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Variation in situation-specific engagement among lower secondary school students
ARTICLE

, Department of Teacher Education, Finland ; , , Department of Psychology, Finland ; , , Department of Teacher Education, Finland ; , Department of Psychology, Finland

Learning and Instruction Volume 53, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The majority of previous research has examined school engagement as an overall student characteristic. The present study contributes to the field by examining variation in students' situation-specific engagement from one lesson to another and by investigating situational determinants of such variation. An intensive one-week lesson-to-lesson data collection was conducted in four lower secondary school classrooms. Students rated their situation-specific engagement at the end of each lesson with a mobile-based InSitu instrument. Data comprising a total of 57 students and 1328 ratings were analyzed with two-level hierarchical multivariate model (between students, and within students between lessons). The results indicated substantial within student variation in engagement between lessons which was predicted by school subjects. Students reported highest situational engagement and lowest disaffection in lessons of non-academic subjects. The findings extend prior literature by specifying factors affecting students’ situation-specific engagement and by unraveling effects due to variation within and between students.

Citation

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(1), 64-73. Elsevier Ltd. Retrieved March 31, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.07.007

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