The Complexity of Student Engagement and How Middle School Science Teachers Perceive Student Engagement

• In Event: Motivation in Education SIG Poster Session: Motivational Processes and Effects

Abstract

This study examined the complexity of student engagement in the context of a larger research project focused on increasing teachers’ support for motivation and engagement in science instruction. The dynamics of student engagement and how teachers perceive student engagement were investigated using a dynamic systems approach. State space grids revealed how multiple dimensions of engagement co-occurred over time within six geographically and demographically diverse seventh grade science classrooms. Unique patterns of the co-occurrence of behavioral, cognitive, and emotional engagement within classrooms, within individual lessons in and across classrooms, and within students were observed. Findings also showed that while teachers generally perceive higher and lower levels of student engagement, they do struggle to perceive more subtle differences in student engagement.

Authors

• David McKinney, University of Nevada, Las Vegas

• Christie Higgins-Gardner, University of Nevada - Las Vegas

• Lisa Linnenbrink-Garcia, Michigan State University

• Gwen C. Marchand, University of Nevada - Las Vegas

• Jennifer A. Schmidt, Michigan State University