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Abstract

Abstract

Student engagement is an area of concern for many educators, as students with higher levels of engagement and motivation tend to learn more than their less-motivated or engaged peers (Schreiner, 2007). Research into strengths-based approaches shows that people working from their strengths display higher levels of motivation, confidence, satisfaction and competence and that they tend to learn and retain information more easily (Rath, 2007; Clifton & Harter 2003; Linley & Harrington, 2006; Peterson & Seligman, 2004). In addition, when teachers are both socially supportive and intellectually demanding students tend to be more engaged and positive about their own learning (Stipek, 2002; Turner, Meyer, Cox, DiCintio & Thomas, 1998).

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/content/papers/10.5339/qproc.2013.gic.8
2013-04-01
2019-10-20
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