A Meta-Analysis of Middle School Students' Science Engagement

Autor/inn/en	Aker, Leanna B.; Ellis, Arthur K.
Titel	A Meta-Analysis of Middle School Students' Science Engagement
Quelle	In: International Dialogues on Education: Past and Present, 6 (2019) 1, S.9-24 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-5944
Schlagwörter	Middle School Students; Science Achievement; Early Adolescents; Learner Engagement; Teaching Methods; Classroom Environment; Competence; Predictor Variables; Correlation; Affective Behavior; Social Influences; Self Determination; Personal Autonomy; Student Behavior + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Kompetenz; Prädiktor; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Sozialer Einfluss; Selbstbestimmung; Individuelle Autonomie; Student behaviour; Schülerverhalten
Abstract	The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engage is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents' science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports. (As Provided).
Anmerkungen	International Dialogues on Education: Past and Present. Otto von Guericke University Magdeburg, Faculty of Humanities Social Science & Education, Zschokkestr. 32, 39104 Magdeburg Germany. Web site: https://www.ide-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01