A Tool for Assessing University Students’ Engagement in Learning

By Pai-Lu Wu, Sih-Han Huang, Ying-Yao Cheng, Kun-Shia Liu and Tzu-Hui Yang.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Many instruments have been developed to assess student motivation, primarily taking the form of self-reports or interviews. Despite the diversity of such instruments, few incorporate a systematic process through which to determine the motivational efficacy of teaching. Therefore, we used the attention, relevance, confidence, and satisfaction (ARCS) model to develop and validate a tool known as the Learning Engagement Inventory (LEI) to assess university students’ engagement in learning. Results from factor analysis and construct-related validity demonstrate the suitability of this tool. Finally, the results show a stronger correlation between attention and satisfaction than other subscales, indicating that the two constructs need to be further evaluated for validity. This result is discussed from an evaluative perspective, taking into account class curriculum.

Keywords: ARCS Model, Learning Motivation, University Students

The International Journal of Learning, Volume 18, Issue 1, pp.13-24. Article: Print (Spiral Bound). Article: Electronic (PDF File; 977.599KB).

Prof. Pai-Lu Wu

Professor, Department of Early Childhood Care and Education, Cheng Shiu University, Niaosong, Kaohsiung, Taiwan

Sih-Han Huang

Research Assistant, College of Management, National Kaohsiung University of Applied Sciences, Kaohsiung, Taiwan

Prof. Ying-Yao Cheng

Professor, Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan

Kun-Shia Liu

Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan

Tzu-Hui Yang

Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan


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