Please use this identifier to cite or link to this item:
http://hdl.handle.net/2445/179223
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Padilla Petry, Paulo | - |
dc.contributor.author | Vadeboncoeur, Jennifer A. | - |
dc.date.accessioned | 2021-07-19T12:31:23Z | - |
dc.date.available | 2021-07-19T12:31:23Z | - |
dc.date.issued | 2020-05-19 | - |
dc.identifier.issn | 2158-2440 | - |
dc.identifier.uri | http://hdl.handle.net/2445/179223 | - |
dc.description.abstract | Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students' attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher's pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning. | - |
dc.format.extent | 11 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | SAGE Publications | - |
dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.1177/2158244020924063 | - |
dc.relation.ispartof | SAGE Open, 2020, vol. 1, num. 2 | - |
dc.relation.uri | https://doi.org/10.1177/2158244020924063 | - |
dc.rights | cc-by (c) Padilla Petry, Paulo et al., 2020 | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.source | Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació) | - |
dc.subject.classification | Motivació de l'aprenentatge | - |
dc.subject.classification | Estudiants universitaris | - |
dc.subject.classification | Pràctiques pedagògiques | - |
dc.subject.other | Learning motivation | - |
dc.subject.other | College students | - |
dc.subject.other | Student teaching | - |
dc.title | Students' perspectives on engagement, learning and pedagogy: self-evaluations of university students in Spain. | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 705549 | - |
dc.date.updated | 2021-07-19T12:31:23Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
Appears in Collections: | Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació) |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
705549.pdf | 125.39 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License