Patterns of situational engagement and task values in science lessons

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dc.contributor.author Upadyaya, Katja
dc.contributor.author Cumsille, Patricio
dc.contributor.author Avalos, Beatrice
dc.contributor.author Araneda, Sebastian
dc.contributor.author Lavonen, Jari
dc.contributor.author Salmela-Aro, Katariina
dc.date.accessioned 2021-09-30T15:11:02Z
dc.date.available 2021-09-30T15:11:02Z
dc.date.issued 2021-08-19
dc.identifier.citation 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
dc.identifier.other PURE: 168875994
dc.identifier.other PURE UUID: 36a3b420-94fa-4b0a-8feb-df76b4970b12
dc.identifier.other WOS: 000682483900001
dc.identifier.other ORCID: /0000-0003-2781-7953/work/100822606
dc.identifier.other ORCID: /0000-0003-1901-4712/work/100823469
dc.identifier.other ORCID: /0000-0002-4793-1799/work/101178938
dc.identifier.uri http://hdl.handle.net/10138/334791
dc.description.abstract 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. en
dc.format.extent 10
dc.language.iso eng
dc.relation.ispartof The Journal of Educational Research
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Experience sampling method
dc.subject intervention
dc.subject latent profile analysis
dc.subject science lessons
dc.subject situational engagement
dc.subject STUDENT ENGAGEMENT
dc.subject MOTIVATION
dc.subject ACHIEVEMENT
dc.subject PERFORMANCE
dc.subject MATHEMATICS
dc.subject FLOW
dc.subject 516 Educational sciences
dc.subject 515 Psychology
dc.title Patterns of situational engagement and task values in science lessons en
dc.type Article
dc.contributor.organization Faculty of Education Common Matters
dc.contributor.organization Department of Education
dc.contributor.organization Faculty of Medicine
dc.contributor.organization Minds Hub
dc.contributor.organization Maker@STEAM
dc.contributor.organization Teacher Education
dc.contributor.organization Behavioural Sciences
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/00220671.2021.1955651
dc.relation.issn 0022-0671
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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