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Previous studies have proposed many indicators to assess the effect of student engagement in learning and academic achievement but have not yet been clearly articulated. In addition, while student engagement tracking systems have been designed, they rely on the log data but not on performance data. This paper presents results of a non-machine learning model developed using ongoing formative assessment scores as indicators of student engagement. Visualisation of the classification tree results is employed as student engagement indicators for instructors to observe and intervene with students. The results of this study showed that ongoing assessment is related to student engagement and subsequent final programming exam performance and possible to identify students at-risk of failing the final exam. Finally, our study identified students impacted by the Covid-19 pandemic. These were students who attended the final programming exam in the semester 2019-2020 and who scored well in formative assessments. Based on these results we present a simple student engagement indicator and its potential application as a student progress monitor for early identification of students at risk.

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher-student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research.

In this study, we examined a mathematics teacher’s communicative acts on an instant messaging tool, WhatsApp, and its role in creating a sustained learning environment between secondary-school students and a teacher in Turkey. The interactions of a mathematics teacher and his students (n = 38) over two years were explored. The WhatsApp group increased interaction in out-of-school hours. Analysis of the teacher’s communicative acts was the leading force that encouraged the group to continue to interact. The teacher portrayed an informal and sincere presentation of himself on social media. A constructive communication style between teacher and students was fostered by connecting through WhatsApp in out-of-school hours, when the teacher’s informal communicative acts have facilitated their learning.

Learner satisfaction is an important element in online learning because it impacts achievement motivation, success, and retention. It was the purpose of this study to develop an instrument that measures the satisfaction of learners in online learning environments. Data were collected from 335 students at higher education institutions. The Online Learner Satisfaction Instrument (OLSI) includes 46 Likert-type scale items and four subscales: (a) learner, (b) instructor, (c) course, (d) program and organization. It also has one item measuring overall learner satisfaction. Three models were evaluated and a modified bi-factor model was selected as a final model because it aligned with the factor structure of the OLSI. All items on the OLSI revealed means greater than 3.0 (on a scale ranging from 1-very dissatisfied to 4-very satisfied). General course satisfaction and the comfort level with online courses were a significant predictor of the latent constructs of the OLSI.

Background Recent research highlights disparities in access to nature and green space, a determinant of mental and physical health. The aim of this report is to describe the process of park auditing as an innovation in nursing education. Method Teams of baccalaureate nursing students used a practice guideline and park auditing tool to examine the amenities of recreational parks and green space in an urban metroplex in the southern United States. Results Through data collection and analysis, nursing students captured key indicators of quality and accessibility of 50 urban parks. The findings form the basis for stakeholder recommendations for advocacy to ensure equitable access to green space. Conclusion Nursing students identified priorities for advocacy to promote park improvements through community-academic-practice partnerships designed to increase outdoor recreation and nature conservation among community members. These experiences reinforced the importance of advocacy with community stakeholders to cocreate strategies for equitable access to nature. [J Nurs Educ. 2025;64(5):313–316.]

The present study explored the heterogeneity of truant youth to provide a more nuanced examination of the nature of adolescent truancy and examine distinct profiles of truant youth as they relate to externalizing behaviors. Latent profile analysis was employed to examine the heterogeneity of truant youth by using a nationally representative sample of 1,646 truant adolescents (49.8 % female) from the 2010 National Survey on Drug Use and Health. Five key indicator variables were utilized to identify latent classes: school engagement, participation in school-based activities, grades, parental academic involvement, and number of school days skipped. Additionally, multinomial regression was employed to examine the relationship between latent truant youth classes and externalizing behaviors. Four classes of truant youth were identified: achievers (28.55 %), moderate students (24.30 %), academically disengaged (40.89 %), and chronic skippers (6.26 %). Additionally, group membership was found to be associated differentially with marijuana use, fighting, theft and selling drugs. Results from the present study suggest that truant youth are not a homogenous group, but rather present with different risk profiles as they relate to key indicators, demographic characteristics and externalizing behaviors. Implications for practice, policy and future research are discussed.

Students' sense of belonging at school has declined across the world in recent decades, and more so in Sweden than in almost any other high-income country. However, we do not know the characteristics or causes of these worldwide trends. Using data on Swedish students aged 15–16 years from the Programme for International Student Assessment (PISA) between 2000 and 2018, we show that the decline in school belonging in Sweden was driven by a disproportionately large decline at the bottom part of the distribution, and was greatest for foreign-born students, students from disadvantaged social backgrounds, and for low-achieving students. The decline cannot be accounted for by changes in student demographics or observable characteristics related to the school environment. The decline did, however, coincide with a major education reform, characterized by an increased use of summative evaluation, and an overall stronger performance-orientation.

This study examines the use of learning analytics to enhance instructional personalization and student engagement in online higher education. The research focuses on the engagement levels of students based on different access methods (mobile and non-mobile), the relationships among engagement indicators, and the strategies for instructional personalization. Quantitative research methodology is employed to analyse and measure students' engagement levels. The findings indicate that students using non-mobile devices exhibit higher engagement in terms of average minutes, item accesses, and content accesses, while mobile access shows higher engagement in terms of course accesses, course interactions, and average interactions. Significant correlations are observed among engagement indicators, highlighting the importance of course interactions, content accesses, and assessment accesses in promoting student engagement. Accordingly, a critical model for effective student engagement in online learning courses is proposed.