Presentations at AERA 2022

In the upcoming 2022 Annual Meeting for American Educational Research Association (AERA) in April 21-26, 2022, San Diego, our lab members will be involved in the following presentations:

Vongkulluksn, V.W., & Xie, K., Examining Situational Engagement With Multilevel Latent State-Trait Models and Experiential Sampling Data

Fri, April 22, 11:30 to 1:00pm PDT, In Paper Session: Division C – Learning and Instruction, Section 3a: Learning Environments; Innovative Strategies for Promoting Engagement. Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Rancho Santa Fe 3

Abstract
Learning engagement is situational and context-dependent. Situational engagement has typically been studied by examining how engagement changes across learning settings. Reconceptualizing situational engagement as consisting of both “trait-level” and “state-level” elements can be theoretically and practically informative. The purpose of this study was to examine how much variance in college students’ situational engagement is at the trait- vs. state-levels and identify contextual factors of state-level engagement. We used multilevel Latent State-Trait (LST) modeling with Experiential Sampling Method (ESM) data. Results show that much of the variance in engagement was consistent across occasions and unique contextual considerations of state-level engagement were identified. These results have implications for how learning environments can be structured to enhance situational engagement.

Hawk, N., & Xie, K., At-Risk Student Self-Beliefs, Learning Behaviors, and Mathematics Achievement in an Online Charter High School

Sun, April 24, 8:00 to 9:30am PDT, In Roundtable Session: Online Teaching and Learning SIG: Engaging Online Learners, San Diego Convention Center, Exhibit Hall B

Abstract
The purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. According to the results, mathematics self-efficacy contributed most to course grade among the hypothesized moderators. Additionally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of either of the moderators lessened the impact of SES. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and time management strategies.

Akinkuolie, B., Jiang, Z., Shortt, M., Xie, K., & Lu, G., A Mobile App Intervention to Facilitate Study Effort for College Students Through Nudging

Mon, April 25, 8:00 to 9:30am PDT, In Poster Session: Instructional Technology SIG Poster Session 1, San Diego Convention Center, Floor: Upper Level, Sails Pavillion

Abstract
Mobile applications are viewed as a significant and evolving technology increasingly used by college students for effective learning and time management. Thus, how students perceive their study management and behavioral engagement while using mobile technology is key for success, especially as institutions shifted to digital/hybrid settings due to the pandemic. The purpose of this study is to investigate the effect of a mobile study management application- Study Scheduler in influencing online college students’ study effort through nudging. We used multiple hierarchical regressions to examine the impact of Study Scheduler on students’ study effort . We found out that self-efficacy , prompt perception , and the response to the prompt were significantly associated with increasing students’ study effort.