Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task

• Autores: Jennifer E. Symonds, James B. Schreiber, Benjamin M. Torsney
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 6, 2021, págs. 1192-1207
• Idioma: inglés
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• Resumen

  • Previous research has demonstrated that student motivation and engagement can take different forms across a variety of tasks at school or college. However, no research has yet examined the forms of student momentary engagement that emerge in response to a single task. Adolescent students (N = 196) from two low-income secondary schools in Dublin, Ireland were given the same English grammar task to complete in a 10-min period. We used systematic observation and posttask self-report measures to collect data on momentary cognition, emotion, motivation, and behavior. Using latent profile analysis, we discovered seven main forms of momentary (dis)engagement: fully engaged, attentive but amotivated, attentive but disinterested, attentive but disaffected, distracted but motivated, disengaged, and deeply disengaged. Gender, ethnicity, academic self-efficacy, peer support, and classmate cognitive engagement were notable predictors of group membership. The results should be useful to educators wanting to understand why students in their classrooms have a variety of responses to the same task. (PsycInfo Database Record (c) 2021 APA, all rights reserved)