Skip to main content
Presentation
Predicting Utility Value Beliefs and Cognitive Engagement from Instructor Involvement and Provision of Relevance
Poster session presented at the national meeting of the American Educational Research Association (2014)
  • Antonio P. Gutierrez, Georgia Southern University
  • Gwen C. Marchand, University of Nevada, Las Vegas
  • Nicholas Nardi, University of Nevada, Las Vegas
Abstract
The study investigated the relation between instructional support and student perceptions of utility value and cognitive engagement. Data came from 219 graduate students enrolled in an introductory level research methods course. We conducted a series of exploratory factor analyses to ascertain the stability of the factor structure of the constructs under investigation across time as well as a series of structural equation models to test our main research questions. Results indicated that instructional support, utility value, and cognitive engagement remained relatively stable across the semester. Moreover, mid-semester utility value mediated the relation between initial relevance and end-of-semester utility value but it did not mediate the relation between initial involvement and end-of-semester engagement. Implications for research and classroom practice are discussed.
Keywords
  • Utility value,
  • Cognitive engagement,
  • Instructional support,
  • Student perceptions
Publication Date
April, 2014
Citation Information
Antonio P. Gutierrez, Gwen C. Marchand and Nicholas Nardi. "Predicting Utility Value Beliefs and Cognitive Engagement from Instructor Involvement and Provision of Relevance" Poster session presented at the national meeting of the American Educational Research Association (2014)
Available at: http://works.bepress.com/antonio-gutierrez/26/