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, doi: 10.1155/2011/414068. Attached Files Name Description MIMEType Size Downloads ball-differencesinstudent-2011.pdf Published version application/pdf 583.31KB 251 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 DOI 10.1155/2011/414068 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 Free to Read? Yes Use Rights Persistent URL http://hdl.handle.net/10536/DRO/DU:30032688 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Tue, 15 Feb 2011, 07:47:06 EST Tue, 15 Feb 2011, 08:12:03 EST Tue, 15 Feb 2011, 08:12:47 EST Mon, 19 Jan 2015, 11:18:08 EST Fri, 26 Aug 2016, 14:23:59 EST Mon, 05 Sep 2016, 15:20:36 EST Tue, 06 Sep 2016, 16:26:50 EST Fri, 07 Sep 2018, 12:02:40 EST Filtered Full Citation counts:   Cited 2 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 718 Abstract Views, 251 File Downloads  -  Detailed Statistics Created: Tue, 15 Feb 2011, 07:46:55 EST by Leanne Swaneveld

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.