Exploring the Stability and Fluctuation of Experiencing "Challenges" in High School Science Classroom

• In Event: Investigating Optimal Learning Moment to Enhance Student Engagement and Social Emotional Leaning

Abstract

Objectives
The purpose of this paper is to study the stability and fluctuation of experiencing “challenges” in high school science classrooms conditional on prior individual level of these experiences. Several analyses have been conducted to identify the relationship between experiencing a challenge, optimal learning moments, and students’ cognitive and emotional responses. This study also identifies several contextual factors that are predictive of challenge and optimal learning experiences (OLM) in science classroom.

Theoretical Framework
Flow theory or OLM describes a structured state of deep involvement, enjoyment, and engagement that leads to personal growth, learning improvement, and long-term well-being (Schmidt, Shernoff, & Csikszentmihalyi, 2014; Shernoff, Csikszentmihalyi, Shneider, & Shernoff, 2003). To create the environment for optimal learning moments (OLM) in school classroom, students need to be challenged in the task, felt interested, and have enough capacity to finish the task (Schneider et al., 2016; Shernoff & Csikszentmihalyi, 2009). Currently, only a few studies have focused on the stability and fluctuation of the challenge-skill balance in situ and the students’ responses to challenges in school.

Methods and Data Sources
The sample comprised 546 high school students from 27 classes in 21 schools in 2018-19. Data were collected during science lessons and other contexts in and out of school. Students received beeps randomly 5-6 times per day (at least once during science class) for 4 days. In total, the data comprised 6986 valid responses (average number of responses per person was 12). There are 3234 (45%) responses that occurred during science class, 2056 (27%) occurred in school but outside the science class, and 1699 (24%) occurred outside of school. Continuous-time structural equation model was employed to examine the daily stability and fluctuation of experiencing “challenge”, OLM, and students’ cognitive and affective responses.

Results
Table 1 summarizes the definition and function of the three processes that can occur in the longitudinal data analysis. The preliminary results show that a stable process of experiencing challenges was observed in 30 situations. In contrast, a developmental process is more likely to present when analyzing situation data in the science classroom. Some peaks are more likely to be observed in the science and math classroom. Figure 1 also shows the variability of experiencing challenges across fluctuating, developing, and stabilizing processes among six individuals. The scale of the challenge ranges from 1 to 4, a higher score represents experiencing a more significant challenge in situ.
Significance
This study highlights the importance of challenges experiences and OLM to support student engagement in science learning. In the future, we will be exploring if these factors are moderators to students’ cognitive and affective development or mediators in science achievement.

Authors

• I-Chien Chen, Michigan State University

• Lydia Bradford, Michigan State University

• Kayla Bartz, Michigan State University

• Joseph S. Krajcik, Michigan State University