Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

Autor/inn/en	Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.
Titel	Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance
Quelle	In: Preventing School Failure, 60 (2016) 2, S.117-123 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2015.1036392
Schlagwörter	Learner Engagement; Grade 7; Mathematics Achievement; Time on Task; Problem Solving; Mathematics Skills; Middle School Students; Mathematical Logic; Mathematical Concepts; Predictor Variables; Achievement Tests; Standardized Tests; International Assessment; Foreign Countries; Science Tests; Mathematics Tests; Science Achievement; Elementary Secondary Education; Multiple Regression Analysis; Stanford Achievement Tests; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zeitaufwand; Problemlösen; Mathematics ability; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Ausland
Abstract	In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students' proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem-solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01