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Showing 2 results for Engagement
Leila Hassanzadeh, Saeideh Ahangari, Nasrin Hadidi Tamjid,
Volume 23, Issue 1 (3-2020)
Abstract
In educational psychology, mindsets refer to a set of core beliefs about intelligence and its role in successful learning in a specific domain. This study investigated the extent to which, the EFL learners’ mindsets might predict their English achievement considering the mediating roles of engagement and self-regulation. The data were collected by means of three questionnaires: The Language Mindset Inventory (LMI), the University Student Engagement Inventory (USEI), and the Academic Self-Regulated Learning Scale (A-SRL-S), as well as the institutes’ reports on their English achievement. We analyzed the data quantitatively using the SPSS 20 and Amos 8 Software. The results revealed that there was a significant direct relationship between language mindsets and English achievement of the EFL learners. Besides, this relationship was significantly mediated by the learners’ engagement and self-regulation. Drawing on the findings of this research, the challenge for teachers is to cultivate in students the mindsets that emphasize growth and potentials rather than constraints and stagnation.
Masoumeh Ghamoushi, Zohre Mohamadi Zenouzagh, Mohammad Hashamdar,
Volume 25, Issue 2 (9-2022)
Abstract
The growing literature on teacher professional development emphasizes the positive contribution of teacher engagement to the professional development of teachers. However, scant attention was given to the relationship between this concept and teacher ecological agency as one of the potential factors influencing teacher engagement and in turn professional development. To fill this research gap, a sample of 369 EFL teachers from different institutes in Iran selected through convenience sampling participated in this study. The required data was collected by administering two questionnaires: The teacher ecological agency questionnaire and the teacher engagement questionnaire. The relationship between teachers’ ecological agency and teachers’ engagement and their underlying components were investigated through structural equation modeling (SEM) and Pearson correlation. The outcomes of SEM revealed a significant association between teachers’ ecological agency and engagement. The Pearson correlation results indicated that all three components of teacher ecological agency are correlated significantly with all five components of teacher engagement. The highest degree of correlation was found between emotional engagement and practical-evaluative agency (.711), agentic engagement, and practical-evaluative agency (.705) and cognitive engagement and practical-evaluative agency (.692). The pedagogical implications of this study enhance the efficiency of the educational system and teachers’ professional development.
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