Student engagement in low-income, high-stress learning environments

dc.contributor.advisorHall, Martin
dc.contributor.authorSitzer, Bradwin
dc.date.accessioned2021-02-24T17:36:06Z
dc.date.available2021-02-24T17:36:06Z
dc.date.issued2020
dc.date.updated2021-02-24T17:35:34Z
dc.description.abstractThis study analyses the level of student engagement at youth skills development organisations which are situated in low-income, high-stress communities. It asks the following questions: What motivates youth to be engaged in their learning environments? What are youths reporting on experiencing while in the learning environment? How might we use this data to help us develop the skills of the youth better? Through capturing a day in the life of youth from a cognitive, emotional and contextual point of view, we are better able to understand what drives youth to learn and achieve. Eight themes were identified which influenced the students to be highly engaged according to Flow Theory. An important context to be taken into account in the design of learning environments for youth is the psychological impact of living in a high-stress community. An emergent case for self-managed Flow is presented, where students drive and hold themselves accountable for high levels of engagement around the eight themes.
dc.identifier.apacitationSitzer, B. (2020). <i>Student engagement in low-income, high-stress learning environments</i>. (). ,Faculty of Commerce ,Graduate School of Business (GSB). Retrieved from http://hdl.handle.net/11427/32981en_ZA
dc.identifier.chicagocitationSitzer, Bradwin. <i>"Student engagement in low-income, high-stress learning environments."</i> ., ,Faculty of Commerce ,Graduate School of Business (GSB), 2020. http://hdl.handle.net/11427/32981en_ZA
dc.identifier.citationSitzer, B. 2020. Student engagement in low-income, high-stress learning environments. . ,Faculty of Commerce ,Graduate School of Business (GSB). http://hdl.handle.net/11427/32981en_ZA
dc.identifier.ris TY - Master Thesis AU - Sitzer, Bradwin AB - This study analyses the level of student engagement at youth skills development organisations which are situated in low-income, high-stress communities. It asks the following questions: What motivates youth to be engaged in their learning environments? What are youths reporting on experiencing while in the learning environment? How might we use this data to help us develop the skills of the youth better? Through capturing a day in the life of youth from a cognitive, emotional and contextual point of view, we are better able to understand what drives youth to learn and achieve. Eight themes were identified which influenced the students to be highly engaged according to Flow Theory. An important context to be taken into account in the design of learning environments for youth is the psychological impact of living in a high-stress community. An emergent case for self-managed Flow is presented, where students drive and hold themselves accountable for high levels of engagement around the eight themes. DA - 2020 DB - OpenUCT DP - University of Cape Town KW - inclusive innovation LK - https://open.uct.ac.za PY - 2020 T1 - Student engagement in low-income, high-stress learning environments TI - Student engagement in low-income, high-stress learning environments UR - http://hdl.handle.net/11427/32981 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/32981
dc.identifier.vancouvercitationSitzer B. Student engagement in low-income, high-stress learning environments. []. ,Faculty of Commerce ,Graduate School of Business (GSB), 2020 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/32981en_ZA
dc.language.rfc3066eng
dc.publisher.departmentGraduate School of Business (GSB)
dc.publisher.facultyFaculty of Commerce
dc.subjectinclusive innovation
dc.titleStudent engagement in low-income, high-stress learning environments
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMPhil
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