The role of study engagement in university students' daily experiences : A multilevel test of moderation

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Ketonen , E E , Malmberg , L-E , Salmela-Aro , K , Muukkonen , H , Tuominen , H & Lonka , K 2019 , ' The role of study engagement in university students' daily experiences : A multilevel test of moderation ' , Learning and Individual Differences , vol. 69 , pp. 196-205 . https://doi.org/10.1016/j.lindif.2018.11.001

Title: The role of study engagement in university students' daily experiences : A multilevel test of moderation
Author: Ketonen, Elina E.; Malmberg, Lars-Erik; Salmela-Aro, Katariina; Muukkonen, Hanni; Tuominen, Heta; Lonka, Kirsti
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, University of Oulu
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2019-01
Language: eng
Number of pages: 10
Belongs to series: Learning and Individual Differences
ISSN: 1041-6080
URI: http://hdl.handle.net/10138/300051
Abstract: The present study investigated the dynamic nature of students' daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students' task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants' first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.
Subject: Study engagement
Daily experiences
Task-specific value
Situational emotions
University students
School engagement
Academic emotions
Success
Burnout
Achievement
Antecedents
Performance
Profiles
Context
Goals
516 Educational sciences
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