Students’ situational engagement in lower secondary school: Association with overall engagement and contextual factors
Julkaistu sarjassa
JYU dissertationsTekijät
Päivämäärä
2020Tekijänoikeudet
© The Author & University of Jyväskylä
The present thesis was designed to contribute to the field of student engagement
by examining the manifestations and correlates of students’ situational
engagement. The central focus in each of the three published sub-studies of this
dissertation was on students’ situational engagement and its variation. The data
for the sub-studies were drawn from the First Steps follow-up study in Spring
2014 when the participating students were in Grade 7 (13–14 years of age). The
subsamples used in the analyses of the present thesis were drawn from students
(Study 1: n = 57; Study 2: n = 709; Study 3: n = 301), who were asked to assess
their lesson-specific situational engagement using the InSituations (InSitu)
Instrument at the end of their lessons. The data in Study 2 also consisted of 155
lessons that were observed using the Classroom Assessment Scoring System–
Secondary (CLASS–S) observation tool (51 teachers). The data were analyzed
using multilevel modeling with variable-oriented and person-oriented
approaches. The results led to three main findings. First, the results provided
evidence of the importance of examining student engagement at its situational
level. Second, the findings enhanced the understanding of the student
characteristics and contextual factors related to students’ situational engagement
and its variation. Particularly salient were the findings concerning the role that
teacher–student interactions play in shaping students’ situational engagement.
Third, the results revealed associations between overall and situational
engagement. Overall, the findings contributed to the research on student
engagement by increasing the understanding of situational engagement, which
is still a relatively understudied area within the research field. The findings of the
thesis corroborate the literature on finding meaningful individual variation in
student engagement, which needs to be acknowledged in both the research field
and the school settings.
Keywords: student engagement, situational engagement, lower secondary school,
teacher–student interaction, classroom observations
...
Julkaisija
Jyväskylän yliopistoISBN
978-951-39-8382-6ISSN Hae Julkaisufoorumista
2489-9003Julkaisuun sisältyy osajulkaisuja
- Artikkeli I: Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2018). Variation in situation-specific engagement among lower secondary school students. Learning and Instruction, 53, 64-73. DOI: 10.1016/j.learninstruc.2017.07.007
- Artikkeli II: Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2019). Teacher-student interaction and lower secondary school students’ situational engagement. British Journal of Educational Psychology, 89 (2), 374-392. DOI: 10.1111/bjep.12244
- Artikkeli III: Pöysä, Sanni; Poikkeus, Anna-Maija; Muotka, Joona; Vasalampi, Kati; Lerkkanen, Marja-Kristiina (2020). Adolescents' engagement profiles and their association with academic performance and situational engagement. Learning and Individual Differences, 82, 101922. DOI: 10.1016/j.lindif.2020.101922
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