An Accelerated Longitudinal Design Study Examining Emotional Engagement toward Learning Science from Grades 3 through 12

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 4
  In Roundtable Session: Understanding Science Achievement Using Large-Scale and Longitudinal Data

Abstract

This study examines the emotional engagement of students toward learning school science from Grades 3 through 12 using an accelerated longitudinal design that captures data across 11 back-to-back cohorts in four school districts over a period of two years with four waves of data collection, fall and spring each year. The data set included more than 7000 participants across a wide array of demographics. The results show an unambiguous decline in emotional engagement among students toward learning school science. The steep decline in emotional engagement appears to begin in grade 3 with average emotional engagement crossing over to negative values by grade 9 before returning to ambivalent levels in grade

Authors

• Robert H. Tai, Australian Catholic University

• Ji Hoon Ryoo, Yonsei University

• Xin Xia, University of Georgia

• John Almarode, James Madison University

• Adam V. Maltese, Indiana University

• Katherine P. Dabney, Virginia Commonwealth University