ERIC Number: EJ823711
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 0
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?
Skinner, Ellen; Furrer, Carrie; Marchand, Gwen; Kindermann, Thomas
Journal of Educational Psychology, v100 n4 p765-781 Nov 2008
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.
Descriptors: Feedback (Response), Social Environment, Teacher Student Relationship, Learner Engagement, Student Motivation, Elementary School Students, Student Attitudes, Student Behavior, Predictor Variables, Self Concept, Emotional Experience, Affective Behavior, Alienation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7
Authoring Institution: N/A