82 Chapter 4 Table 4.1. Coding template for analysis (continued) Components of engagement Explanation Illustrative quote Behavioral disengagement Being late Students being late for class “It is because I was late for the meeting and thought it would be rude to use my phone.” Interfering with others’ work Students distracting their peers, e.g., by having a private conversation “I am often that person who says something funny when we are working seriously, and causes everyone to be distracted.” Non-participation Students not participating in learning activity, but also not actively disrupting their peers, e.g., by staring out window “I sometimes think… that a question has been answered, and then I sort of ‘shut off’. I just start looking around.” Other disruptive behaviors Any other observable signs of behavioral disengagement, e.g., by not going to class “I might be listening here, but I am also doing my nails.” Cognitive engagement Autonomous motivation Students wanting to engage out of a sense of importance, fun, or interest “When you say something controversial, people have to defend their answer. And then you get some more motivation, which helps when you have to explain and present an assignment” Substantive engagement Students being committed to learning the study content, e.g., by using metacognitive learning skills “Some assignments are difficult. As chair, you realize you need to guide the discussion more and so you prepare better, so you can ask the right questions to help the others find the right answer.” Other contributing thought processes Any other cognitive contribution to the learning process, e.g., by giving feedback to peers, deciding not to bring laptop because it distracts when present “I like it when one person is designated to observe the chair for the full meeting, and then give their feedback at the end.”
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