How Much Do Students’ Perceptions of Learning Something New Relate to Their Perceived Engagement?

• In Event: Engagement, Motivation, and Efficacy

Abstract

We investigated the relationship between elementary students' perceptions of new content in fourth and fifth-grade mathematics classes and engagement. We explored how perceived newness, interest, and challenge of math material influenced student engagement. Using a path model, we found that while perceived newness of content positively predicted both challenge and interest, the effects on engagement differed: Interest positively predicted engagement, whereas challenge had a slight negative impact. Specifically, the indirect effect of new material on engagement through interest was significant, indicating that the novelty of content enhances engagement primarily by increasing interest. Despite the modest negative effect of challenge, the overall effect of new material on engagement was positive, emphasizing the importance of introducing novel content to maintain student engagement.

Authors

• Del Siegle, University of Connecticut

• D. Betsy Mccoach, University of Connecticut

• Susan Dulong Langley, University of Connecticut

• Ashley Y. Carpenter, College of William & Mary

• Kelly L. Kearney, University of Connecticut