Learners’ Load and Mental Wellness Among Grade VI

Student Engagement has become a subject of importance and discussion in the academic domain. Much of the academic fraternity today is worried because of the lackluster approach of the students - taking classroom or academic institution's learning as a burden and formality which must be completed! This research paper defines the level of student engagement in Ramanujan College, University of Delhi. Online survey of the students of Ramanujan College was taken to infer the level of student engagement in terms of - Spirituality and Alignment, Psychological meaningfulness, and Student-teacher relationship. In addition, various questions which lead to student engagement were also included. The survey was circulated among the students of the college and 240 responses were received, out of which 221 responses were deemed fit for analysis. According to the findings of the study, the students of the college are satisfied with the system of education; they also realize and appreciate the education they are getting. The students believe that they get full support from the college in terms of resources and the faculty members of the college are helpful and trustworthy. The study has also underpinned certain factors which lead to student engagement, such as institution's role in personality development of the student, teaching pedagogy, infrastructural facilities, systematic examination procedures, and extra and co-curricular activities. This paper would help Ramanujan College in particular and other educational institutions in general to study and understand the concept of student engagement. The paper also recommends ways to improve the level of engagement among students. This study would give a broad view of the student engagement in the current system of education. Scale of 'Student Engagement' could be further tested in other samples. The researchers have studied the level of engagement in a particular college of the University of Delhi. The results of this study may not be generalized for all the educational institutions.

Major problem in education is junior high school students’ lack of enthusiasm and engagement in science, which is demonstrated by their low performance on test like PISA and their waning interest in the subject. The purpose of this study is to investigate student-teacher relationships, science motivation and student engagement levels. It also looked at whether the link between science motivation and student engagement is considerably mediated by the student-teacher interaction. A quantitative correlational research design with mediation analysis was used in this study. Variable level was determined using descriptive statistics, inter-variable correlation was calculated using Pearson’s r, and mediation effects were evaluated using Sobel z-test in med graph frameworks. Standardized tools were used to evaluate behavioral aspects of the student-teacher connection; intrinsic, grade, career, and self-efficacy components of science motivation, cognitive and emotional characteristics of engagement. Using stratified random sampling, 348 Grade 7 to 10 students from public school in Pangantucan, Bukidnon were selected, based on Rao soft sampling criteria from a total population of 3,600. The results revealed high levels of student-teacher closeness. All three variables were significantly and positively correlated. Remarkably, the student-teacher relationship was found to partially mediate the relationship between engagement and science motivation. The results showed how crucial supportive student-teacher interactions are to raising students’ enthusiasm and involvement. Junior high school students’ interest in science may rise and science learning results may improve if student-teacher interactions are strengthened. school administrators in designing targeted interventions that promote interests in science education. The dwindling interest and passion of junior high students in science, as seen by their poor performance on extensice tests like PISA, is a reccuring problem in education. This study looked at how student-teacher connections function as mediator between science motivation, student engagement, and student-teacher interactions. Standardized measures of student-teacher connectivity, science interest, and engagement were used to collect data from 348 students in Grade 7-10 in public school in Pangantucan, Bukidnon. The findings revealed substantial positive relationships between all factors and high degrees of student-teacher intimacy. Crucially, it was discovered that the relationship between science motivation and engagement was partially mediated by the students-teacher relationship between science motivation and engagement was partially mediated by the student-teacher interaction. These results demonstrate how crucial supportive student-teacher interactions are in converting students interest into active participation. In order to help teachers and school administrators create focused interventions for scientific education. The study provides evidence that improving connections between teachers and students can increase students interest in science and improve learning results

This study was designed to explore the relationship between teacher practices and levels of student engagement in secondary agricultural education programs. Most researchers have agreed that student engagement at the secondary level may be measured through three constructs: cognitive engagement, behavioral engagement, and emotional engagement. The intra-curricular components, namely the FFA organization and Supervised Agricultural Experience Program, make secondary agricultural education unique when compared to the foundational classes of math, science, and English. Respondents included a total of 152 agricultural education programs, which were randomly selected within 11 states to participate in the study. One class in each program was surveyed, which totaled 2,106 student respondents. Relationships were identified between specific teaching and advising practices performed by the secondary agricultural educator and their students’ level of engagement in classroom, FFA, and SAE activities. Each state is encouraged to replicate this study to determine student engagement levels in classroom, FFA and SAE activities, and then identify the causes and conditions leading to higher and lower levels of student engagement.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students’ aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students’ backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students’ engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 highschool participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the nonmulticultural version of the multimedia science curriculum. Descriptive statistics for the study’s participants and the survey items, as well as Cronbach’s alpha coefficient for internal consistency reliability with respect to the survey subscales, were conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students’ engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of “online science was more interesting than school science.” All five items unique to the posttest related to the multimedia

The main objectives of the study on which this paper is based are to explore the status and the predictors of student engagement, a topic not so far studied in India. The term student engagement stands for cognitive, affective and behavioural involvement of students in educationally purposeful activities. Studies conducted outside India have shown that level of student engagement is a useful “proxy” for determining the effectiveness of learning. The sample for the study was drawn from a management institute located in the National Capital Region (NCR) and consisted of 171 second-year students of the two-year MBA programme. The results of the study show that the students are most engaged in terms of active participation in the learning process, only moderately engaged in terms of dedication and vigour, and least engaged in terms of commitment to the institution where they are pursuing their studies. Search for the “drivers” of engagement revealed that both situational factors and personality traits are the critical predictors of student engagement. Neither demographic factors nor family background was found to influence student engagement.

This study investigated the extent to which classroom environment and learning styles predict student engagement among education students at Davao de Oro State College. Using a quantitative-correlational research design, data were gathered through standardized survey instruments that measured indicators of classroom environment, preferred learning styles, and levels of student engagement. Results revealed that both classroom environment and learning styles were perceived at a high level, as was student engagement. Correlational analysis showed significant positive relationships between the variables, with classroom environment showing a stronger influence on engagement. Regression analysis confirmed that both classroom environment and learning styles significantly predict student engagement. These findings highlight the importance of fostering supportive, inclusive classrooms and employing differentiated instructional strategies to enhance learners’ participation, motivation, and academic involvement. The study underscores the need for student-centered practices in teacher education programs to ensure future educators can effectively engage diverse learners.

Preface S. L. Christenson, A. L. Reschly, and C. Wylie.- SECTION I: WHAT IS STUDENT ENGAGEMENT?.- Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct A. L. Reschly and S. L. Christenson.- Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience E. A. Skinner and J. R. Pitzer.- Engagement across Developmental Periods D. Mahatmya, B. J. Lohman, J. L. Matjasko, and A. Feldman Farb.- Ethnicity and Student Engagement G. E. Bingham and L. Okagaki.- Student Engagement: What is it? Why does it matter? J. D. Finn and K. Zimmer.- Section I Commentary: So What is Student Engagement Anyway: Commentary on Section I J. Eccles and M. Wang.- SECTION II: ENGAGEMENT AS LINKED TO MOTIVATIONAL VARIABLES.- A Self-Determination Theory Perspective on Student Engagement J. Reeve.- Achievement Goal Theory, Conceptualization of ability/Intelligence, and Classroom Climate E. M. Anderman and H. Patrick.- School Identification K. E. Voelkl.- Self-Efficacy as an Engaged Learner D. H. Schunk and C. A. Mullen.- A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications T. J. Cleary and B. J. Zimmerman.- Academic Emotions and Student Engagement R. Pekrun and L. Linnenbrink-Garcia.- Students' Interest and Engagement in Classroom Activities M. Ainley.- Section II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity A. Martin.- SECTION III: ENGAGEMENT AND CONTEXTUAL INFLUENCES.- Parental Influences on Achievement Motivation and Student Engagement J. Bempechat and D. J. Shernoff.- Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model J. N. Raftery, W. S. Grolnick, and E. S. Flamm.- Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions R. C. Pianta, B. K. Hamre, and J. P. Allen.- The Role of Peer Relationships in Student Academic and Extracurricular Engagement J. Juvonen, G. Espinoza, and C. Knifsend.- Understanding Student Engagement with a Contextual Model S. Lam, B. P. H. Wong, H. Yang, Y. Liu.- Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students' Need for Autonomy A. Assor.- The Engaging Nature of Teaching for Competency Development R. Hipkins.- Assessment as a Context for Student Engagement S. Nichols and H. Dawson.- Section III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School K. Wentzel.- SECTION IV: ENGAGEMENT AND STUDENT OUTCOMES.- The Relationship between Engagement and High School Dropout R. W. Rumberger and S. Rotermund.- High School Reform and Student Engagement M. H. Davis and J. M. McPartland.- The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students R. Brooks, S. Brooks, and S. Goldstein.- The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors A. Griffiths, E. Lilles, M. Furlong, and J. Sidwha.- Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study C. Wylie and E. Hodgen.- Instructional Contexts for Engagement and Achievement in Reading J. T. Guthrie, A. Wigfield, and W. You.- A Self-regulated Learning Perspective on Student Engagement C. A. Wolters and D. J. Taylor.- Classroom Strategies to Enhance Academic Engaged Time M. Gettinger and M. J. Walter.- Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry R. Deakin Crick.- Section IV Commentary: Outcomes of Engagement and Engagement as an Outcome: Some consensus, divergences and unanswered questions M. Janosz.- SECTION V: MEASUREMENT ISSUES, INSTRUMENTS, AND APPROACHES.- Measuring Student Engagement: The Development of a Scale for Formative Use C. W. Darr.- Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument J. J. Appleton.- Finding the Humanity in the Data: Understanding, Measuring & Strengthening Student Engagement E. Yazzie-Mintz and K. McCormick.- The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-Report Instruments J. A. Fredricks and W. McColskey.- Issues and Methods in the Measurement of Student Engagement: Advancing the Construct through Statistical Modeling J. Betts.- Section V Commentary: Possible New Directions in the Measurement of Student Engagement K. Samuelsen.- Epilogue S. L. Christenson, A. L. Reschly and C. Wylie.

Using data from 4047 adolescents in three countries, this study was designed to investigate the associations between two important components of the learning process: academic motivation and student engagement. To increase the precision and accuracy of these analyses, preliminary analyses were conducted to identify the optimal measurement structure of both constructs, leading us to retain a bifactor exploratory structural equation modeling representation of academic motivation and of a partial bifactor confirmatory factor analytic representation for student engagement. Our main analyses revealed that academic motivation factors were able to explain almost 66% of the variance in global levels of engagement, and between 5% and 35% of the variance in specific levels of engagement. Finally, mediation analyses supported the role of emotional engagement as a mediator of the association between academic motivation and global and specific behavioral forms of engagement.

Student engagement is defined as the active participation of students in the learning process, including affective, cognitive, and behavioral dimensions. High levels of student engagement contribute to positive academic outcomes as high engaged students tend to be more involved and accountable in their learning. In contrast, students with low student engagement often feel dissatisfied with their educational experience and are at high risk of dropping out of school. The dropout phenomenon in Indonesia shows the highest rate among senior secondary/vocational students. This study aims to examine the relationship between student engagement based on gender and grade level, and look at the differences. This study used quantitative methods with a correlational and comparative approach, involving 99 students from SMK N 3 Jepara. The instrument used was the USEI scale, which was adapted and data processing using the SPSS bootstrap method. The results showed that the majority of students' engagement was in the moderate category (41 students), followed by the high (32 students) and low (26 students) categories. No significant relationship was found between student engagement and class, but there was a significant relationship with gender, where female students showed higher level of student engagement, especially in the cognitive engagement aspect.

This study investigates the impact of culturally responsive teaching (CRT) on student engagement and achievement in pedagogy and education. CRT recognizes students' cultural backgrounds and identities as essential to the learning process. Through literature review, it examines how CRT practices affect student outcomes like academic achievement and classroom engagement. Factors such as culturally relevant curriculum, teacher-student relationships, and teacher training are explored. The study also considers student and teacher perspectives on CRT effectiveness. Findings contribute to understanding how CRT can enhance student success, informing pedagogical practices and educational policies Key Words: Culturally responsive teaching, Student engagement, Academic achievement Pedagogy ,Education

The Purpose of this study was determine the effect of Autonomy training on student of “X” junior high school in Bandung. The Sample of this study was 20 students who were classified as having low student engagement degrees were choosen used purposive sampling method. The Student Engagement instrument (SEI) adapted from theory J. Appleton, S. Christenson, D. Kim, dan A. Reschly (2017)is self-repot measure of cognitive and affective. Criterion Validity of this Instrument is 0.302- 0.877 and reliability is 0.747. Behavioral Engagement instrument adapted from theory J. Appleton, S. Christenson, D. Kim, dan A. Reschly (2017), with criterion validity is 0.317- 0.605 only for this research. The result showed there was an increase in the level of student engagement before and after training, statistical test show Asymp Sig <0.05 (N=-3.923) indicates the Hi is accepted, there is a difference in student engagement through autonomy training on student. The suggestion of this research is that student are expected to able to apply this training activity to daily life such as the method of making plans, goal and effort before the beginning of the school semester, So that they can be regular to make targets by themeselves and achieve them.

Student classroom participation has been identified as one of the most crucial predictors of learning and performance in higher education. Correspondingly, students' self-efficacy and the teaching environment have been confirmed to have significant impacts on student participation (Rocca, 2021). A rich participatory classroom experience is characterized primarily by dialogue exchanges, critical reflection, and students' engagement with course materials and content. In an inclusive classroom, individuals from diverse backgrounds and statuses can freely engage in democratic dialogues. In this context, Task Party, as a form of socially engaged art, facilitates participants’ ability to swiftly integrate into the classroom environment of art education. Oliver Herring (2011) conceptualizes Task Party as an open-ended and participatory structure that provides nearly limitless opportunities for a collective engagement among individuals and their surroundings (Gillespie, 2016). The purpose of this study is to explore the potential impact of diverse tasks within Task Party on the level of student engagement within the classroom setting, drawing upon the importance of social art participation in higher art education. Seven graduate students enrolled in the “Community, Culture, and Art Education” course at the University of Arizona collaborated with Professor Kate Collins to achieve this aim. On November 7, 2023, they collectively organized and implemented a socially engaged activity — Task Party — attracting 22 participants, all students from the University of Arizona. Specifically, this study scrutinizes how distinct activities, objectives, and tools utilized in each task contribute to modulating student participation and learning. Concurrently, this research emphasizes the importance of examining how participatory art stimulates students’ artistic imaginations.

Grounded in Self-Determination Theory (SDT), we integrate personality traits and basic psychological need frustration to explore relationships between students' ‘dark’ personality traits and the core student outcomes of satisfaction, engagement, and performance. Using time-separated, multi-source data (N = 330), we examined whether students' perceived need frustration mediated the effects of dark triad traits (i.e., Psychopathy, Machiavellianism, Narcissism) and the dark core (i.e., the common variance among the dark triad) upon student outcomes. Correlations and structural equation models showed that need frustration is related to reduced student satisfaction and engagement (though not grades), and partially mediated the effects of the dark traits. The dark traits also had a significant indirect effect on grades via student engagement. The dark core was positively associated with a heightened sense of need frustration and lower engagement, suggesting that common antagonistic features of dark traits lead students to see university environments as obstructive. However, the constituent dark traits showed differential associations: Psychopathy correlated positively with need frustration, whereas Narcissism correlated negatively. The results demonstrate the theoretical and explanatory utility of integrating personality traits and SDT-based constructs for understanding how individuals experience their environments.

Artificial Intelligence (AI) has become a powerful tool in English as a Foreign Language (EFL), offering significant prospects for improving language learning and teaching. Recently, the incorporation of chatbots, one of the advanced AI language models, in EFL writing has garnered interest. This study aims to investigate the use of AI chatbots in EFL writing instruction, driven by their potential to stimulate student engagement across affective, behavioral, and cognitive engagement. The main objective was to evaluate student engagement levels with AI chatbots and assess EFL teachers' strategies for stimulating this engagement. Utilizing a mixed-methods design, the research involved 40 students and two faculty members, employing questionnaires and semi-structured interviews for data collection. Quantitative data was analyzed using SPSS, and qualitative insights were obtained through thematic analysis of interview transcripts. Findings indicate that AI chatbots significantly improve student engagement, evidenced by high affective, behavioral, and cognitive engagement levels. The study identifies three effective strategies teachers use: personalized feedback, gamification, and interactive writing assignments. The research findings show the potential benefits of integrating AI chatbots into EFL writing instruction, facilitating informed decisions to optimize technology usage through understanding student engagement levels and effective teaching strategies, eventually enhancing student learning outcomes.

This study explores the impact of culturally responsive pedagogy (CRP) on student engagement and academic performance in multicultural classrooms. As educational environments become increasingly diverse, CRP has emerged as a critical approach to meet the needs of students from various cultural backgrounds. This quasi-experimental study involved students from multicultural classrooms across multiple schools, with one group implementing CRP strategies and a control group using traditional teaching methods. Data was collected through surveys assessing student engagement and academic records to measure performance before and after the implementation of CRP practices. The findings indicate that students in CRP classrooms exhibited significantly higher engagement levels and improved academic performance compared to the control group. The increased student participation, motivation, and academic success were attributed to the integration of culturally relevant content that resonated with students’ cultural identities. The study highlights several challenges in the implementation of CRP, including the need for professional teacher training, curriculum adaptation to incorporate cultural relevance, and strong policy support. It also underscores the importance of teacher preparedness, curriculum adaptation, and institutional support in ensuring the effective implementation of CRP. The study’s results align with international best practices, demonstrating that CRP significantly enhances student outcomes, particularly among minority cultural groups. Future research should focus on the long-term effects of CRP and its scalability across various educational contexts to further understand its impact on academic achievement and engagement in diverse classroom settings.