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Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next
- Source :
- British Journal of Educational Psychology. 91:997-1014
- Publication Year :
- 2020
- Publisher :
- Wiley, 2020.
-
Abstract
- Background Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process‐oriented analyses were conducted to examine lower secondary school students’ engagement experiences and the stability of those experiences from one lesson to the next. Aims (1) To what extent are students’ engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (autoregressive cyclic effects)? (2) What are the cross‐lagged relationships (dynamic effects) between engagement experiences from one lesson to the next? Sample The sample consisted of 56 Finnish lower secondary school students. The students provided ratings of their engagement experiences at the end of each lesson for one week (5 days, 975 ratings). Each student rated, on average, 17.4 lessons (SD = 5.67). Methods We specified multilevel dynamic structural equation models with random slopes. Results The models showed small significant sustainability in behavioural and cognitive engagement, emotional engagement, and disaffection from one lesson to the next, regardless of subject matter and teacher continuity. Higher behavioural and cognitive engagement in a lesson also had a self‐diminishing effect on disaffection. Conclusions The present study provides valuable information to teachers by showing that an experience in one lesson can have an effect on subsequent ones. peerReviewed
- Subjects :
- oppitunnit
opiskelumotivaatio
Teaching method
Emotions
situation‐specific engagement
Student engagement
Sample (statistics)
luokkatyöskentely
Structural equation modeling
alakoulu
Education
Student-teacher Relationships
Developmental and Educational Psychology
Mathematics education
Humans
Learning
vaihtelu
0501 psychology and cognitive sciences
dynamic structural equation modelling
Students
lower secondary school
Student Engagement
Schools
4. Education
05 social sciences
School psychology
alakoululaiset
050301 education
sitoutuminen
Intra individual
intra‐individual
koulutyö
Dynamics (music)
Cross lagged
School Teachers
Psychology
0503 education
engagement
050104 developmental & child psychology
Subjects
Details
- ISSN :
- 20448279 and 00070998
- Volume :
- 91
- Database :
- OpenAIRE
- Journal :
- British Journal of Educational Psychology
- Accession number :
- edsair.doi.dedup.....a2ec8c15d7598ccdd749bf07e5efa66a