Intra-individual dynamics of lesson-specific engagement: Lagged and cross-lagged effects from one lesson to the next.

Published on Sep 1, 2021in British Journal of Educational Psychology
· DOI :10.1111/BJEP.12404
Kati Vasalampi11
Estimated H-index: 11
(University of Jyväskylä),
Joona Muotka11
Estimated H-index: 11
(University of Jyväskylä)
+ 2 AuthorsMarja-Kristiina Lerkkanen45
Estimated H-index: 45
(University of Jyväskylä)
BACKGROUND Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the stability of those experiences from one lesson to the next. AIMS (1) To what extent are students' engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (autoregressive cyclic effects)? (2) What are the cross-lagged relationships (dynamic effects) between engagement experiences from one lesson to the next? SAMPLE The sample consisted of 56 Finnish lower secondary school students. The students provided ratings of their engagement experiences at the end of each lesson for one week (5 days, 975 ratings). Each student rated, on average, 17.4 lessons (SD = 5.67). METHODS We specified multilevel dynamic structural equation models with random slopes. RESULTS The models showed small significant sustainability in behavioural and cognitive engagement, emotional engagement, and disaffection from one lesson to the next, regardless of subject matter and teacher continuity. Higher behavioural and cognitive engagement in a lesson also had a self-diminishing effect on disaffection. CONCLUSIONS The present study provides valuable information to teachers by showing that an experience in one lesson can have an effect on subsequent ones.
In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and ”other”), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. Eighteen fourth and fi...
2 CitationsSource
#1Lars-Erik Malmberg (University of Oxford)H-Index: 26
#2Andrew J. Martin (UNSW: University of New South Wales)H-Index: 104
Abstract We pose a process perspective of learning experiences of effort exertion, competence beliefs, and motivation (autonomous and controlled motivation). Following a process-model of cyclic (“self-sustaining”, auto-regressive) and dynamic (“self-enhancing” and “self-diminishing”, cross-lagged) associations over time, we investigated the effects of lagged within-day and within-school-subject constructs, and associations with teacher-perceptions of each student ( n teacher = 22 ). In total, 23...
6 CitationsSource
#1Tim Mainhard (UU: Utrecht University)H-Index: 15
#2Sophie Oudman (UU: Utrecht University)H-Index: 3
Last. Thomas Goetz (University of Konstanz)H-Index: 54
view all 5 authors...
Abstract This study highlights the importance of teachers in relation to the emotions students experience in class. First, in line with the work of Kenny, we argue that the specific relationship that evolves between teachers and students drives students' emotional experiences. We decompose variability in student emotions not only into the commonly investigated student and teacher facets but also into facets representing specific pairings of teachers with classes and students (so-called relations...
53 CitationsSource
#1Sanni Pöysä (University of Jyväskylä)H-Index: 3
#2Kati Vasalampi (University of Jyväskylä)H-Index: 11
Last. Jari-Erik Nurmi (University of Jyväskylä)H-Index: 90
view all 6 authors...
Abstract 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 lesso...
17 CitationsSource
#1Ana Taboada Barber (UMD: University of Maryland, College Park)H-Index: 7
#2Michelle M. Buehl (GMU: George Mason University)H-Index: 12
Last. Jori S. Beck (UNLV: University of Nevada, Las Vegas)H-Index: 6
view all 3 authors...
In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish-speaking) student population. We tested dimensions of the self-system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted change...
7 CitationsSource
#1Julia Dietrich (FSU: University of Jena)H-Index: 14
#2Jaana Viljaranta (University of Jyväskylä)H-Index: 17
Last. Bärbel Kracke (FSU: University of Jena)H-Index: 11
view all 4 authors...
Abstract According to expectancy-value theory, expectancies and task values are precursors for investing effort into learning. To date, it remains largely unknown (1) to what extent expectancies and values change from one learning situation to another and (2) to what extent inter-individual findings reflect intra-individual motivational processes. We applied an intensive longitudinal design in a sample of 155 pre-service teacher students attending a lecture. Across ten lessons with varying topic...
39 CitationsSource
#1Kati Vasalampi (University of Jyväskylä)H-Index: 11
#2Joona Muotka (University of Jyväskylä)H-Index: 11
Last. Jari-Erik Nurmi (University of Jyväskylä)H-Index: 90
view all 6 authors...
Abstract The present study aims to expand the current understanding of engagement by examining variations in students' situation-specific engagement in lower secondary school. In addition, the validity and reliability of a new situation-specific InSitu Instrument were examined. The sample consisted of 1809 Finnish students attending Grade 7. The students filled in mobile ratings on their lesson-specific engagement after lessons. Furthermore, they answered questionnaires concerning their overall ...
11 CitationsSource
#1Katariina Salmela-Aro (UH: University of Helsinki)H-Index: 73
#2Julia Moeller (UH: University of Helsinki)H-Index: 11
Last. Jari Lavonen (UH: University of Helsinki)H-Index: 21
view all 5 authors...
Abstract This study contributes to the research on student engagement in three ways: 1) by combining questionnaire and situational measures of engagement using the Experience Sampling Method (ESM), 2) by applying a demands-resources model to describe the positive and negative aspects of student engagement, and 3) by adopting a person-oriented approach to describe subgroups of students with different profiles of engagement and burnout symptoms. Two studies were conducted: sample one comprised 255...
52 CitationsSource
#1Hyungshim Jang (Hanyang University)H-Index: 11
#2Eun Joo Kim (Yonsei University)H-Index: 17
Last. Johnmarshall Reeve (KU: Korea University)H-Index: 65
view all 3 authors...
Abstract We adopted a dual-process model within a self-determination theory framework to investigate why students sometimes veer toward a longitudinal trajectory of rising classroom engagement during the semester and why they other times tend toward a trajectory of rising disengagement. Measures of perceived autonomy support, perceived teacher control, need satisfaction, need frustration, engagement, and disengagement were collected from 366 (174 females, 192 males) Korean high-school students u...
251 CitationsSource
#1David J. Shernoff (RU: Rutgers University)H-Index: 18
#2Sean Kelly (University of Pittsburgh)H-Index: 21
Last. Beheshteh Abdi (NIU: Northern Illinois University)H-Index: 4
view all 7 authors...
The purpose of this study was to investigate the linkage between the quality of the learning environment and the quality of students' experience in seven high school classrooms in six different subject areas. The quality of the learning environment was conceptualized in terms of environmental complexity, or the simultaneous presence of environmental challenge and environmental support. The students (N ¼ 108) in each class participated in the Experience Sampling Method (ESM) measuring their engag...
99 CitationsSource
Cited By1