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Updated: Jul 14, 2025
13:57
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
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Student engagement and learning outcomes: an empirical study applying a four-dimensional framework.
Xiaoming Xu1,2,3, Zehua Shi4, Nicolaas A Bos3
1International Institute of Medicine, Zhejiang University, Yiwu, Zhejiang, China.
Medical Education Online
|October 9, 2023
Summary
Emotional and cognitive engagement significantly boost medical student learning outcomes, particularly in knowledge and skills. Behavioral and agentic engagement showed negative effects, while NCEE scores positively moderated outcomes.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Reeve's four-dimensional student engagement framework (behavioral, emotional, cognitive, agentic) is applied to medical education.
- Learning outcomes are categorized into knowledge and skills, with cognitive objectives further detailed (memorization, comprehension, application).
Purpose of the Study:
- To investigate the relationship between the four dimensions of student engagement and learning outcomes in medical education.
- To examine the moderating roles of gender and the National College Entrance Examination (NCEE) on these relationships.
Main Methods:
- Utilized the China Medical Student Survey for student engagement data.
- Employed the Clinical Medicine Proficiency Test for Medical Schools for learning outcome measurement.
- Performed multivariate regression analyses to assess engagement effectiveness and moderating factors.
Main Results:
- Emotional engagement was most effective for basic medical knowledge and clinical skills.
- Emotional and cognitive engagement positively influenced all aspects of basic medical knowledge acquisition.
- Behavioral and agentic engagement demonstrated negative effects on learning outcomes.
- NCEE scores positively moderated the relationship between engagement and learning outcomes.
Conclusions:
- Emotional and cognitive engagement are key drivers of medical student learning outcomes.
- Behavioral and agentic engagement are not strong predictors of general competence.
- A collaborative approach between students and institutions is recommended to enhance engagement and align learning with assessments.
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