Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Surveys

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.

Comparing Experimental Results: Student's t-Test

Comparing Experimental Results: Student's t-Test

The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...

Method of Sections: Problem Solving II

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.

Method of Sections: Problem Solving I

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.

Self-Evaluation: Self-Enhancement and Self-Verification

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Cognitive mechanisms underlying anchoring bias in diagnosis: a randomized controlled experiment.

Diagnosis (Berlin, Germany)·2026

Same author

Bingo Lab: game-based learning in microbiology.

BMC medical education·2026

Same author

Comparing faded examples and cued reflection in teaching diagnostic reasoning.

Medical teacher·2026

Same author

Effects of Technology-Enhanced Learning on Student Engagement in Basic Medical Education: A Systematic Review.

Medical science educator·2026

Same author

Impact of mistreatment on the learning of novice medical students: An experimental study.

Medical education·2025

Same author

The role of artificial intelligence in co-creation of health professions education: Integrating innovation into collaboration: AMEE Guide No. 190.

Medical teacher·2025

Same journal

Development of core competency indicators for emergency medicine residents based on the competency model: a Delphi and analytic hierarchy process study.

BMC medical education·2026

Same journal

Virtual simulation as a catalyst for equitable and authentic interprofessional learning.

BMC medical education·2026

Same journal

Influencing surgical career choice among final-year medical students: a multi-center cross-sectional study in Türkiye.

BMC medical education·2026

Same journal

Construction and application of an intelligent tutoring system for resident physicians' medical record writing based on large language models.

BMC medical education·2026

Same journal

From classrooms to practice: does pre-service training for one health professions provide readiness for antimicrobial stewardship?

BMC medical education·2026

Same journal

Association between community medicine rotation duration and general medicine in-training examination scores among second-year resident physicians in Japan: a nationwide cross-sectional study.

BMC medical education·2026

See all related articles

Search research articles

Related Experiment Video

Updated: Jul 11, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Construct validity of a questionnaire for measuring student engagement in problem-based learning tutorials.

Salah Eldin Kassab^1,2, Amany El-Baz³, Nahla Hassan⁴

¹College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. kassabse@gmu.ac.ae.

BMC Medical Education

|November 8, 2023

Summary

This summary is machine-generated.

This study developed a valid questionnaire to measure cognitive, behavioral, and emotional student engagement in problem-based learning (PBL) tutorials. The findings support a three-factor structure for assessing engagement in PBL settings.

Keywords:

Problem-based learning Psychometrics Questionnaire Student engagement Validity

More Related Videos

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Related Experiment Videos

Last Updated: Jul 11, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Area of Science:

Medical Education
Educational Psychology

Background:

Student engagement is crucial, involving investment in academic and non-academic activities.
Previous research lacked quantitative measures for cognitive, behavioral, and emotional engagement in problem-based learning (PBL) tutorials.
This study addresses the need for a validated instrument to measure these dimensions of student engagement in PBL.

Purpose of the Study:

To develop and examine the construct validity of a questionnaire measuring cognitive, behavioral, and emotional engagement in PBL tutorials.
To provide a quantitative tool for assessing student investment in PBL.

Main Methods:

Developed a 15-item questionnaire based on a student engagement framework.
Conducted focus groups with experts and piloted the questionnaire with medical students.
Administered the questionnaire to 176 second and third-year medical students and performed confirmatory factor analysis (CFA) using structural equation modeling (SEM).

Main Results:

A refined 11-item questionnaire demonstrated a robust three-factor structure: behavioral (3 items), emotional (4 items), and cognitive (4 items) engagement.
Confirmatory factor analysis indicated a good model fit, with high construct reliabilities (0.82 for behavioral, 0.82 for cognitive, 0.76 for emotional).
No significant relationship was found between student engagement and academic achievement.

Conclusions:

The study provides strong evidence for the construct validity of the three-factor student engagement questionnaire for PBL tutorials.
Further research is recommended to validate the instrument in diverse educational contexts.
The predictive validity of the questionnaire requires additional investigation.