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

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posted on 2011-01-01, 00:00 authored by Ian Ball, Margaret Chris Perry
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.

History

Journal

Education research international

Volume

2011

Season

Article ID 414068

Pagination

1 - 8

Publisher

Hindawi Publishing Corporation

Location

New York, N. Y.

ISSN

2090-4002

eISSN

2090-4010

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2011, The Authors

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