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Engaging with Engagement Data Looking beyond the symptoms Dr Sherria Hoskins Head of Psychology

Engaging with Engagement Data Looking beyond the symptoms Dr Sherria Hoskins Head of Psychology University of Portsmouth. Deci and Ryan (1985 ). Them or us? CPQ & ASI (Entwistle & Ramsden, 1983). Them or us? Arnold and Fleighny (1995). School experiences (Wilson, 1981).

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Engaging with Engagement Data Looking beyond the symptoms Dr Sherria Hoskins Head of Psychology

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  1. Engaging with Engagement Data Looking beyond the symptoms Dr Sherria Hoskins Head of Psychology University of Portsmouth

  2. Deci and Ryan (1985)

  3. Them or us?CPQ & ASI (Entwistle & Ramsden, 1983)

  4. Them or us?Arnold and Fleighny (1995) School experiences (Wilson, 1981) Surface approach (Harper and Kember, 1986)

  5. Psychological factors • Self-theories • Implicit theories

  6. Self-theories • Bandura (Self Efficacy) • More than self-esteem or confidence • Can I do this? • Early experience. • Watching others (social comparisons) • What will it get me? • Do I want it?

  7. Prof. Liz McDowell Students have highly personal responses to feedback. Effected by and impinges on their emotions, identity & sense of self-worth.

  8. GordonSurface approach with low efficacy • Starts work early. • Enjoys finding out/reading. • Hard time writing and presenting the assignment. • Worries that it won’t be good enough. • Not sure what lecturer looking for. • Feedback is threatening to him. • Tells him whether he’s got assignment right. • Whether he is capable of university. • Unwilling to look at it.

  9. Carla Deep approach with high self-efficacy • Thinks about what she already knows and how she can link it. • Starts writing straight away. • Talk to her friends– making connections there too. • Proud of assignment, it’s says what she wants it to say. • She hopes that the lecturer will find it interesting. • Feedback is for learning, it’s a response to her own ideas. • Generic comments, no dialogue = can’t see the point.

  10. PiaSurface approach with high self efficacy • Plans work carefully • Gets relevant resources, writes, re-writes, checks meeting assignment criteria • After done - satisfied with job well done, hopes for good mark. • Eager to see feedback – how can she improve the next time. • If she’s not sure about anything, she’ll see the lecturer. • Usually she does well, and feels confident. • When doesn’t get the marks that she expects, makes her more determined.

  11. Martin Amotivation • What do I have to do to get by? • Hopes there is set reading. • Feedback - check done enough • He might have to start putting more effort in, or he might have got away with it.

  12. Who is disengaged?Who is engaged?Where might it go wrong?

  13. Carla – gone wrong! How can high efficacy and deep approach = amotivated? • Motivation = engaged, read extensively, attempt to develop their own opinions • encounter problems writing - selection, word limit, structure, style, often failed attempt an argument • detrimental effect on essay marks • without effective feedback student cannot overcome difficulties/dent to self-efficacy • lose understanding motivation & adopt reproducing orientation • if marking perceived as unfair/unclear = disenchantment

  14. Resilience?

  15. Them or us?

  16. HEFCE Learning Gain Project Longitudinal (3 years, 3 time points) + cross sectional • Student Records (demographics) • KIS • New LG tools • Learner resilience scale • Self-efficacy • Existing measures • Implicit theories (Dweck 1980) • UKES (HEA) • ASSIST (Entwistle and Ramsden)

  17. Thank youTwitter: @UoPLearningGainemily.mason-apps@port.ac.uk

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