Patterns of situational engagement and task values in science lessons

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Pysyväisosoite

http://hdl.handle.net/10138/334791

Lähdeviite

Upadyaya , K , Cumsille , P , Avalos , B , Araneda , S , Lavonen , J & Salmela-Aro , K 2021 , ' Patterns of situational engagement and task values in science lessons ' , The Journal of Educational Research , vol. 114 , no. 4 , pp. 394-403 . https://doi.org/10.1080/00220671.2021.1955651

Julkaisun nimi: Patterns of situational engagement and task values in science lessons
Tekijä: Upadyaya, Katja; Cumsille, Patricio; Avalos, Beatrice; Araneda, Sebastian; Lavonen, Jari; Salmela-Aro, Katariina
Tekijän organisaatio: Faculty of Education Common Matters
Department of Education
Faculty of Medicine
Minds Hub
Maker@STEAM
Teacher Education
Behavioural Sciences
Päiväys: 2021-08-19
Kieli: eng
Sivumäärä: 10
Kuuluu julkaisusarjaan: The Journal of Educational Research
ISSN: 0022-0671
DOI-tunniste: https://doi.org/10.1080/00220671.2021.1955651
URI: http://hdl.handle.net/10138/334791
Tiivistelmä: Situational engagement is a key element in promoting students' maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students' situational engagement in science (e.g., situational interest, skills, and challenge), differences in the engagement patterns during regular vs. intervention science lessons, and the extent to which situational expectations and task values (e.g., attainment and utility values) are associated with engagement patterns. Chilean ninth grade students participated in the study using Experience Sampling Method (N = 77 students; 475 situational responses). Three patterns of engagement were identified: a) medium interest and skills (21% and 23% of the moments during regular/intervention lessons, b) high interest and skills (12% and 16%), and c) low interest, skills, and challenge (13% and 15%). Situational task values and expectations were positively associated with high and medium engagement patterns, especially during the regular science lessons.
Avainsanat: Experience sampling method
intervention
latent profile analysis
science lessons
situational engagement
STUDENT ENGAGEMENT
MOTIVATION
ACHIEVEMENT
PERFORMANCE
MATHEMATICS
FLOW
516 Educational sciences
515 Psychology
Vertaisarvioitu: Kyllä
Tekijänoikeustiedot: cc_by
Pääsyrajoitteet: openAccess
Rinnakkaistallennettu versio: publishedVersion


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