Student Engagement during EFL High School Lessons in Korea: An Experience-Sampling Study

Marie-José Guilloteaux 한국외국어교육학회 2016 Foreign languages education Vol.23 No.1

This study adopts a flow theory perspective to investigate the learning engagement levels of 224 Korean high school students during EFL classes and the factors that may relate to differences in their engagement. Engagement was defined as the simultaneous experience of concentration, interest, and enjoyment. The experience sampling method was employed to measure 10th and 11th graders’ appraisals of instructional activities. Each participant was sampled twice randomly during each of three observed lessons. Momentary levels of engagement were examined in relation to students’ appraisals of activity qualities (importance for future goals, difficulty, possessed skills/competence in the area of the activity), and contextual factors (gender, grade, teacher, ability-track). Descriptive analyses, ANOVAs, and t-tests revealed that only 13% of the students were optimally engaged in lessons that were predominantly teacher-centered; increased engagement was associated with students’ appraisals of activity importance for future goals and with feelings of competence; and learner group engagement differed according to who taught them. Some teachers seemed to use an approach more conducive to engagement.

FOOD AS A WAY TO ENGAGE CUSTOMERS WITH LUXURY BRANDS

Mototaka Sakashita,Vijay Viswanathan,Ewa Maslowska 글로벌지식마케팅경영학회 2016 Global Marketing Conference Vol.2016 No.7

Engagement has aroused tremendous interest in the marketing community, but studies examining engagement with luxury brands are absent. This study investigates whether luxury stores can use food to drive engagement with different customer segments. The results have important managerial implications and further our understanding of the behavioral drivers of (dis)engagement. The old marketing reality in which brands communicate with customers through one-way advertising messages is long gone (Campbell, Parent, Berthon, 2011). Now, it is not only brands that broadcast messages to customers, but customers can initiate or actively participate in conversations with brands. This customers’ participation in conversations with brands can have an effect on their and other customers’ purchase decisions. Therefore, brands are now focusing on using advertising to get customers engaged with them. Customer engagement has become a new way of describing brands’ relationships with customers. Scholars have offered many definitions of engagement. Some of them emphasize the psychological aspects of engagement (e.g., Calder Malthouse, and Schaedel, 2009; Mollen and Wilson, 2010), while others describe engagement in behavioral terms (e.g., Van Doorn et al., 2010; Verhoef et al., 2010). The most comprehensive definition of customer engagement was offered by Brodie et al. (2011: p. 790) who describe customer engagement as “a psychological state that occurs by virtue of interactive, co-creative customer experiences with a focal agent/object (e.g., a brand) in specific service relationships. It occurs under a specific set of context-dependent conditions generating differing customer engagement levels; and exists as a dynamic, iterative process within service relationships that co-creates value. Customer engagement plays a central role in a nomological network governing theoretical relationships in which other relational concepts (e.g., involvement, loyalty) are antecedents and/or consequences of iterative customer engagement processes. It is a multidimensional concept subject to a context- and/or stakeholder-specific expression of relevant cognitive, emotional and/or behavioral dimensions.” As both this definition and other definitions in the extant literature (e.g., Calder et al., 2009; O’Brien & Toms 2010).

박물관 스마트폰 애플리케이션 음성표현에 대한 사용자의 학습 참여와 만족 - 중국 박물관 음성해설 서비스 애플리케이션을 대상으로 -

오령,김세화 한국일러스아트학회 2015 조형미디어학 Vol.18 No.3

Since museum smartphone apps communicate with the visitor through the interaction of text and audio, this study focuses on audio expression components to review learner satisfaction and learning engagement. This study will examine what methods of audio expression influence learner satisfaction, whether learner satisfaction can be predicted, and if it influences learner engagement (immersion). This study was carried out by surveying 167 Chinese students in their 20’s and 30’s on whether audio information expression methods influenced learner engagement and learner satisfaction. The audio expression elements examined were: (1) consistency of audio and text, (2) gender of audio, (3) emotional expressiveness of audio. Learner engagement was categorized and gauged as cognitive engagement and emotional engagement and learner satisfaction were measured. The results were as follows: First, the commentator gender of audio and emotional expressiveness influenced cognitive engagement, emotional expressiveness and learner satisfaction. While results showed that learner engagement was higher with male audio than female audio, the method of emotional expression of the audio also had a great influence on both cognitive engagement and learning engagement. Second, it was predicted that the two components of learner engagement would mediate the influence that audio expression has on learner satisfaction and results, and the survey showed that while learner satisfaction influenced both cognitive engagement and learning engagement, learning engagement contributed more to increasing the level of learner satisfaction. 박물관 스마트폰 앱은 문자와 오디오의 상호작용으로 방문자들과 소통하고 있는데, 이 중 가장 중요한 소통방법은 음성해설이다. 그런데 박물관 앱 음성해설 방법은 과거 음성단말기의 표현방법과 비교했을 때 크게 개선된 바가 없어, 음성해설 표현을 개선하여 사용자 만족을 높일 필요가 있다. 따라서 본 연구에서는 중국의 박물관 스마트폰 음성해설 서비스에서 음성해설 서비스 표현방법이 학습참여(몰입)를 통해 학습만족에 미치는 영향관계를 연구하고자 하였다. 연구진행을 위하여 167명의 20-30대 중국학생들을 대상으로 음성해설 표현방식이 학습참여 및 학습만족에 영향을 미치는가를 조사하였다. 음성표현 구성요소는 ①음성과 텍스트의 일치성(일치/요약), ②음성의 성별표현(남/여), ③음성의 감정표현(긍정적/부정적) 이었으며, 학습 참여(인지적 참여, 감정적 참여)를 측정하고 학습만족도를 측정하였다. 연구 결과는 다음과 같다.: 첫째, 해설자 음성의 성별과 감정표현이 인지적 참여와 감정적 참여에 영향을 미쳤으며, 음성과 텍스트의 일치성이 감정적 참여에 영향을 미쳤다. 또한 음성의 성별과 감정표현이 학습만족에 영향을 미쳤다. 즉, 남성 음성이 여성 음성보다, 그리고 빠르고 강한 긍정적 감정표현이 느리고 낮은 감정표현보다 학습참여(인지적 참여와 감정적 참여)와 학습만족에 미치는 영향력이 매우 컸다. 또한 음성과 텍스트가 일치하지 않는 경우에 감정적 참여도 높아지는 것으로 나타났다. 둘째, 학습참여의 두 구성요인은 음성표현이 학습만족에 미치는 영향을 매개할 것으로 예측되었는데, 음성 성별과 감정표현에 대한 학습만족의 관계를 인지적 참여와 감정적 참여가 매개하는 것으로 나타났다. 즉, 음성 성별이나 감정표현이 직접적으로 학습만족에 영향을 미치는 것이 아니라, 학습참여(인지적 참여, 감정적 참여)라는 변수가 학습만족에 직접적 영향을 미치는 것으로 나타났으며, 특히 감정적 참여가 학습만족감을 높이는데 기여도가 높은 것으로 나타났다.

Exploring the Factors Influencing Student Engagement in University English Classes

Xiaohui Zhang,Hyun-Ju Kim 한국영어교육학회 2024 ENGLISH TEACHING(영어교육) Vol.79 No.1

This study investigated student engagement by conceptualizing learning engagement and examining the inner mechanism that operates in the university English learning context. This study administered a questionnaire to 376 college students, and data analysis was conducted with SPSS 26.0 and AMOS 24.0. The findings revealed that student engagement can be conceptualized into behavioral, cognitive, affective, and interactive engagement. The results confirmed that cognitive engagement positively affected behavioral engagement, whereas affective engagement did not. Affective engagement had positive effects on both cognitive engagement and interactive engagement. Interactive engagement positively affected cognitive engagement but did not affect behavioral engagement. Further, the results showed that cognitive engagement acted as a full mediator between affective engagement and behavioral engagement, as well as between interactional engagement and behavioral engagement. The findings of this study propose implications for optimizing English teaching to facilitate student engagement and ultimately enhancing their learning satisfaction along with improving academic outcomes.

다차원적 관점에서의 참여에 기초한 초등과학 수업 참여의 잠재집단 분석 및 차이 탐색

임희준 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.1

Students’ engagement is very important for effect science learning. Multidimensional approaches on students’ engagement defines engagement in three ways which includes cognitive, behavioral, and cognitive engagement. Based on the multidimensional approaches on students’ engagement, this study identified latent groups of elementary students characterized by patterns of cognitive, behavioral, and emotional engagement in science classes. This study also compared students’ perceptions of their engagement in general science classes and small-group activities by the latent groups. 377 elementary students were involved in this study. 5-scale Likert survey were used in order to investigate students’ engagement in science classes. Latent class analysis using Mplus program identified 3 latent groups of students engagement in science classes: Highly engaged, moderately engaged, and minimally engaged in three ways of engagement. The mean scores of cognitive, behavioral, and emotional engagement were significantly different by three latent groups. In addition, there were significant difference in students perceptions on participating experiments activities and carefully listening of teacher among latent groups. However, there was no significant difference in students’ perceptions on their actions during small-group activities. Educational implications were discussed.

직원의 개인-직무 적합성, 직무열의, 동료교환관계가 동료 직무열의에 미치는 영향

호민 ( Min-hu ),곽원준 ( Won Jun Kwak ) 한국생산성학회 2016 生産性論集 Vol.30 No.3

This study examined how employee job engagement would mediate the relationship between employee person-job fit and coworker job engagement and how coworker exchange would moderate the relationship between employee and coworker job engagement. Hypothesis 1: An employee``s person-job fit will be positively related to his or her coworker``s job engagement. Hypothesis 2: An employee``s person-job fit will be positively related to his or her own job engagement. Hypothesis 3: An employee``s job engagement will be positively related to his or her coworker``s job engagement. Hypothesis 4: An employee``s job engagement will mediate the positive relationship between his or her own and a coworrker``s job engagement. Hypothesis 5: As an employee``s coworker exchange is higher, the positive relationship between his or her own and a coworker``s job engagement will be strengthened. Data were collected from 114 Chinese employee dyads working in private and public companies/organizations located at the mainland China. The study results revealed that employees`` person-job fit was positively related to their own job engagement level. In turn, this job engagement level was also positively related to those employees`` coworker job engagement level. Examining the mediating role of employee job engagement, it was found that the relationship between employee person-job fit and coworker job engagement level was mediated by employee job engagement level. Finally, the moderating role of coworker exchange was also found, as expected, such that, when coworker exchange level was higher, the relationship between employee and coworker job engagement level was weaker. These study results, which supported all the study hypotheses, would help enhance our understanding on the process of job engagement formation and would provide practical implications of how to promote employee job engagement level in Chinese workplaces.

INTRINSIC MOTIVATORS AND PSYCHOLOGICAL BENEFITS OF CUSTOMER ENGAGEMENT IN TOURISM SOCIAL MEDIA SITES

Liang Wang,Henry Tsai,Tianyu Ying 글로벌지식마케팅경영학회 2018 Global Marketing Conference Vol.2018 No.07

Since the late 1980s, information communication and technology (ICT) have reshaped the landscape of the tourism industry (Buhalis & Law, 2008). Thanks to the Web 2.0 technology, tourism practitioners have never been this close to their customers over social media platforms. According to Kaplan and Haenlein (2010), social media refers to “a group of Internet-based applications which build on the ideological and technological foundations of Web 2.0 and that allow the creation and exchange of User Generated Content” (p. 61). In line with this definition, electronic social networks, user-generated content aggregators, as well as location-based applications are all typical social media platforms, across which enable customers to create, edit, and share content. The increasingly growing social media platforms have greatly facilitated implementations of customer engagement strategies for organizations. As a psychological state, customer engagement is featured by interactive customer experiences with an organization, which encourage psychological, emotional, and physical investment a customer has in the organization (Harrigan, Evers, Miles, & Daly, 2017). In the tourism and hospitality context, customer engagement strategies are as critical in strengthening customer loyalty, trust, and brand evaluations (So, King, & Sparks, 2016). Useful insights have been gained relating to conceptualization and measurement scale of customer engagement, organizational and cultural obstacles to consumer engagement within hotel organizations (Chathoth et al., 2014), customer engagement in a social media context alongside the process of recognition (Cabiddu et al., 2014). Underlying the practical and theoretical significance of customer engagement lies the subjective nature of views on the social media platforms. Goh, Heng, and Lin (2014) recognized that engagement in social media brand communities positively lead to enhanced purchase expenditures through embedded information and persuasion. Quantitively, the persuasive effect of user generated information is at least 22 times more than that of marketer’s in terms of marginal effect. Although previous research has examined consequences of consumer engagement, there has been less attention paid to its causes. Meanwhile, as far as Brodie et al. (2011) were concerned, the persistency of consumer-brand engagement is contingent on an assessment of tangible and intangible costs against possible benefits such as product news and offers. Therefore, identification of these benefits can offer supplementary insights into current literature of consumer engagement. The current study utilizes the self-determination theory to uncover how engagement in social media activities is facilitated by consumers’ intrinsic motivators and what psychological benefits can consumer obtain from such engagement, as either psychological state or process (Brodie et al., 2011). Research subjects in this study are Chinese social media users. According to eMarketer’s (2017) estimated that more than 80 percent of Internet users in China (i.e., around 626 million people) accessed social networks regularly in 2017. The importance of tapping this massive market can never be overestimated.

학교참여 다차원 구인에 대한 성별 및 학교급별 잠재평균분석

신현숙,염시창 한국심리학회산하학교심리학회 2013 한국심리학회지 학교 Vol.10 No.2

School engagement as a multidimensional construct has been known not only as a predictor of academic achievement, school adjustment, and school dropout but also as a mediator in the relations between school/family context or personal variables and adjustment outcomes. This study was conducted to test the fit of a multidimensional model of school engagement consisting of three factors (i.e., affective, behavioral, cognitive) and examine the decreasing tendency of school engagement during the transition to middle school. Wang, Willett, and Eccles’s (2011) school engagement measures were administered to 1,172 students in Grades 5 to 8. Confirmatory factor analyses and latent mean analyses were conducted to examine research questions. First, confirmatory factor analyses revealed that, in all of the four groups (i.e., elementary school boys, elementary school girls, middle school boys, middle school girls), the three-factor model of school engagement fit the data better than the one-factor model and the two-factor model. Second, the four groups did not significantly differ in the composition of the three factors and factor loadings. Third, there were no significant differences in the intercepts of the observed variables between elementary and middle school students in each gender. Given that both factor loadings and intercepts were invariant, latent mean analyses were conducted to test the latent mean differences on affective, behavioral, and cognitive engagement. Both boys and girls showed a significant decrease in each factor of school engagement. The effect sizes of latent mean differences on each factor by gender and school level showed that after the transition to middle school affective engagement declined to a greater extent than did behavioral and cognitive engagement and the three factors of school engagement decreased to a greater extent for girls than for boys. Finally, the necessity of identifying school engagement styles and testing the second-order model with one second-order factor (i.e., school engagement as a meta construct) and several first-order factors (e.g., affective, behavioral, cognitive engagement) was discussed. 학교참여는 학업성취, 학교적응, 비행, 학교중도탈락 등을 예측하며, 환경 맥락변인과 학생 개인변인이 결과변인에 영향을 미치는 과정에서 매개변수로 작용한다. 이처럼 교육연구와 실제에서 중시되고 있는 학교참여가 정서적, 행동적, 인지적 참여로 구성된 다차원 구인인지를 확인하고, 중학교 진학 이후에 학교참여의 수준이 어떻게 달라지는지를 살펴보기 위하여 이 연구를 수행하였다. 초등학교 5, 6학년 599명과 중학교 1, 2학년 573명(총 1,172명)에게 Wang, Willett와 Eccles(2011)의 학교참여척도를 실시하여 수집한 자료에 확인적 요인분석과 잠재평균분석을 실행하였다. 분석 결과를 요약하면 다음과 같다. 첫째, 학교참여의 다차원적 요인구조를 확인하기 위하여 확인적 요인분석을 실시한 결과, 성별 및 학교급에 따라 구분된 4집단(초등학교 남학생, 초등학교 여학생, 중학교 남학생, 중학교 여학생) 모두에서 3요인 모형의 적합도가 1요인 모형이나 2요인 모형보다 양호한 것으로 판명되어 학교참여 요인구조의 형태동일성이 지지되었다. 둘째, 4집단에서 학교참여 요인별 요인계수가 동일하다고 가정한 측정동일성 모형이 수락되었다. 셋째, 각 성별 집단에서 초등학생과 중학생간 학교참여 요인별 잠재평균을 비교하기 위한 전제조건이 되는 절편동일성과 요인분산동일성이 충족되었다. 이에 집단간 잠재평균을 비교한 결과, 남녀 각 집단에서 중학생의 정서적, 행동적, 인지적 참여 수준이 초등학생보다 낮았다. 잠재평균 차이의 효과크기에 근거해 볼 때, 초등학생의 학교참여 수준과 중학생의 학교참여 수준 간 차이가 정서적 참여 요인에서 가장 컸고, 이러한 차이가 남학생 집단보다 여학생 집단에서 더 큰 것으로 나타났다. 마지막으로, 학교참여의 3요인이 조합을 이루는 학교참여 양식을 확인하고 이에 적절한 학교심리개입을 제공하며 학교참여 메타구인을 2차 요인으로 설정한 ‘2차 요인 모형’을 검증할 필요성에 대해 논의하였다.

중고등학생의 수업참여와 부모, 교사, 학생 변인 간의 구조적 관계

유지혜 한국교육학회 2015 敎育學硏究 Vol.53 No.3

This study aims to examine the structural relation of parents, teacher, student variables related to student engagement of class in middle and high school. This study divided student engagement into three parts: cognitive engagement, affective engagement, behavioral engagement, and analyzed each engagement model. The current study analyzed 1163 data from 7-11th grade students who are currently enrolling in middle and high school using structural equation model. The results of this study are as follows: First, parental academic expectation, parental academic support, teacher's class behaviors, student's competence had meaningful positive effects on student engagement directly. Also parental academic expectation and teacher's class behaviors would influence on student engagement indirectly mediating competency. However, parental emotional support only indirectly influenced on student engagement. Second, parental academic expectation, teacher's class behaviors would influence on cognitive engagement indirectly mediating competency. Also cognitive engagement was influenced directly by competence need and indirectly by parental emotional support mediating competence need. Third, parental academic support, teacher's class behaviors, autonomy, competency had meaningful positive effects on affective engagement directly. Parental academic expectation and teacher's class behaviors also would influence on affective engagement indirectly. Parental emotional support, however, influenced on affective engagement indirectly. Finally, parental academic expectation, teacher's class behaviors had effects on behavioral engagement directly and indirectly. And parental academic support and student's competency directly, parental emotional support indirectly influenced on behavioral engagement. 본 연구는 우리나라 중․고등학생의 학교 수업참여와 관련된 부모, 교사, 학생 변인과 학생들의 수업참여 간의 구조적 관계를 밝히는 것을 목적으로 한다. 본 연구에서는 수업참여를 인지적 참여, 정의적 참여, 행동적 참여의 세 가지로 구분하여 전체 수업참여 뿐만 아니라 각 하위영역의 참여 모형을 각각 설정하여 변인 간 관계를 분석하였다. 연구대상은 서울․경기 지역에 소재한 일반계 중․고등학교의 중학교 1학년에서 고등학교 2학년까지의 학생 1,163명이며, 구조방정식 모형 분석을 통하여 변인 간 관계를 검증하였다. 연구결과는 첫째, 수업참여 모형에서 부모의 학업기대와 학업적 지원, 교사의 수업행동, 학생의 유능성 욕구는 수업참여에 직접적인 정적 영향을 미쳤으며, 부모의 학업기대와 교사의 수업행동은 유능성 욕구를 매개로 수업참여에 간접적인 영향 또한 미쳤다. 반면 부모의 정서적 지원은 수업참여에 간접적인 영향만 미쳤다. 둘째, 인지적 참여 모형에서 부모의 학업기대와 교사의 수업행동은 인지적 참여에 직접적인 영향 뿐만 아니라 각각 유능성을 매개하여 간접적인 영향 또한 미쳤다. 또한 인지적 참여에 대해 학생의 유능성 욕구는 직접적으로, 부모의 정서적 지원은 유능성 욕구를 매개로 간접적으로만 영향을 미쳤다. 셋째, 정의적 참여 모형에서 부모의 학업적 지원, 교사의 수업행동, 학생의 자율성 욕구, 유능성 욕구는 정의적 참여에 직접적으로 정적인 영향을 미쳤으며, 부모의 학업기대, 교사의 수업행동은 간접적인 영향 또한 미쳤다. 반면 부모의 정서적 지원은 간접적인 영향만 미쳤다. 마지막으로 행동적 참여 모형에서는 부모의 학업기대와 교사의 수업행동은 행동적 참여에 직.간접적인 영향을 미쳤으며, 부모의 학업적 지원과 학생의 유능성 욕구는 직접적인, 부모의 정서적 지원은 간접적인 영향만 미쳤다.

페이스북 팬페이지 동영상 광고의 효과 메커니즘에 관한 연구: 미디어 인게이지먼트, 광고 인게이지먼트, 행동 인게이지먼트 간의 영향을 중심으로

장수영,황장선,도선재 한국OOH광고학회 2023 OOH광고학연구 Vol.20 No.1

The current study examined how video advertising in Facebook could be effective. Specifically, it was investigated how media engagement, advertising engagement, and two characteristics of video advertising-entertaining and informativeness-could influence on behavior engagement and WOM intention. Experiments were con- ducted with real video ads in Facebook to examine hypotheses proposed. The result shows that media engagement and two content characteristics-entertaining and informativeness-are supported to influence the advertising engagement. Accordingly, ad engagement affects behavior engagement and WOM intention. In addition, ad engagement plays a critical role of mediating between the content characteristics and ad effectiveness (behaivor engagement and WOM intention). The study can contribute to the relevant academic area with showing the causal relationships among media-advertising-behavior engagements. Practically, various types of engagement should be considered in the process of planning social media advertising strategy. 본 연구는 페이스북 브랜드 팬페이지 내의 동영상 광고가 어떠한 과정을 통해 효과가 발생되는지를 실증적으로 검증하고자 했다. 구체적으로, 미디어 인게이지먼트, 광고 인게이지먼트, 그리고 동영상 광고의 특성인 정보성과 오락성이 광고효과인 행동 인게이지먼트와 구전의도에 어떻게 영향을 미치는지 살펴보았다. 이를 증명하기 위해 페이스북 내에 게재되는 실제 동영상 광고물을 대상으로 실험연구를 실시했다. 연구 결과, 미디어 인게이지먼트와 광고 특성인 오락성과 정보성은 광고 인게이지먼트에 긍정적인 영향을 미치는 것으로 나타났다. 그리고, 광고 인게이지먼트는 광고효과인 행동 인게이지먼트와 구전의도에 긍정적인 영향을 미쳤으며, 행동 인게이지먼트는 구전의도에 긍정적인 영향을 미치는 것을 나타났다. 마지막으로, 동영상 광고의 특성을 정보성(또는 오락성)으로 인식할 경우 미디어 인게이지먼트가 광고 인게이지먼트를 매개하여 행동 인게이지먼트에 정적인 영향을 미쳤으며, 미디어 인게이지먼트가 광고 인게이지먼트를 매개하여 구전의도에도 긍정적으로 영향을 미치는 것으로 나타났다. 본 연구는 대표적인 소셜 미디어인 페이스북 내에 게재되는 동영상 광고의 효과가 발생되는 전체적인 매개과정(미디어 인게이지먼트→ 광고 인게이지먼트 → 행동 인게이지먼트/구전의도)를 밝혀내었다는 학술적 시사점을 갖는다. 또한, 소셜 미디어에서 광고 및 콘텐츠를 기획할 때 다양한 종류의 인게이지먼트를 고려하여 전략적으로 접근할 필요가 있다는 실무적 시사점도 제공한다.