Abstract
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.
Sitzer, B (2021). Student Engagement In Low-Income, High-Stress Learning Environments. Afribary. Retrieved from https://track.afribary.com/works/student-engagement-in-low-income-high-stress-learning-environments
Sitzer, Brad "Student Engagement In Low-Income, High-Stress Learning Environments" Afribary. Afribary, 15 May. 2021, https://track.afribary.com/works/student-engagement-in-low-income-high-stress-learning-environments. Accessed 03 Oct. 2024.
Sitzer, Brad . "Student Engagement In Low-Income, High-Stress Learning Environments". Afribary, Afribary, 15 May. 2021. Web. 03 Oct. 2024. < https://track.afribary.com/works/student-engagement-in-low-income-high-stress-learning-environments >.
Sitzer, Brad . "Student Engagement In Low-Income, High-Stress Learning Environments" Afribary (2021). Accessed October 03, 2024. https://track.afribary.com/works/student-engagement-in-low-income-high-stress-learning-environments