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ERIC Number: EJ1451654
Record Type: Journal
Publication Date: 2025-Jan
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: EISSN-1532-8023
Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors' In-Class Behaviors
Donald A. Saucier; Tucker L. Jones; Stuart S. Miller; Ashley A. Schiffer; Haley D. Mills; Noah D. Renken
Teaching of Psychology, v52 n1 p45-52 2025
Background: The "Trickle-Down Engagement Model" posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Objective: Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. Method: In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Results: Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the "Trickle-Down Engagement Model" and our hypotheses, perceptions of instructors' engagement positively related to participants' own engagement, which was also positively related to better learning outcomes. Conclusion: When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Teaching Implications: Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A