Cognitive engagement in the problem-based learning classroom

The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to which cognitive engagement determines subsequent levels of cognitive engagement during a one-day PBL event. Data were analyzed by means of confirmatory factor analysis, repeated measures ANOVA, and path analysis. The results showed that the new measure of situational cognitive engagement is valid and reliable. Furthermore, the results revealed that students’ cognitive engagement significantly increased as a function of the learning event. Implications of these findings for PBL are discussed

The effects of strength-based versus deficit-based self-regulated learning strategies on students' effort intentions

In two randomized experiments, one conducted online (n = 174) and one in the classroom (n = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students’ intentions to put effort into professional development activities: strength-based SRL strategies (i.e., identifying perceived relative strengths and, subsequently, selecting professional development activities to further improve those strengths) versus deficit-based SRL strategies (i.e., identifying perceived relative short- comings and, subsequently, selecting professional develop- ment activities to improve those shortcomings). Across both studies, analysis of variance revealed that, relative to students who used deficit-based SRL strategies, students who used strength-based SRL strategies were higher in perceived competence, intrinsic motivation, and effort in- tentions. Moreover, the results of multi-mediator analysis and structural equation modeling supported the hypothesis that the effect of strength-based versus deficit-based SRL strategies on students’ effort intentions was sequentially mediated by perceived competence and intrinsic motiva- tion. Implications for the application of self-regulated learning strategies in the context of professional self-de- velopment are discussed

Creating impressions and managing interaction

(From the book) "Civil Inattention Exists--In Elevators" / Miron Zuckerman, Marianne Miserandino and Frank Bernieri / Shows how environment, space, and gaze combine to create situations in which people manage interaction by politely deciding not to interact. / "Stereotypes and Nonverbal Cues: Showing How We Feel about Others during Cross-Cultural Interactions" / Valerie Manusov / Investigated how cultural stereotypes and expectations influence the use of nonverbal cues to manage cross-cultural interactions. / "Initiating Interaction: Greetings and Beckonings across the World" / Roger E. Axtell / Reviews a variety of gestures used in other countries and cultures to initiate interpersonal interaction. / "Turn-Taking in Conversations" / John M. Wiemann and Mark L. Knapp / Discusses nonverbal cues that help people manage interaction through efficient turn-taking. / "The Last Ten Turns in Conversations between Friends and Strangers" / Maria J. O'Leary and Cynthia Gallois / Leave-taking behaviors are illustrated by examining the last 10 conversational turns in interactions within pairs of friends as compared with those of paired strangers