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Debbie RRL

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International

1. Cognitive engagement is really important to influencing a learner’s active used on

purposeful in classroom learning by using this engagement the students can be
motivated, interested and interactive to follow studying using classroom. Sesmiyanti
2016

2. Cognitive engagement currently is under-researched in applied assessment contexts. The

study of this construct may provide unique information regarding students’ effort and
performance on assessment tests beyond that currently understood through motivation
theory alone. Considering the factor structure and reliabilities of the CE-S scale, this
scale appears to have potential as a psychometrically sound measure of deep and shallow
cognitive engagement.

3. Cognitive engagement among students in group tasks can be effective with the
knowledge of group dynamics and their management. ( Winnie, Madinah,
Godfrey )2020
- Cognitive engagement, as defined, involves seeking, interpreting, analyzing, and
summarizing information; critiquing and reasoning through various opinions and
arguments; and making decisions. ( Same author and reference)
Reference
(International Journal of Humanities Social Sciences and Education (IJHSSE)

Volume 7, Issue 12, December 2020, PP 45-52

ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online)

https://doi.org/10.20431/2349-0381.0712006

www.arcjournals.org

4. Cognitive engagement is one of the most important aspects of students learning process
which is greatly affected by this strategy. ( Ahmad, Answer and Rasheed, 2022)
Reference: Pakistan Journal of Social Research
ISSN 2710-3129 (P) 2710-3137 (O)
Vol. 4, No. 3, September 2022, pp. 756-762.
www.pjsr.com.pk
EFFECT OF COOPERATIVE LEARNING ON COGNITIVE ENGAGEMENT OF
SECONDARY SCHOOL STUDENTS
- Cognitive engagement is considered a more unwavering feature of students’
unconventionality. It makes students to feel more reliant on the job at hand because it
determines the degree of students’ self- sufficiency.
- Cognitive engagement is considered vital construct to be focused during the teaching
learning process.

5. Cognitive engagement was highly heightened. Findings of the study were also supported
by the different researchers and cognitive engagement was significantly enhanced and
accelerated (Liu et al, 2018)
Reference: Liu, M., Liu, L., & Liu, L. (2018). Group awareness increases student
engagement in online collaborative writing. The Internet and Higher Education, 38, 1-8.

6. Cognitive engagement involves learning information and developing new meaning with
the information. It requires more than simple memorization or skill-building activities.
“Indicators of cognitive engagement include asking questions for clarification of ideas,
persistence in difficult activities, flexibility in problem-solving, use of learning strategies
(e.g., relating new information to existing information), and use of self-regulation to
support learning” (Finn & Zimmer, 2012,
Reference: Finn, J. D., & Zimmer, K. S. (2012). Student Engagement ngagement: What is it?
Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of
research on student engagement (pp. 97–131). New York, NY: Springer.
https://doi.org/10.1007/978-1-4614- 2018-7_5

7. Cognitive engagement is not only an embodiment and guarantee of students’ engagement

into the curriculum from a cognitive level, deep engagement and high-level thinking, but
also an important indicator of whether students are effectively engaged in the blended
learning curricula.
Reference: TY - JOUR
AU : Meng-meng ,Qi, Shuang-Han, Yan-Tong, Ming-Lu and Zhang, Wei
PY - 2023/08/01
SP - 105947
T1 - Cognitive engagement of nursing undergraduates in blended learning: A parallel mixed
method study
VL - 130
DO - 10.1016/j.nedt.2023.105947
JO - Nurse Education Today
ER -
8. Cognitive engagement refers to students’ investment and interest in their learning,
motivation to learn, goal setting, perception of relevance of learning, effort directed
toward learning, and use. Of self-regulated learning strategies. Cognitive engagement is
important because it influences students’ academic and behavioral engagement, with
students who are more cognitively engaged more likely to attend school regularly,
complete coursework, earn credits, and achieve academically. Though cognitive
engagement is a covert subtype of student engagement, meaning it is difficult to observe
and measure directly, indicators may be detected indirectly through think alouds,
discussions with students, surveys or questionnaires, or written records. Indicators
include valuing of learning, demonstrating self-efficacy, setting personal mastery goals,
attributing success to effort, investing time and effort into learning, and utilizing self-
regulated learning strategies such as appraising tasks, planning, self-monitoring progress,
and self-evaluating. Recognizing the indicators of cognitive engagement that are present
and absent for students will help to identify students who would benefit from
interventions and also inform the selection of appropriate interventions. Interventions
may target students’ motivation to learn and/or their ability to select and implement self-
regulated learning strategies. ( Pohl 2020)

Reference: TY - CHAP
AU - Pohl, Angie
PY - 2020/03/13
SP - 253
EP - 280
SN - 978-3-030-37284-2
T1 - Strategies and Interventions for Promoting Cognitive Engagement
VL -
DO - 10.1007/978-3-030-37285-9_14
ER -