Abstract
The study investigated the relation between instructional support and student perceptions of utility value and cognitive engagement. Data came from 219 graduate students enrolled in an introductory level research methods course. We conducted a series of exploratory factor analyses to ascertain the stability of the factor structure of the constructs under investigation across time as well as a series of structural equation models to test our main research questions. Results indicated that instructional support, utility value, and cognitive engagement remained relatively stable across the semester. Moreover, mid-semester utility value mediated the relation between initial relevance and end-of-semester utility value but it did not mediate the relation between initial involvement and end-of-semester engagement. Implications for research and classroom practice are discussed.
| Original language | American English |
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| State | Published - Apr 2014 |
| Event | Poster session presented at the national meeting of the American Educational Research Association - Duration: Apr 1 2014 → … |
Conference
| Conference | Poster session presented at the national meeting of the American Educational Research Association |
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| Period | 04/1/14 → … |
Disciplines
- Curriculum and Instruction
- Curriculum and Social Inquiry
- Educational Assessment, Evaluation, and Research
- Educational Methods
Keywords
- Cognitive engagement
- Instructional support
- Student perceptions
- Utility value