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Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students

Ball, Ian and Perry, Chris 2011, Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students, Education research international, vol. 2011, Article ID 414068, pp. 1-8.

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Title Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students
Author(s) Ball, Ian
Perry, Chris
Journal name Education research international
Volume number 2011
Season Article ID 414068
Start page 1
End page 8
Publisher Hindawi Publishing Corporation
Place of publication New York, N. Y.
Publication date 2011
ISSN 2090-4002
2090-4010
Summary This paper reports on a study of the differences in the dominant cognitive processes preferred by groups of engineering and education students and examines the implications of these differences for the assessment of student engagement with university courses. Concern is expressed that the items commonly used to capture student engagement data do not adequately cover the full range of the dominant cognitive processes preferred by tertiary students. The paper sets out a brief overview of student engagement along with the theory of dominant and auxiliary cognitive processes, as developed by Jung and later by Myers. Evidence is presented of the differing frequencies of the eight cognitive processes, as assessed by the Myers-Briggs Type Indicator, that are preferred by cohorts of students undertaking courses in engineering and education. The implications of these differences are discussed in the context of subject disciplines in university environments.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30032688

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.