Journal ArticleDOI
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?
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TLDR
A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of four indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions on changes in these indicators over the school year as discussed by the authors.Abstract:
A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.read more
Citations
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Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
TL;DR: The authors investigated the relationship between autonomy support and structure and found that autonomy support was a unique predictor of students' self-reported engagement in high school classrooms, while structure was positively correlated with students' engagement.
Journal ArticleDOI
A Motivational Perspective on Engagement and Disaffection: Conceptualization and Assessment of Children's Behavioral and Emotional Participation in Academic Activities in the Classroom
TL;DR: In this paper, a motivational conceptualization of engagement and disaffection is presented, which emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning, and distinguishes engagement from disaffections, as well as behavioral features from emotional features.
Journal ArticleDOI
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School
TL;DR: This article examined the relationships among middle school students' perceptions of school environment, school engagement, and academic achievement and found that students’ perceptions of the school environment influenced their academic achievement directly and indirectly through the three types of school engagement.
Journal ArticleDOI
Classroom emotional climate, student engagement, and academic achievement
TL;DR: In this article, the authors examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator, using a multimethod, multilevel approach.
References
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