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
Publication date: 25/12/2020
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
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
Contributing organizations
Related projects
- Luokkahuoneen vuorovaikutusprosessien
- Lerkkanen, Marja-Kristiina
- Research Council of Finland
- Competitive funding to strengthen universities’ research profiles. Profiling actions at the JYU, round 1
- Hämäläinen, Keijo
- Research Council of Finland
- Antecedents, trajectories and mechanisms of dropping out from school and society – a 13-year follow up
- Aunola, Kaisa
- Research Council of Finland
- Early antecedents, developmental trajectories and mechanisms involved in dropping out of school and marginalization from society
- Vasalampi, Kati
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2021
JUFO rating: 2
