Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research

Research spanning 20 years is reviewed as it relates to the measurement of cognitive engagement using self-report scales. The author's research program is at the forefront of the review, although the review is couched within the broader context of the research on motivation and cognitive engage...

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Bibliographic Details
Published inEducational psychologist Vol. 50; no. 1; pp. 14 - 30
Main Author Greene, Barbara A.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.01.2015
Taylor & Francis Ltd
Subjects
Cognitive Processes
Educational psychology
Educational Research
Engineering
Learner Engagement
Learning Motivation
Learning Processes
Literature Reviews
Mathematics
Measurement Techniques
Measures (Individuals)
Motivation
Rating Scales
Research Methodology
Science
STEM Education
Technology
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Summary:Research spanning 20 years is reviewed as it relates to the measurement of cognitive engagement using self-report scales. The author's research program is at the forefront of the review, although the review is couched within the broader context of the research on motivation and cognitive engagement that began in the early 1990s. The theoretical origins of self-report instruments are examined, along with the early measurement findings and struggles. Research in science, technology, engineering, and mathematics contexts are highlighted. The author concludes that self-report data have made significant and important contributions to the understanding of motivation and cognitive engagement. However, the evidence also suggests a need to develop and use multiple approaches to measuring engagement in academic work rather than rely only on self-report instruments. Some alternatives to self-report measures are suggested here and throughout this issue.
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ISSN:0046-1520
1532-6985
DOI:10.1080/00461520.2014.989230