Cognitive engagement at college. An exploratory analysis of ties between its dimensions




Kozanitis, Anastassis
Leduc, Diane
Lepage, Isabelle

Numerous works in the field of educational sciences show that, in order to promote academic success, it is important to take into account a combination of factors that have an influence on the development of students' motivation to learn. Motivation is seen by Viau as the dynamic state that predisposes a student to want to engage in learning activities in order to achieve their goals. It is "in some ways the energy that underlies the actions necessary for success." This state of motivation stands out as a prerequisite for engagement, particularly cognitive engagement, currently a topic at the heart of a growing body of studies that will be discussed in this article. The authors describe an exploratory research study they conducted to study the links between the different dimensions of cognitive engagement. This study aimed at determining which contextual or socio-demographic variables could have an effect on cognitive engagement. It also attempted to verify whether differences emerged between class-groups regardless of their inherent characteristics, such as group size, teaching method, or teacher specificities. The researchers present various results to help steer teaching practices to promote cognitive engagement among college students.

Article available in French only.


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