Strategies for Academic Engagement Perceived by Finnish Sixth and Eighth Graders

Autor/inn/en	Ulmanen, Sanna; Soini, Tiina; Pyhältö, Kirsi; Pietarinen, Janne
Titel	Strategies for Academic Engagement Perceived by Finnish Sixth and Eighth Graders
Quelle	In: Cambridge Journal of Education, 44 (2014) 3, S.425-443 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2014.921281
Schlagwörter	Learner Engagement; Educational Environment; Social Environment; Grade 6; Grade 8; Student Attitudes; Student Participation; Teacher Student Relationship; Interaction; Peer Relationship; Semi Structured Interviews; Intention; Group Discussion; Qualitative Research; Content Analysis; Age Differences; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Peer-Beziehungen; Gruppendiskussion; Qualitative Forschung; Inhaltsanalyse; Age; Difference; Age difference; Altersunterschied; Ausland; Finnland
Abstract	This study explores strategies students use to construct their academic engagement in the social environment of school. The study is based on group interview data collected from 161 sixth (78) and eighth (83) grade students. Students reflected both engaging and disengaging episodes. Data were content analysed. The results show that students reported using only confirming strategies in teacher-student interaction. More diverse strategies were described in relation to peer interaction. The results indicated that simultaneously maintaining functional peer relations and engaging effectively in academic activities is a highly challenging task which requires strategic flexibility and self-regulative skills. In terms of the development of more engaging learning environments for students, our results suggest that more attention should be paid to creating positive opportunities to participate, in terms of both academic activities and peer interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10