Patterns of situational engagement and task values in science lessons

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

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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

Titel: Patterns of situational engagement and task values in science lessons
Författare: Upadyaya, Katja; Cumsille, Patricio; Avalos, Beatrice; Araneda, Sebastian; Lavonen, Jari; Salmela-Aro, Katariina
Upphovmannens organisation: Faculty of Education Common Matters
Department of Education
Faculty of Medicine
Minds Hub
Maker@STEAM
Teacher Education
Behavioural Sciences
Datum: 2021-08-19
Språk: eng
Sidantal: 10
Tillhör serie: The Journal of Educational Research
ISSN: 0022-0671
DOI: https://doi.org/10.1080/00220671.2021.1955651
Permanenta länken (URI): http://hdl.handle.net/10138/334791
Abstrakt: 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.
Subject: Experience sampling method
intervention
latent profile analysis
science lessons
situational engagement
STUDENT ENGAGEMENT
MOTIVATION
ACHIEVEMENT
PERFORMANCE
MATHEMATICS
FLOW
516 Educational sciences
515 Psychology
Referentgranskad: Ja
Licens: cc_by
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion


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