83 Medical student engagement in small-group active learning Table 4.1. Coding template for analysis (continued) Components of engagement Explanation Illustrative quote Cognitive disengagement Controlled motivation Students not wanting, but having to engage because it is enforced, e.g., by tutor or rules of the program “I only go to meetings because I have to.” Procedural engagement Students trying to complete the task requirements with other aim than learning from it, e.g., finish the class early “When a question was more difficult, they would be like ‘let’s skip this one and let the subgroup doing the presentation figure it out’.” Other noncontributing thought processes Any other cognitive process not contributing the learning process, e.g., not paying attention, deciding not to ask a question because they will learn it another time “I was confused because I thought I was right. So I was thinking ‘either they don’t understand, or I don’t’. So I wrote in the notes ‘look into this later’.” Emotional engagement Relatedness/ belongingness Students’ positive affective reactions to the group and tutor, e.g., by having fun, sense of belonging, making jokes “Our group is a very sweet one. We care for each other.” Positive emotions Students experiencing positive emotions, e.g., happiness “I think that people are laughing, because the first couple of times it happened, I would also laugh really loud.” Other positive feelings Any other positive affective reaction to the learning environment, e.g., feelings of curiosity or general contentedness “I never felt really unpleasant or unsafe or thought that I couldn’t say what I wanted to say.” Emotional disengagement Alienating/ distancing Students’ negative affective reactions to the group and tutor, e.g., by not feeling like a part of the group, not understanding inside jokes “Sometimes when I say things, they give me these looks you know.” 4
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