چکیده:
Literature has already confirmed that student engagement as an external or multidimensional construct may contribute to the academic success of college students. However, very few studies have tried to examine the contributions the more "internal forms of engagement" (cognitive and affective) might make in this regard, and how the engagement patterns may change over the academic years. To fill the gap, this study was carried out to answer two research questions: (1) what is the relationship between the internal forms of engagement (cognitive-affective) and students’ academic success (represented by Grade Point Average--GPA)? ; (2) How does the pattern of the relationship change across years of study? To do so, a 40-item Cognitive-Affective Engagement Questionnaire (CAEQ) was developed, validated (α=.91), and administered to a sample of 312 undergraduate English major students (222 females and 90 males). The results indicated while cognitive engagement and academic success are positively correlated throughout years of study, the relationship reaches its peak for the affective engagement in the second year and then gradually diminishes. The findings have implications for curriculum and materials developers, as well as the English language teachers who seek programs which can consistently challenge and satisfy students throughout their studies.
خلاصه ماشینی:
"To fill the gap, this study was carried out to answer two research questions: (1) what is the relationship between the internal forms of engagement (cognitive-affective) and students’ academic success (represented by Grade Point Average--GPA)?
Although most of them were similar in their theoretical perspective--inspired by tenets of constructivism which believed that education is fundamentally about students constructing their own knowledge and learning in contexts that stimulate and encourage student involvement (Davis & Murrell, 1993)—they were different in terms of the results they have found for the school and college levels across years of study.
PURPOSE OF THE STUDY As the aim of this study was to examine the relationship between students’ cognitive and affective types of engagement and their academic success across the college years, the researchers had to develop their own self-report survey scale—the Cognitive and Affective Engagement Questionnaire (CAEQ)—as the data collection tool.
g. , Hughes & Pace, 2003), the results of this study did not indicate a total increase in cognitive- affective engagement in relation with academic success as represented by college grade point average (GPA) from the first to the fourth year of study.
Limitations aside, the findings of this research can inform colleges and universities to create programs, develop policies, and educate faculty members to build specific pedagogies that intensify internal forms of engagement (cognitive & affective) necessary for academic success."