“I know there is a HUGE amount of literature on behavioural, cognitive and emotional engagement. Yes, this is the case that there are three major components, but too often we then think this is a student issue – when it is indeed a student issue, to use these three forms as part of learning. It is interesting that the correlation between these three engagement components and achievement is not that high, and indeed in upper high school (not sure if this is you or not) quite low” (John Hattie, personal communication, January 23, 2016).
Articles in this section
- Why has John Hattie changed the term “self-reported grades” to “student expectations?”
- I understand the explanation that students are very good at predicting their performance in terms of their learning but I don’t understand the mechanism or link that has caused such a large effect size?
- What do you feel is the most important element in student engagement?
- How would you advise a teacher that is struggling in the area of engagement?
- If you were teaching a seminar on engagement, what topics would you cover?
- Have you seen any strategies/ideas in the research that have been effective in guiding certain students who appear not to care so that they begin to take ownership and join in the "WANTING LEARNING" as we put this effort in?
- I wondered if you had an effect size for assessment capable learners? This is something my colleagues and I have been discussing and I found an article that quotes you but it did not include an effect size.
- Why is working memory classified under "skill" (which seems to be more about prior achievement/learning), and not under "will" which include "Cognitive capabilities?”
- What is the difference between ‘expectations’ and ‘student expectations’?