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THE DIFFERENCES IN STUDENT’S
REASONS FOR PUTTING EFFORT INTO
           THEIR STUDY


           Brian P. Godor, Ed.D
      Learning and Innovation Centre
Student Engagement
• Alexander Astin and Student Involvement
  “the amount of physical and psychological
  energy that the student devotes to the
  academic experience”


• The benefits for students’ engaging in their
  studies is well known

• But WHY… that is less known
Across disciplines
Vocational Engagement
  – “Future Career Orientation”
  – “Practice Based”


        12.1% Fine arts students
              Financial Management 33.8%
              Education students   38.4%
Across years of study
Across Gender
• “Practice based”
  Men = 19.1%; women = 16.7%


• “Teacher and support”
   Men = 10.4%; women = 12.9%


   (χ²= 10.57, df = 3, p =.014)
Student Engagement
• Often it is thought that students are generally
  the same and that motivation for studying
  differs, but that those differences are solely due
  to individual reasons.

• This research shows that there are certain
  patterns in student engagement that are
  significantly different among disciplines, year of
  study and gender.

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The difference in student's reasons for putting effort into their study

  • 1. THE DIFFERENCES IN STUDENT’S REASONS FOR PUTTING EFFORT INTO THEIR STUDY Brian P. Godor, Ed.D Learning and Innovation Centre
  • 2. Student Engagement • Alexander Astin and Student Involvement “the amount of physical and psychological energy that the student devotes to the academic experience” • The benefits for students’ engaging in their studies is well known • But WHY… that is less known
  • 3. Across disciplines Vocational Engagement – “Future Career Orientation” – “Practice Based” 12.1% Fine arts students Financial Management 33.8% Education students 38.4%
  • 5. Across Gender • “Practice based” Men = 19.1%; women = 16.7% • “Teacher and support” Men = 10.4%; women = 12.9% (χ²= 10.57, df = 3, p =.014)
  • 6. Student Engagement • Often it is thought that students are generally the same and that motivation for studying differs, but that those differences are solely due to individual reasons. • This research shows that there are certain patterns in student engagement that are significantly different among disciplines, year of study and gender.