales. The data was analyzed using mean, standard deviations, one sample t-test, Pearson correlation, and multiple regressions. The study revealed that students’ behavioral and cognitive engagement were significantly below average, while teachers had significantly above-average self-efficacy in engaging students, managing classrooms, and using various instructional strategies. Nonetheless, a change in student engagement was significantly associated with teacher self-efficacy. The regression analysis disclosed that teacher self-efficacy accounted for 19.4% of the variance in student engagement. The study’s conclusions have implications for teacher efficacy, which is important in enhancing student engagement. Besides, diverse context-specific studies are required to ensure the stability of the study findings.

Flipped Learning is an alternative model for an online learning which combines asynchronous video lectures and synchronous practice problems. The purpose of this study was to investigate the effect of Flipped Learning through Repeated Instruction and Direct Feedback on the students’ behavioural, cognitive, and emotional engagement. A qualitative and quantitative approach was conducted in two groups with 26 students in which one group used flipped learning. Data were gathered from the questionnaire, semi-structure interviews and the teacher’s observations on how the students engaged in the learning English. Findings demonstrate that student engagement on the flipped learning class are generally positive overall than those in the non-flipped class. Flipped learning group produced higher quality, positive collaboration between student lecturers, increasing interest in learning, active participation in learning and strengthening relationships between students and lecturers in online learning. Thus, Flipped Learning integrated with repeated instruction and direct feedback can be a solution of a passive learning experience in a traditional teacher-centred approach as it seems to be effective in improving student engagement.

Research has proved learner engagement is a strong predictor of academic achievement, especially in the online learning environment. The lack of any reliable and valid instrument to measure this construct in the context of online education made the researchers of the current study develop and validate a potential measurement inventory to assess EFL learners' engagement in the online learning environment. For this purpose, a comprehensive review of the related literature and careful investigation of the existing instruments were carried out to find the theoretical constructs for learner engagement which led to the development of a 56-item Likert scale questionnaire. The newly developed questionnaire was piloted with 560 female and male EFL university students selected based on nonprobability convenience sampling. The results of the factor analysis indicated the reduction of items to 48 loaded on three main components, namely behavioral engagement (15 items), emotional engagement (16 items), and cognitive engagement (17 items). The results also revealed that the newly developed questionnaire enjoyed a reliability index of 0.925. The findings of the current study will undoubtedly help teaching practitioners assess EFL learners' engagement in the online learning context and make principled decisions when it comes to learners' engagement. [ABSTRACT FROM AUTHOR]

The use of immersive virtual reality (iVR) technology creates an infinite set of possibilities for language learners both inside and outside the traditional classroom setting. In contributing a deeper understanding of language education with iVR, the present study explored how low-proficiency level English learners perceived iVR and how iVR benefited language learning. This mixed-method study included qualitative data (screen and in-class recordings, post-interviews) and quantitative data (pre-and posttests, post-surveys). Twenty-five 4th graders in a Korean elementary school participated in this study and the study explored their language learning experiences with an iVR platform, Immerse. Findings showed that the students perceived the activities in iVR as motivating, enjoyable, and useful for learning English. Specifically, the current study investigated students' behavioral, affective, and cognitive engagement. The results showed that the iVR learning environment had a positive impact on students' engagement in all three dimensions. The pre- and post-test results indicated that learning outcomes were significantly enhanced after the iVR sessions. The study suggests pedagogical implications to effectively utilize iVR technology for language learning based on the results. [ABSTRACT FROM AUTHOR]

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices. [ABSTRACT FROM AUTHOR]

AbstractWith the increasing use of virtual reality (VR) technology in education, it is crucial to understand the factors that affect its effectiveness. One area where VR has been utilized is in online orientation, which can be especially beneficial for distant students to start their university programs. This study examines the impact of the learner attribute, behavioral engagement, on learning outcomes in a 3D desktop VR new student online orientation. Over 100 graduate and undergraduate students participated in the study and the results from regression analyses (n = 115) indicate a very weak positive relationship between engagement and learning outcomes (R = 0.0014, p = 0.98), with a negligible proportion of variance explained by engagement. The coefficient of engagement (−0.0066) suggests a negligible and non-significant effect on the dependent variable, indicating limited predictive power. While participants report high levels of perceived engagement, concentration, control, and skilfulness during the activity, they express difficulty viewing avatars in virtual world as real people. These findings have important implications for the development and implementation of VR-based educational interventions, highlighting the need to consider learners’ engagement. [ABSTRACT FROM AUTHOR]

Background: Practitioners want to create meaningful experiences for youth because they provide positive benefits. Immersion semester high schools are likely to provide meaningful experiences. Purpose: This study sought to identify what types of activities are most meaningful to youth, whether activities are more meaningful in immersion semester high schools, and to determine which aspects of immersion semester high schools predict meaningfulness and whether this varies by emotional valence. Methods: Youth (N = 261) provided 11,498 surveys (6,062 at program/5,435 at home) when they participated in an immersion semester high schools and when they were at home. They reported on the meaningfulness of experiences twice daily for 3 weeks in each context. Findings : The results showed that hanging out with peers was the most meaningful activity, that experiences in immersion semester high schools were more meaningful than at home, and that whereas higher levels of emotion predicted higher levels of meaningfulness regardless of how positive or negative the experience was, behavioral engagement was more predictive for positive experiences, whereas psychological engagement was more predictive for negative experiences. Implications : Immersion semester high schools can create more meaningful experiences than at home, especially those that are emotionally engaging. [ABSTRACT FROM AUTHOR]

Online conversation communities have become an influential source of consumer recommendations in recent years. We propose a set of meaningful user segments which emerge from user embedding representations, based exclusively on comments' text input. Data were collected from three popular recommendation communities in Reddit, covering the domains of book and movie suggestions. We utilized two neural language model methods to produce user embeddings, namely Doc2Vec and Sentence-BERT. Embedding interpretation issues were addressed by examining latent factors' associations with behavioral, sentiment, and linguistic variables, acquired using the VADER, LIWC, and LFTK libraries in Python. User clusters were identified, having different levels of engagement and linguistic characteristics. The latent features of both approaches were strongly correlated with several user behavioral and linguistic indicators. Both approaches managed to capture significant variability in writing styles and quality, such as length, readability, use of function words, and complexity. However, the Doc2Vec features better described users by varying level of contribution, while S-BERT-based features were more closely adapted to users' varying emotional engagement. Prominent segments revealed prolific users with formal, intuitive, emotionally distant, and highly analytical styles, as well as users who were less elaborate, less consistent, but more emotionally connected. The observed patterns were largely similar across communities. [ABSTRACT FROM AUTHOR]

Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice.

This study investigated developmental trajectories of observationally coded engagement across the early elementary years and whether these trajectories were associated with childrens academic achievement. Furthermore, we evaluated if these relations varied as a function of childrens family socio-economic status and early reading and math skills. Data were collected from 301 children who were studied from kindergarten (Mage = 65.74 months; 49% boys) to 2nd grade. Childrens behavioral engagement was observed in kindergarten, 1st, and 2nd grade. Reading and math skills were assessed via standardized tests in kindergarten and 2nd grade. Growth mixture models identified two classes of behavioral engagement: most children (87.0%) displayed relatively high behavioral engagement in the fall of kindergarten and decreased significantly across time (referred to below as high-decreasing class), and other children (13.0%) exhibited moderate behavioral engagement in the fall of kindergarten that was stable across time (referred to below as moderate-stable class). After controlling for academic skills in kindergarten and demographic variables (i.e., child age, sex, ethnicity, and family socio-economic status), children in the high-decreasing class displayed higher reading skills, but not math skills, than children in the moderate-stable class. Additional analyses revealed that differences in reading skills between the two classes were present only for children from low socio-economic status families or for children low in kindergarten reading skills. The findings suggest that economically or academically at-risk students might benefit more than their peers from high behavioral engagement.

Despite the popularity of gamification to improve the quality of experience in a variety of services, there is a lack of evidence on its effective integration into service design and the long-term impact of repeated gamified activities on customer experience. Using 10 studies, including behavioral data, survey, field, and laboratory experiments, this research investigates the effects of repeated gamified activities on customer experience quality and behavioral engagement. We examine the phenomenon through the lens of satiation theory, which explains the declining enjoyment for initially pleasurable activities. Supported by this theory, our results show evidence for a negative impact of gamified services that are highly repeated on experience quality and behavioral engagement. Further, we demonstrate strategies to compensate for such satiation by introducing mechanism and reward variety, a recovery period, and a sense of being near-to-winning. This research makes theoretical and managerial contributions by showing the potential backfire effects of gamification when gamified activities are repeated. Furthermore, this paper feeds the ongoing debate on standardization and personalization of service experiences. This paper demonstrates how high exposure to the same service experience can become counterproductive and increase risks of satiation. [ABSTRACT FROM AUTHOR]

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Objective: The purpose of this review is to identify the impact of virtual reality (VR) technology on student engagement, specifically cognitive engagement, behavioral engagement, and affective engagement. Methods: A comprehensive search of databases such as Google, Scopus, and Elsevier was conducted to identify English-language articles related to VR and classroom engagement for the period from 2014 to 2023. After systematic screening, 33 articles were finally reviewed. Results: The use of VR in the classroom is expected to improve student engagement and learning outcomes, and is particularly effective for students with learning disabilities. However, introducing VR into middle school education poses several challenges, including difficulties in the education system to keep up with VR developments, increased demands on students' digital literacy, and insufficient proficiency of teachers in using VR. Conclusion: To effectively utilize VR to increase student engagement, we advocate for educational policymakers to provide training and technical support to teachers to ensure that they can fully master and integrate VR to increase student engagement and instructional effectiveness. [ABSTRACT FROM AUTHOR]

This study investigated the relationships between maternal, paternal, teacher, and peer social support, behavioral engagement, and school burnout among Finnish lower secondary student athletes (n = 209) and regular students (n = 156) using crosssectional questionnaire data collected in Grade 7. Structural equation modeling revealed positive associations between social support and student behavioral engagement, and negative connections between social support and behavioral engagement and school burnout. Behavioral engagement mediated the association between maternal and peer support and school burnout, and teacher support was the strongest direct predictor of school burnout. Student athletes displayed stronger associations between behavioral engagement and school burnout in comparison to regular students. The results contribute to our understanding of the interplay between individual and environmental resources in shaping student athletes' and regular students' well-being in lower secondary school. [ABSTRACT FROM AUTHOR]