Patterns of situational engagement and task values in science lessons

Abstract

Situational 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.