Patterns of Situational Engagement and Task Values in Science Lessons

Autor/inn/en	Upadyaya, Katja; Cumsille, Patricio; Avalos, Beatrice; Araneda, Sebastian; Lavonen, Jari; Salmela-Aro, Katariina
Titel	Patterns of Situational Engagement and Task Values in Science Lessons
Quelle	In: Journal of Educational Research, 114 (2021) 4, S.394-403 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Upadyaya, Katja) ORCID (Cumsille, Patricio) ORCID (Avalos, Beatrice) ORCID (Lavonen, Jari) ORCID (Salmela-Aro, Katariina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1955651
Schlagwörter	Learner Engagement; Science Instruction; Teaching Methods; Comparative Analysis; Science Interests; Intervention; Grade 9; Foreign Countries; Correlation; Student Attitudes; Telecommunications; Handheld Devices; Secondary School Students; Skill Development; Physics; Difficulty Level; Chile (Santiago) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Korrelation; Schülerverhalten; Telekommunikationstechnik; Sekundarschüler; Kompetenzentwicklung; Qualifikationsentwicklung; Physik; Schwierigkeitsgrad
Abstract	Situational engagement is a key element in promoting students' maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students' situational engagement in science (e.g., situational interest, skills, and challenge), differences in the engagement patterns during regular vs. intervention science lessons, and the extent to which situational expectations and task values (e.g., attainment and utility values) are associated with engagement patterns. Chilean ninth grade students participated in the study using Experience Sampling Method (N = 77 students; 475 situational responses). Three patterns of engagement were identified: a) "medium interest and skills" (21% and 23% of the moments during regular/intervention lessons, b) "high interest and skills" (12% and 16%), and c) "low interest, skills, and challenge" (13% and 15%). Situational task values and expectations were positively associated with high and medium engagement patterns, especially during the regular science lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01