Intra‐individual dynamics of lesson‐specific engagement : lagged and cross‐lagged effects from one lesson to the next
Vasalampi, K., Muotka, J., Malmberg, L., Aunola, K., & Lerkkanen, M. (2021). Intra‐individual dynamics of lesson‐specific engagement : lagged and cross‐lagged effects from one lesson to the next. British Journal of Educational Psychology, 91(3), 997-1014. https://doi.org/10.1111/bjep.12404
Julkaistu sarjassa
British Journal of Educational PsychologyTekijät
Päivämäärä
2021Tekijänoikeudet
© 2020 British Psychological Society
Background
Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process‐oriented analyses were conducted to examine lower secondary school students’ engagement experiences and the stability of those experiences from one lesson to the next.
Aims
(1) To what extent are students’ engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (autoregressive cyclic effects)? (2) What are the cross‐lagged relationships (dynamic effects) between engagement experiences from one lesson to the next?
Sample
The sample consisted of 56 Finnish lower secondary school students. The students provided ratings of their engagement experiences at the end of each lesson for one week (5 days, 975 ratings). Each student rated, on average, 17.4 lessons (SD = 5.67).
Methods
We specified multilevel dynamic structural equation models with random slopes.
Results
The models showed small significant sustainability in behavioural and cognitive engagement, emotional engagement, and disaffection from one lesson to the next, regardless of subject matter and teacher continuity. Higher behavioural and cognitive engagement in a lesson also had a self‐diminishing effect on disaffection.
Conclusions
The present study provides valuable information to teachers by showing that an experience in one lesson can have an effect on subsequent ones.
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Julkaisija
John Wiley & SonsISSN Hae Julkaisufoorumista
0007-0998Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/47632535
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Akatemiahanke, SA; Profilointi, SA; Akatemiatutkija, SALisätietoja rahoituksesta
This study was supported by a grant from the Academy of Finland (Nos. 268586; 292466; 299506; 323773).Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
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