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dc.contributor.authorVasalampi, Kati
dc.contributor.authorMuotka, Joona
dc.contributor.authorMalmberg, Lars‐Erik
dc.contributor.authorAunola, Kaisa
dc.contributor.authorLerkkanen, Marja‐Kristiina
dc.date.accessioned2021-01-22T09:13:56Z
dc.date.available2021-01-22T09:13:56Z
dc.date.issued2021
dc.identifier.citationVasalampi, 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. <i>British Journal of Educational Psychology</i>, <i>91</i>(3), 997-1014. <a href="https://doi.org/10.1111/bjep.12404" target="_blank">https://doi.org/10.1111/bjep.12404</a>
dc.identifier.otherCONVID_47632535
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73765
dc.description.abstractBackground 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.relation.ispartofseriesBritish Journal of Educational Psychology
dc.rightsIn Copyright
dc.subject.otherdynamic structural equation modelling
dc.subject.otherengagement
dc.subject.otherintra‐individual
dc.subject.otherlower secondary school
dc.subject.othersituation‐specific engagement
dc.subject.otherStudent-teacher Relationships
dc.subject.otherStudent Engagement
dc.titleIntra‐individual dynamics of lesson‐specific engagement : lagged and cross‐lagged effects from one lesson to the next
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202101221230
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange997-1014
dc.relation.issn0007-0998
dc.relation.numberinseries3
dc.relation.volume91
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 British Psychological Society
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber292466
dc.relation.grantnumber323773
dc.relation.grantnumber299506
dc.subject.ysovaihtelu
dc.subject.ysositoutuminen (toiminta)
dc.subject.ysooppitunnit
dc.subject.ysoalakoululaiset
dc.subject.ysoalakoulu
dc.subject.ysoopiskelumotivaatio
dc.subject.ysokoulutyö
dc.subject.ysoluokkatyöskentely
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8653
jyx.subject.urihttp://www.yso.fi/onto/yso/p13419
jyx.subject.urihttp://www.yso.fi/onto/yso/p567
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p19163
jyx.subject.urihttp://www.yso.fi/onto/yso/p11733
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/bjep.12404
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis study was supported by a grant from the Academy of Finland (Nos. 268586; 292466; 299506; 323773).
dc.type.okmA1


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