Dynamics of Engagement and Disaffection in a Social Studies Classroom Context

• In Event: Interest, Affect, and Motivation

Abstract

In this investigation, we replicate Skinner et al.’s (2008) study of the dynamics of engagement with a more diverse sample of Grade 6 and Grade 7 students from a middle school with large language minority (Hispanic) student population, and test aspects of the self-system model of motivational development related to reading comprehension in a specific academic context (i.e., social studies). Some aspects of Skinner et al.’s work were supported whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. Students’ self-perceptions and classroom context predicted changes in engagement and disaffection. Students’ self-perceptions partially mediated the relation between teacher support and engagement. However, engagement and disaffection did not mediate the relation between students’ self-perceptions and content-area reading comprehension.

Authors

• Ana M. Taboada, George Mason University

• Michelle M. Buehl, George Mason University

• Lauren Serpati, George Mason University & Global Skills X-Change

• Faye Huie, George Mason University

• Rebecca Caufman, George Mason University