Abstract

KOZANITIS, Anastassis. Analysis of the cognitive engagement dimensions at the post-secondary level from a socio-cognitive perspective. Rev. Diálogo Educ. [online]. 2019, vol.19, n.62, pp.1234-1252.  Epub Jan 30, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.062.ao02.

Academic engagement is considered an important factor in the learning process and student success Current scientific literature recognizes three components to engagement: behavioral, affective and cognitive. The first two components were widely studied, which is not the case of cognitive engagement. The purpose of this research is to explore the relationship between the dimensions that constitute the concept of cognitive engagement through an exploratory statistical analysis from a socio-cognitivist theoretical perspective. The sample consists of 357 participants (130 male and 223 female) who answered the cognitive engagement questionnaire, a translated and adapted version of the Student Engagement Scale. The data were subjected to two types of statistical analysis. First, a bivariate-type correlational analysis made it possible to determine the nature of the links between the dimensions of cognitive engagement. Then, an univariate analysis (ANOVA) allowed us to examine the role of certain sociodemographic and contextual variables in the prediction of cognitive commitment. The results show a statistically significant degree of correlation between the five cognitive engagement constructs, confirming that the aforementioned are not independent of each other. The age of the students turns out to be the only significant sociodemographic variable predictive of cognitive commitment.

Keywords : Academic engagement; Cognitive engagement; Effort; University pedagogy; Motivation; Socio-cognitive perspective.

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