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The study uses the Mahara e-portfolio over eight months with 57 secondary students in Croatia, collecting course engagement questionnaire data (23 Likert-scale items) before and after the period. Data are analyzed across skills, participation/interaction, emotional, and performance engagement dimensions using Statistica.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-role-of-portfolios-in-fostering-student-course-engagement-reflective-learning-study/589302/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-role-of-portfolios-in-fostering-student-course-engagement-reflective-learning-study/589302.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of using e-portfolios in this study?","Question",{"text":112,"@type":113},"To promote reflection in the classroom, build self-reflection habits, plan learning activities, and develop learning autonomy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Mahara e-portfolio implemented and for how long?",{"text":117,"@type":113},"It was used over eight months with a group of 57 secondary school students in Croatia.",{"name":119,"@type":110,"acceptedAnswer":120},"What engagement dimensions were measured in the questionnaire?",{"text":121,"@type":113},"The questionnaire data were categorized into four dimensions: skills engagement, participation/interaction engagement, emotional engagement, and performance engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589302,1792191200,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","EXPLORING THE ROLE OF PORTFOLIOS IN FOSTERING STUDENT COURSE ENGAGEMENT  \nIvana Cimermanová , 1  \nprofessor  \nUniversity of Presov, Slovakia [ivana.cimermanova@unipo.sk](ivana.cimermanova@unipo.sk)[ ](ivana.cimermanova@unipo.sk)[ORCID](ORCID: 0000-0002-8063-8949)[: 0000-0002-8063-8949](ORCID: 0000-0002-8063-8949)  \nDajana Jelavić ,2  \nMA-Secondary school teacher  \nSecondary school Jure Kaštelan , Omiš , Croatia [dajanajelavic@gmail.com](dajanajelavic@gmail.com)  \nAbstract. Reflective learning is an important factor that has a positive impact on students’learning efficacy. The study aims to bring insight into the use of e-portfolios as a means and tool to promote reflection in the classroom and build self-reflection habits, plan learning activities and build learning autonomy. Mahara e-portfolio was used during the period of eight months with a group of secondary school students in Croatia (n = 57) who filled in the student course engagement questionnaire consisting of 23 Likert-scale items before and after this period. The questionnaire data are categorized into four categories, dimensions: skills engagement, participation/ interaction engagement, emotional engagement and performance engagement. Students systematically worked with Mahara, and based on the data collected that were analysed using Statistica software, no positive impact on students’engagement was proved. Even though the quantitative results are relatively neutral, the observations and discussions with teachers and students indicate a positive impact on motivation. Building autonomy and using tools for reflection and self-reflection should become necessary components of university pre-service teacher education.  \nKeywords: portfolio; self-reflection; autonomy; efficacy; course engagement.  \nВИВЧЕННЯ РОЛІ ПОРТФОЛІО В ЗАЛУЧЕННІ СТУДЕНТІВ У НАВЧАЛЬНИЙ ПРОЦЕС  \nРефлексивне навчання є важливим фактором, який позитивно впливає наефективність навчання студентів. Метою дослідження є вивчення використанняе-портфоліо як засобу та інструменту для сприяння рефлексії в класі таформування навичок самоаналізу, планування навчальної діяльності та розвиткунавчальної автономії. Е-портфоліо Mahara використовувалося протягом восьмимісяців з групою учнів середньої школи в Хорватії (n = 57), які заповнювали анкету,що складається з 23 пунктів за шкалою Лайкерта, до і після експериментального  \n1 Corresponding author, responsible for conceptualization, methodology, formal analysis and text writing  \n2 Co-author, responsible for investigation, data collection and draft writing  \nнавчання. Анкета має чотири виміри: залучення навичок, участь/взаємодія,емоційне залучення та залучення до виконання завдань. Студенти систематичнопрацювали з Mahara, і на основі зібраних даних, які були проаналізовані за допомогоюпрограмного забезпечення Statistica, не було доведено позитивного впливу назалученість студентів. Хоча кількісні результати є відносно нейтральними,спостереження та обговорення з викладачами та студентами свідчать пропозитивний вплив на мотивацію. Розвиток автономії та використанняінструментів для рефлексії та саморефлексії мають стати необхіднимикомпонентами університетської педагогічної освіти.  \nКлючові слова: портфоліо; саморефлексія; автономія; ефективність;залучення до курсу.  \n1. INTRODUCTION  \nLearning is a fundamental aspect of our lives. While individuals typically have the autonomy to choose what they wish to learn and how they wish to learn it, students in the majority of schools are formally educated based on syllabi formulated by responsible institutions. Teaching is adjusted to accommodate the needs of the majority of learners. Consequently, understanding oneself, cultivating effective learning habits, and adopting learning strategies are crucial steps that should be initiated at the onset of schooling and continually developed thereafter. Furthermore, building a creative atmosphere (e.g. Ofoghi et al. , 2016; Omar & Awang, 2023; Wolf, 2019), nurturing motivation (e.g. Yud","cbCaioyEOZqs9XBv","https://ap.wps.com/l/cbCaioyEOZqs9XBv","pdf",654529,12,"English","# Abstract\n# Keywords\n# 1. INTRODUCTION\n## Learning autonomy and institutional syllabi\n## Self-efficacy and motivational processes\n## Academic self-efficacy and engagement","[{\"question\":\"What is the purpose of using e-portfolios in this study?\",\"answer\":\"To promote reflection in the classroom, build self-reflection habits, plan learning activities, and develop learning autonomy.\"},{\"question\":\"How was the Mahara e-portfolio implemented and for how long?\",\"answer\":\"It was used over eight months with a group of 57 secondary school students in Croatia.\"},{\"question\":\"What engagement dimensions were measured in the questionnaire?\",\"answer\":\"The questionnaire data were categorized into four dimensions: skills engagement, participation/interaction engagement, emotional engagement, and performance engagement.\"}]","EXPLORING THE ROLE OF PORTFOLIOS IN FOSTERING STUDENT COURSE ENGAGEMENT - Reflective Learning Study | PDF",1792066931]