Variation in situation-specific engagement among lower secondary school students
Sanni Pöysä, Department of Teacher Education, Finland ; Kati Vasalampi, Joona Muotka, Department of Psychology, Finland ; Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Department of Teacher Education, Finland ; Jari-Erik Nurmi, Department of Psychology, Finland
Learning and Instruction Volume 53, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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.
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.