國立虎尾科技大學 |

Emotional Engagement : = The Relationships among Autonomy, Competence, Relatedness, and Emotional Engagement in Graduate Nursing Students in the Online Learning Environment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Emotional Engagement :/
Reminder of title:	The Relationships among Autonomy, Competence, Relatedness, and Emotional Engagement in Graduate Nursing Students in the Online Learning Environment.
Author:	Kuchinski-Donnelly, Darlene.
Description:	1 online resource (143 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Contained By:	Dissertation Abstracts International79-10B(E).
Subject:	Nursing. -
Online resource:	click for full text (PQDT)
ISBN:	9780355981315

Emotional Engagement : = The Relationships among Autonomy, Competence, Relatedness, and Emotional Engagement in Graduate Nursing Students in the Online Learning Environment.
Kuchinski-Donnelly, Darlene.

Emotional Engagement :The Relationships among Autonomy, Competence, Relatedness, and Emotional Engagement in Graduate Nursing Students in the Online Learning Environment. - 1 online resource (143 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.

Thesis (Ph.D.)--Widener University, 2018.

Includes bibliographical references

Student engagement has been identified as a predictor to academic success in the literature. Engagement is described as a multidimensional construct which includes behavioral, cognitive, and emotional factors. One dimension of engagement, emotional engagement (EE), is a strong predictor of student outcomes in education related to learning, grades, achievement, and retention. EE is defined as the level of inter-connectedness involving the emotional, or affective domain, creating cognitive and behavioral responses to a stimulus within the environment. Students who are emotionally engaged are intrinsically motivated to achieve learning outcomes and participate in class in the college setting. While a number of factors have been linked to EE in motivating students, limited evidence exists for predictors of EE in online graduate students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355981315Subjects--Topical Terms:

563081
Nursing.
Index Terms--Genre/Form:

554714
Electronic books.

Emotional Engagement : = The Relationships among Autonomy, Competence, Relatedness, and Emotional Engagement in Graduate Nursing Students in the Online Learning Environment.
LDR:04385ntm a2200433Ki 4500 001 918267
005 20181022132748.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355981315
035 $a (MiAaPQ)AAI10817447
035 $a (MiAaPQ)widener:10333
035 $a AAI10817447
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kuchinski-Donnelly, Darlene. $3 1192543
245 1 0 $a Emotional Engagement : $b The Relationships among Autonomy, Competence, Relatedness, and Emotional Engagement in Graduate Nursing Students in the Online Learning Environment.
264 0 $c 2018
300 $a 1 online resource (143 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
500 $a Adviser: Anne Krouse.
502 $a Thesis (Ph.D.)--Widener University, 2018.
504 $a Includes bibliographical references
520 $a Student engagement has been identified as a predictor to academic success in the literature. Engagement is described as a multidimensional construct which includes behavioral, cognitive, and emotional factors. One dimension of engagement, emotional engagement (EE), is a strong predictor of student outcomes in education related to learning, grades, achievement, and retention. EE is defined as the level of inter-connectedness involving the emotional, or affective domain, creating cognitive and behavioral responses to a stimulus within the environment. Students who are emotionally engaged are intrinsically motivated to achieve learning outcomes and participate in class in the college setting. While a number of factors have been linked to EE in motivating students, limited evidence exists for predictors of EE in online graduate students.
520 $a The purpose of this study was to examine the relationships among autonomy, competence, relatedness, and emotional engagement among graduate nursing students in the online learning environment.
520 $a The theoretical framework used to guide this study was the Basic Needs Theory, a mini-theory of the Self-Determination Theory. This theory posits that when the psychological needs of autonomy, competence, and relatedness are met, student learning processes, student psychological well-being is evident therefore driving student academic success. Students who are emotionally engaged also experience greater psychological well-being in the learning environment.
520 $a Online graduate nursing students who were members of the American Association of Colleges of Nursing (AACN) online Graduate Nursing Student Academy (GNSA) collaboration community and LinkedInRTM served as the sample. Data were collected using the Online Learning Engagement Scale, the Basic Needs Satisfaction in General Scale, and a demographic questionnaire. Statistical analyses included descriptive statistics for online graduate nursing students and each research variable as well as multiple regression analysis to determine relationships between and among the variables.
520 $a The findings of this study revealed no statistically significant relationship between autonomy or relatedness and emotional engagement. There was a predictive relationship between competence and emotional engagement.
520 $a The results of this study have implications for nursing science, nursing education, and nursing practice in advancing the science of nursing for the future. Emotional engagement is evident in online graduate nursing students and competence This was the first study to examine autonomy, competence, and relatedness as predictors of emotional engagement in online graduate nursing students. Findings from this study may assist faculty teaching in online learning environments in understanding predictors of student engagement. The results of this study may inform changes in online course and content delivery in higher education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Nursing. $3 563081
650 4 $a Education. $3 555912
650 4 $a Higher education. $3 1148448
650 4 $a Health education. $3 585977
650 4 $a Educational technology. $3 556755
655 7 $a Electronic books. $2 local $3 554714
690 $a 0569
690 $a 0515
690 $a 0745
690 $a 0680
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Widener University. $b Nursing. $3 1192544
773 0 $t Dissertation Abstracts International $g 79-10B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10817447 $z click for full text (PQDT)