A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatVasalampi, Kati; Muotka, Joona; Malmberg, Lars‐Erik; Aunola, Kaisa; Lerkkanen, Marja‐Kristiina

Lehti tai sarjaBritish Journal of Educational Psychology

ISSN0007-0998

eISSN2044-8279

Julkaisuvuosi2021

Ilmestymispäivä25.12.2020

Volyymi91

Lehden numero3

Artikkelin sivunumerot997-1014

KustantajaJohn Wiley & Sons

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.1111/bjep.12404

Julkaisun avoin saatavuusEi avoin

Julkaisukanavan avoin saatavuus

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/73765


Tiivistelmä

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.


YSO-asiasanatalakoulualakoululaisetkoulutyösitoutuminen (toiminta)oppitunnitluokkatyöskentelyvaihteluopiskelumotivaatio

Vapaat asiasanatdynamic structural equation modelling; engagement; intra‐individual; lower secondary school; situation‐specific engagement; Student-teacher Relationships; Student Engagement


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

Raportointivuosi2021

JUFO-taso2


Viimeisin päivitys 2024-03-04 klo 20:26