A1 Journal article (refereed)
Intra‐individual dynamics of lesson‐specific engagement : lagged and cross‐lagged effects from one lesson to the next (2021)


Vasalampi, K., Muotka, J., Malmberg, L., Aunola, K., & Lerkkanen, M. (2021). Intra‐individual dynamics of lesson‐specific engagement : lagged and cross‐lagged effects from one lesson to the next. British Journal of Educational Psychology, 91(3), 997-1014. https://doi.org/10.1111/bjep.12404


JYU authors or editors


Publication details

All authors or editors: Vasalampi, Kati; Muotka, Joona; Malmberg, Lars‐Erik; Aunola, Kaisa; Lerkkanen, Marja‐Kristiina

Journal or series: British Journal of Educational Psychology

ISSN: 0007-0998

eISSN: 2044-8279

Publication year: 2021

Volume: 91

Issue number: 3

Pages range: 997-1014

Publisher: John Wiley & Sons

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/bjep.12404

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/73765


Abstract

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.


Keywords: lower comprehensive school; lower comprehensive school pupils; schoolwork; committing oneself; lessons; classroom work; variation; study motivation

Free keywords: dynamic structural equation modelling; engagement; intra‐individual; lower secondary school; situation‐specific engagement; Student-teacher Relationships; Student Engagement


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Preliminary JUFO rating: 2


Last updated on 2021-24-11 at 11:03