xi, 69 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes. / Committee in charge: Edward Kameenui, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Robert Davis, Outside Member, Romance Languages

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

The main goal of this thesis is to highlight the importance of employee engagement and deeply investigate employee engagement among selected employees in medium size organization, which operates in Liptovský Mikuláš. Besides finding out the total employee engagement, author examines the level of cognitive, physical, and emotional engagement too. Results are then compared to other studies provided by Gallup and CIPD research centers. Thesis further introduces the link between employee engagement and age, gender and occupation of workers. Additionally, it presents the importance of individual employee engagement drivers for employees. The data collection was done by using questionnaire and structured interviews. After the qualitative and quantitative analysis of the research results, author presents possible recommendations that observed organization can use in the future in order to improve the engagement level.

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This action research was an analysis of a group of eighth grade gifted students ‘classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton & Christenson, 2004), which is a self-report of students’ perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement subtypes. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.

No description available.

<p dir="ltr">Automated Driving Systems (ADS) have evolved significantly over the past decade. With conditionally automated driving systems still requiring constant driver supervision and human intervention upon system request, a driver’s readiness to take over from an ADS has significant safety implications. Research suggests that drivers using ADS are more likely to engage in non-driving-related tasks (NDRTs), and this engagement can deteriorate takeover performance. However, different NDRTs can involve engagement of physical, visual and/or cognitive resources, which all can affect the takeover process in different ways. The potential interaction effects among these factors may be the cause of mixed empirical findings regarding the influence of NDRT engagement on takeover readiness and performance. Additionally, with more advanced ADS, takeover scenarios are likely to be less urgent. Yet, the ways in which drivers behave in response to a takeover request to intervene during such less urgent scenarios while engaged in NDRTs is still not well understood.</p><p dir="ltr">The purpose of this dissertation is to provide a better understanding of drivers’ response behavior during a conditionally automated vehicle takeover process by analyzing drivers’ motor, visual, and cognitive readiness in response to a takeover request (TOR). The work was completed in two phases. The first phase focused on the effects of pre-takeover visual engagement on takeover readiness in urgent situations. Two experiments were conducted as part of this first phase. Particularly, Study 1 investigated drivers’ post-TOR visual attention allocation and cognitive readiness after continuous visual NDRT engagement before a TOR. Study 2 examined drivers’ pre-TOR visual attention allocation and takeover performance both during and after voluntary engagement with visual NDRTs. The second phase used a non-urgent takeover scenario to investigate drivers’ takeover behavior and visual attention allocation when prioritizing the engagement of visual-manual NDRTs that differed in terms of cognitive engagement levels.</p><p dir="ltr">Study 1 required continuous visual attention in NDRTs and manipulated only the location of visual attention before an auditory TOR. Dependent measures included duration, location, and directness eye-tracking measures after the TOR, as well as freeze-probe cognitive readiness scores. Overall, delayed visual attention re-allocation in the driving scene, less dispersed gaze patterns, and worse perception and comprehension of road hazards were associated with off-road visual NDRT engagement. In addition, no significant benefit of enforcing on-road visual attention before the TOR, compared to the baseline condition without NDRT requirements, were found. These findings highlight the need to investigate the effects of more naturalistic NDRT engagement on takeover attention reallocation and takeover performance.</p><p dir="ltr">Study 2 complemented Study 1 by allowing voluntary switching of visual attention between the NDRT and the driving scene prior to the TOR, with the driving task being a priority. In addition, Study 2 investigated drivers’ takeover quality and understanding of the takeover scene using the appropriateness of their takeover decisions. Dependent measures were pre- and post-takeover eye-tracking measures, aligning to those used in Study 1, in addition to motor response measures, longitudinal and lateral vehicle control measures, and decisions made in response to a road obstacle. Overall, the driver’s post-TOR behaviors were not significantly affected by NDRT conditions, but visual NDRT-induced differences in gaze distribution were associated with the appropriateness of takeover decisions.</p><p dir="ltr">Finally, Study 3 used knowledge from prior studies to isolate the effects of different levels of cognitive engagement in real-world visual-manual NDRTs. The purpose was to investigate the effects of cognitive engagement on drivers’ visual attention allocation before and during the takeover, as well as on takeover performance in non-urgent takeover scenarios, where NDRT engagement was a priority. Dependent measures included eye-tracking measures, takeover response time, and vehicle control measures, used in prior studies. In summary, engagement in NDRTs with higher levels of cognitive engagement resulted in significant differences in pre-TOR visual attention allocation and less stable takeover maneuvers.</p><p dir="ltr">The findings from this work contribute to a better understanding of the effects of different components of NDRT engagement on takeover performance in conditionally automated driving systems. Ultimately, this work can contribute to improving the design of next-generation human-machine interfaces in surface transportation, including driver monitoring systems and in-vehicle displays, that promote safer human-automation integration in future ADS.</p>

Studien syftar till att undersöka engagemang i ett online brand community (OBC) för att få en djupare förståelse för medlemmars engagemang i Sverige. Empirin samlades in genom en kvalitativ metod bestående av 13 semistrukturerade intervjuer med aktiva medlemmar. För att analysera empirin utgår studien från tre engagemangsdimensioner: affektivt, kognitivt och beteendemässigt engagemang. Resultatet visade hur aktiva medlemmars engagemang i OBC framkom genom en upplevd gemenskap, egennytta och vilja att tillgodose andra. Det framkom även att aktiva medlemmar har en betydande roll för interaktionen i OBC. Studien bidrar med en förståelse för medlemmars engagemang i ett svenskt OBC. / The study aims to investigate engagement in an online brand community (OBC) to gain a deeper understanding of members' engagement in Sweden. The empirical data was collected through a qualitative method consisting of 13 semi-structured interviews with active members. To analyze the empirical data, the study is based on three dimensions of engagement: affective, cognitive and behavioral engagement. The results showed how active members' engagement in OBC emerged through a perceived sense of community, self-interest and willingness to serve others. It also emerged that active members have a significant role in the interaction in OBC. The study contributes to an understanding of members' involvement in a Swedish OBC. This study is written in Swedish.

The aim of this study is to learn more about how teachers experience student’s engagement and how they work to engage their students. The study focuses on teachers who teaches the lower grades. The essential method of the study is semi structured interviews with teachers who teach mathematics in grades 1-3. The study showed that teachers characterize student engagement in that students are positive, curious, involved, show interest and that they take initiative. This indicates a behavioural engagement. The teachers work with level adjustment and varying teaching to engage the students which indicates a cognitive engagement. Important prerequisites for a student involvement were smaller groups and to meet the students’ needs and interests. One condition that was considered to have a negative effect on student engagement was a lack of time in teacher’s planning and teaching. The conclusion shows that teachers look at student engagement through behavioural engagement but that they work to increase student engagement through cognitive engagement.

No description available.