Patterns of situational engagement and task values in science lessons

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dc.contributor.authorUpadyaya, Katja
dc.contributor.authorCumsille, Patricio
dc.contributor.authorAvalos, Beatrice
dc.contributor.authorAraneda, Sebastian
dc.contributor.authorLavonen, Jari
dc.contributor.authorSalmela-Aro, Katariina
dc.date.accessioned2025-01-20T22:11:55Z
dc.date.available2025-01-20T22:11:55Z
dc.date.issued2021
dc.description.abstractSituational 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.
dc.fuente.origenWOS
dc.identifier.doi10.1080/00220671.2021.1955651
dc.identifier.eissn1940-0675
dc.identifier.issn0022-0671
dc.identifier.urihttps://doi.org/10.1080/00220671.2021.1955651
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/94420
dc.identifier.wosidWOS:000682483900001
dc.issue.numero4
dc.language.isoen
dc.pagina.final403
dc.pagina.inicio394
dc.revistaJournal of educational research
dc.rightsacceso restringido
dc.subjectExperience sampling method
dc.subjectintervention
dc.subjectlatent profile analysis
dc.subjectscience lessons
dc.subjectsituational engagement
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titlePatterns of situational engagement and task values in science lessons
dc.typeartículo
dc.volumen114
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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