{"id":268,"date":"2023-10-17T17:22:55","date_gmt":"2023-10-17T15:22:55","guid":{"rendered":"https:\/\/www.agenciabis.es\/investigacion\/?page_id=268"},"modified":"2023-11-07T13:03:35","modified_gmt":"2023-11-07T12:03:35","slug":"estado-de-flujo-engagement","status":"publish","type":"page","link":"https:\/\/www.agenciabis.es\/investigacion\/2-modelo-de-investigacion\/premisa-3-hacia-un-modelo-de-ensenanza-aprendizaje-optimo\/estado-de-flujo-engagement\/","title":{"rendered":"Estado de flujo (engagement)"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"268\" class=\"elementor elementor-268\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6a60cf3 e-flex e-con-boxed e-con e-parent\" data-id=\"6a60cf3\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;,&quot;ekit_has_onepagescroll_dot&quot;:&quot;yes&quot;}\" data-core-v316-plus=\"true\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-af182a5 elementor-widget elementor-widget-heading\" data-id=\"af182a5\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.16.0 - 17-10-2023 *\/\n.elementor-heading-title{padding:0;margin:0;line-height:1}.elementor-widget-heading .elementor-heading-title[class*=elementor-size-]>a{color:inherit;font-size:inherit;line-height:inherit}.elementor-widget-heading .elementor-heading-title.elementor-size-small{font-size:15px}.elementor-widget-heading .elementor-heading-title.elementor-size-medium{font-size:19px}.elementor-widget-heading .elementor-heading-title.elementor-size-large{font-size:29px}.elementor-widget-heading .elementor-heading-title.elementor-size-xl{font-size:39px}.elementor-widget-heading .elementor-heading-title.elementor-size-xxl{font-size:59px}<\/style><h2 class=\"elementor-heading-title elementor-size-default\">MODELO DE INVESTIGACI\u00d3N<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1eb6302 elementor-widget elementor-widget-heading\" data-id=\"1eb6302\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Premisa 3. Hacia un modelo de ense\u00f1anza-aprendizaje \u00f3ptimo<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-19b5e35 elementor-widget elementor-widget-heading\" data-id=\"19b5e35\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">Estado de flujo (engagement)<\/h3>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f05a824 elementor-widget elementor-widget-text-editor\" data-id=\"f05a824\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.16.0 - 17-10-2023 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<p class=\"p1\">El compromiso del estudiante es un constructo, enraizado en la teor\u00eda de flujo (Csikszentmihalyi et al.,1993), que describe aspectos pl\u00e1sticos del comportamiento que son beneficiosos para el \u00e9xito de los procesos y calidad del aprendizaje (Corno y Mandinach, 1983; Schiefele, 2009). Es un constructo multifac\u00e9tico que incorpora aspectos que se refuerzan e interconectan mutuamente (Wang et al., 2016). Algunos revisores han sugerido que es \u00fatil distinguir formas afectivas, conductuales y cognitivas (Christenson et al., 2012; Fredricks et al., 2004, 2016; Wang et al., 2016). Otros estudios emp\u00edricos se han centrado en la validaci\u00f3n de estos constructos, incluidas las dimensiones desvinculadas y su relaci\u00f3n con otras facetas del compromiso (Hospel et al., 2016). Otros estudios de validaci\u00f3n han encontrado diferencias m\u00e1s pronunciadas entre la faceta afectiva y las otras facetas del engagement (Ben-Eliyahu et al., 2018) y se han encontrado relaciones positivas entre el engagement afectivo y el engagement cognitivo-conductual de los estudiantes (P\u00f6ys\u00e4 et al., 2018).<\/p><p class=\"p2\">Adem\u00e1s de multidimensional, la implicaci\u00f3n (engagement) es din\u00e1mica, fluctuante, dependiente del contexto e interactiva (por ejemplo, Goldin, Epstein, Schorr y Warner, 2011). La investigaci\u00f3n sobre el flujo y la calidad de la experiencia en entornos de aprendizaje ha buscado capturar y explicar los factores del ambiente aprendizaje que modelan la implicaci\u00f3n del alumnado (Shernoff et al., 2016).<\/p><p class=\"p2\">Arraigado en la teor\u00eda del flujo (Shernoff, Abdi, Anderson y Csikszentmihalyi, 2014), el compromiso de los estudiantes se puede conceptualizar como la experiencia intensificada y simult\u00e1nea de concentraci\u00f3n, inter\u00e9s y disfrute (Shernoff, 2013). Estos tres componentes no s\u00f3lo son fundamentales para que las experiencias fluyan, sino que tambi\u00e9n se han relacionado con rendimiento acad\u00e9mico (Corno y Mandinach, 1983; Schiefele, 2009; Csikszentmihalyi et al.,1993). <span class=\"Apple-converted-space\">\u00a0 <\/span>De manera similar al flujo, lograr un estado ideal de compromiso, que incluya aspectos tanto laborales (es decir, concentraci\u00f3n) como l\u00fadicos (p. ej., disfrute), puede ser intr\u00ednsecamente significativo y tambi\u00e9n puede prevenir de la desconexi\u00f3n y sus consecuencias negativas para el aprendizaje (Shernoff, 2013).\u00a0<\/p><p class=\"p2\">La intensidad de la tarea, el compromiso cognitivo y el compromiso social se han utilizado para medir la capacidad de estimulaci\u00f3n cognitiva de las tareas actuando como protecci\u00f3n del deterioro cognitivo (Vujic et al., 2022). Tambi\u00e9n, el compromiso cognitivo se ha utilizado como medio para reducir la variabilidad cognitiva dada su asociaci\u00f3n con el deterioro cognitivo futuro (Brydges &amp; Bielak, 2019).<span class=\"Apple-converted-space\">\u00a0 <\/span>Otros hallazgos sugieren que el compromiso cognitivo mantenido a trav\u00e9s de actividades novedosas y cognitivamente exigentes mejora la memoria en edades avanzadas (Park et al., 2014).<\/p><p>\u00a0<\/p><figure id=\"attachment_264\" aria-describedby=\"caption-attachment-264\" style=\"width: 800px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-264\" src=\"https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-6-1024x353.jpg\" alt=\"\" width=\"800\" height=\"276\" srcset=\"https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-6-1024x353.jpg 1024w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-6-300x103.jpg 300w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-6-768x265.jpg 768w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-6.jpg 1385w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption id=\"caption-attachment-264\" class=\"wp-caption-text\">Figura 5 Componentes espec\u00edficos del componente estado de flujo<\/figcaption><\/figure><p>\u00a0<\/p><p class=\"p1\">Referencias<\/p><p class=\"p2\">Ben-Eliyahu, A., Moore, D., Dorph, R., &amp; Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. <i>Contemporary Educational Psychology<\/i>, <i>53<\/i>, 87-105.<\/p><p class=\"p3\">Brydges, C. R., &amp; Bielak, A. A. (2019). The impact of a sustained cognitive engagement intervention on cognitive variability: The synapse project. <i>Journal of Cognitive Enhancement<\/i>, <i>3<\/i>(4), 365-375.<\/p><p class=\"p4\">Christenson, S. L., &amp; Reschly, A. L. (2012). Check &amp; Connect: Enhancing school completion through student engagement. In <i>Handbook of youth prevention science<\/i> (pp. 327-348). Routledge.<\/p><p class=\"p4\">Corno, L., &amp; Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. <i>Educational psychologist<\/i>, <i>18<\/i>(2), 88-108.<\/p><p class=\"p3\">Csikszentmihalyi, M. (1993). Activity and happiness: Towards a science of occupation. <i>Journal of Occupational Science<\/i>, <i>1<\/i>(1), 38-42.<\/p><p class=\"p3\">Findsen, B., McCullough, S., &amp; McEwan, B. (2014). Later life learning for adults in Scotland: Tracking the engagement with and impact of learning for working-class men and women. In <i>Challenges and Inequalities in Lifelong Learning and Social Justice<\/i> (pp. 97-118). Routledge.<\/p><p class=\"p3\">Fredricks, J. A., Blumenfeld, P. C., &amp; Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. <i>Review of educational research<\/i>, <i>74<\/i>(1), 59-109.<\/p><p class=\"p4\">Fredricks, J. A., Filsecker, M., &amp; Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. <i>Learning and instruction<\/i>, <i>43<\/i>, 1-4.<\/p><p class=\"p4\">Goldin, G. A., Epstein, Y. M., Schorr, R. Y., &amp; Warner, L. B. (2011). Beliefs and engagement structures: Behind the affective dimension of mathematical learning. <i>ZDM<\/i>, <i>43<\/i>, 547-560.<\/p><p class=\"p2\">Hospel, V., Galand, B., &amp; Janosz, M. (2016). Multidimensionality of behavioural engagement: Empirical support and implications. <i>International Journal of Educational Research<\/i>, <i>77<\/i>, 37-49.<\/p><p class=\"p3\">Park, D. C., Lodi-Smith, J., Drew, L., Haber, S., Hebrank, A., Bischof, G. N., &amp; Aamodt, W. (2014). The impact of sustained engagement on cognitive function in older adults: The Synapse Project. <i>Psychological science<\/i>, <i>25<\/i>(1), 103-112.<\/p><p class=\"p4\">P\u00f6ys\u00e4, S., Vasalampi, K., Muotka, J., Lerkkanen, M. K., Poikkeus, A. M., &amp; Nurmi, J. E. (2018). Variation in situation-specific engagement among lower secondary school students. <i>Learning and Instruction<\/i>, <i>53<\/i>, 64-73.<\/p><p class=\"p4\">Schiefele, U. (2009). Situational and individual interest. <i>Handbook of motivation at school<\/i>, 197-222.<\/p><p class=\"p4\">Shernoff, D. J. (2013). Optimal Learning Environments to Promote Student Engagement. Advancing Responsible Adolescent Development. https:\/\/doi.org\/10.1007\/978-1-4614-7089-2<\/p><p class=\"p4\">Shernoff, D. J., Abdi, B., Anderson, B., &amp; Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. In <i>Handbook of positive psychology in schools<\/i> (pp. 211-226). Routledge.<\/p><p class=\"p4\">Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., &amp; Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. <i>Learning and Instruction<\/i>, <i>43<\/i>, 52-60.<\/p><p class=\"p4\">Vujic, A., Mowszowski, L., Meares, S., Duffy, S., Batchelor, J., &amp; Naismith, S. L. (2022). Engagement in cognitively stimulating activities in individuals with Mild Cognitive Impairment: relationships with neuropsychological domains and hippocampal volume. <i>Aging, Neuropsychology, and Cognition<\/i>, <i>29<\/i>(6), 1000-1021.<\/p><p class=\"p2\">Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., &amp; Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. <i>Learning and Instruction<\/i>, <i>43<\/i>, 16-26.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>MODELO DE INVESTIGACI\u00d3N Premisa 3. Hacia un modelo de ense\u00f1anza-aprendizaje \u00f3ptimo Estado de flujo (engagement) El compromiso del estudiante es un constructo, enraizado en la teor\u00eda de flujo (Csikszentmihalyi et al.,1993), que describe aspectos pl\u00e1sticos del comportamiento que son beneficiosos para el \u00e9xito de los procesos y calidad del aprendizaje (Corno y Mandinach, 1983; Schiefele, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":242,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-268","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/268","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/comments?post=268"}],"version-history":[{"count":5,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/268\/revisions"}],"predecessor-version":[{"id":566,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/268\/revisions\/566"}],"up":[{"embeddable":true,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/242"}],"wp:attachment":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/media?parent=268"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}