Department of Psychology, University of Jyväskylä, Finland.
Methodology Centre for Human Sciences, University of Jyväskylä, Finland.
Br J Educ Psychol. 2021 Sep;91(3):997-1014. doi: 10.1111/bjep.12404. Epub 2020 Dec 25.
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.
(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?
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).
We specified multilevel dynamic structural equation models with random slopes.
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.
The present study provides valuable information to teachers by showing that an experience in one lesson can have an effect on subsequent ones.
学生参与度是指通过承诺和参与学习任务来积极参与学术工作（Appleton 等人，2006 年，《学校心理学杂志》，44，427）。本研究探讨了一个课程中的参与度体验是否会对下一节课产生影响等问题。在本研究中，进行了面向过程的分析，以检查中学生的参与度体验及其从一节课到下一节课的稳定性。
（1）学生在行为和认知参与、情感参与和不满方面的参与度体验在多大程度上是稳定的（自回归循环效应）？（2）从一节课到下一节课，参与度体验之间存在哪些交叉滞后关系（动态效应）？
该样本由 56 名芬兰中学生组成。学生们在一周内（5 天，975 次评分）每节课结束时对自己的参与度体验进行评分。每个学生平均评价了 17.4 节课（SD=5.67）。
我们指定了具有随机斜率的多层次动态结构方程模型。
无论学科和教师连续性如何，这些模型都显示出行为和认知参与度、情感参与度和不满度从一节课到下一节课的微小而显著的可持续性。一节课中较高的行为和认知参与度也对不满产生自我减弱的影响。
本研究通过展示一个课程中的体验可以对后续课程产生影响，为教师提供了有价值的信息。
