Enhancing Students’ Academic Engagement at Beijing Polytechnic (BP) Through Organization Development Intervention (ODI)
Keywords:
Autonomy, Competence, Relatednes, Self-efficacy, Academic EngagementAbstract
According to the organizational diagnosis, it was found that the students of Beijing Polytechnic (BP) have problems in the areas of autonomy, competence, relatedness, students' self-efficacy and academic engagement. In order to improve the situation, the study was carried out on the 38 students majoring in Business English at the School of Economics and Management (SEM) in BP. This study utilized four intervention methods including Appreciative Inquiry (AI), Team Building (TB), Goal Setting (GS), and Collaborative Learning (CL) with participants over a four-month period.In this study, two questionnaire collections as well as group interviews were conducted before and after the intervention. A mixed-methods approach was employed to collect and analyze data, as well as to test the hypotheses. The results of the paired samples t-test and qualitative analysis of results showed that there was a significant increase in students' autonomy, competence, self-efficacy and academic engagement pre and post the intervention. These findings suggest that targeted ODIs can enhance academic engagement and provide actionable insights for educational institutions.
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Beijing Polytechnic. (2007). Beijing Polytechnic Introduction. https://www.bpi.edu.cn
Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer.
Coates, H. (2010). Development of the Australasian survey of student engagement (AUSSE). Higher Education, 60(1), 1-17. https://doi.org/10.1007/s10734-009-9281-2
Cummings, T. G., Worley, C. G., & Donovan, P. (2020). Organization development and change. Cengage.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
https://doi.org/10.1016/0092-6566(85)90023-6
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi:10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53.
https://doi.org/10.1016/j.compedu.2015.09.005
Howard, L. S., & Wilkins, M. (2020). Using Appreciative Inquiry for EFL Speech Selfevaluation. 言語教育研究センター研究年報, (23), 3-18.
Hsu, H.-C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174.
https://doi.org/10.1007/s10639-019-09863-w
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
Jones, J., & Masika, R. (2021). Appreciative inquiry as a developmental research approach for higher education pedagogy: Space for the shadow. Higher Education Research & Development, 40(2), 279-292. https://doi.org/10.1080/07294360.2020.1750571
Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20-23.
http://www.jstor.org/stable/44428478
Klein, C., DiazGranados, D., Salas, E., Le, H., Burke, C. S., Lyons, R., & Goodwin, G. F. (2009). Does Team Building Work? Small Group Research, 40(2), 181-222.
https://doi:10.1177/1046496408328821
Lewin, K. (1946). Action research and minority problems. Journal of social issues, 2(4), 34-46.
Lewin, K. (1948). Resolving social conflicts; selected papers on group dynamics. Harper.
Lewis, T. (2014). Learner autonomy and the theory of sociality. Palgrave Macmillan UK.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 1-10
Macakova, V., & Wood, C. (2020). The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education, 47(2), 259-269.
https://doi.org/10.1080/03075079.2020.1739017
McCarthy, B. (2017). Appreciative Inquiry: An alternative to behaviour management. Dementia, 16(2), 249-253. https://doi.org/10.1177/1471301216634921
Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal Setting and Student Achievement: A Longitudinal Study. The Modern Language Journal, 96(2), 153-169.
https://doi.org/10.1111/j.1540-4781.2011.01231.x
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170. https://doi.org/10.1016/j.chb.2014.02.048
Rowe, D. A., Mazzotti, V. L., Ingram, A., & Lee, S. (2016). Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk. Career Development and Transition for Exceptional Individuals, 40(1), 25-35. https://doi.org/10.1177/2165143416678175
Ryan, R. M., & Deci, E. L. (2011). A Self-Determination Theory Perspective on Social, Institutional, Cultural, and Economic Supports for Autonomy and Their Importance for Well-Being. In V. I. Chirkov, R. M. Ryan, & K. M. Sheldon (Eds.), Human Autonomy in Cross-Cultural Context (pp. 45–64). Springer Netherlands.
https://doi.org/10.1007/978-90-481-9667-8_3
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Salas, E., Rozell, D., Mullen, B., & Driskell, J. E. (1999). The Effect of Team Building on Performance: An Integration. Small Group Research, 30(3), 309-329.
https://doi.org/10.1177/104649649903000303
Sarayreh, B. H., Khudair, H., & Barakat, E. A. (2013). Comparative study: The Kurt Lewin of change management. International Journal of Computer and Information Technology, 2(4), 626-629.
Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 85-104). The Guilford Press.
Shi, W., & Han, L. (2019). Promoting Learner Autonomy through Cooperative Learning. English Language Teaching, 12(8), 30-36.
Smit, K., De Brabander, C. J., & Martens, R. L. (2014). Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation. Scandinavian Journal of Educational Research, 58(6), 695-712.
https://doi.org/10.1080/00313831.2013.821090
Stroet, K., Opdenakker, M.-C., & Minnaert, A. (2015). Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches. Social Psychology of Education, 18(3), 585-613. https://doi.org/10.1007/s11218-015-9290-1
Sudirman, A., Fifardin, F., & Berkanis, M. I. (2023). The transformative roles of cooperative learning in promoting EFL students' writing competence. Edu-Ling: Journal of English Education and Linguistics, 6(2), 137-144.
Sun, J. C.-Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education: Student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
Trowler, V. (2010). Student Engagement Literature Review. Higher Education Academy.
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group & Organization Studies, 2(4), 419-427.
https://doi.org/10.1177/105960117700200404
Wang, M.-T., & Eccles, J. S. (2012). Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success. Journal of Research on Adolescence, 22(1), 31-39.
https://doi.org/10.1111/j.1532-7795.2011.00753.x
White, R. L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T., Owen, K. B., & Lonsdale, C. (2021). Self-determination theory in physical education: A systematic review of qualitative studies. Teaching and Teacher Education, 99, 103247.
https://doi.org/10.1016/j.tate.2020.103247
Wright, S. L., Jenkins-Guarnieri, M. A., & Murdock, J. L. (2013). Career Development Among First-Year College Students: College Self-Efficacy, Student Persistence, and Academic Success. Journal of Career Development, 40(4), 292-310.
https://doi.org/10.1177/0894845312455509
Zainuddin, Z., & Perera, C. J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 1-12. https://doi.org/10.1080/0309877X.2017.1356916
