Patterns of situational engagement and task values in science lessons

References

• Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. https://doi.org/https://doi.org/10.1016/j.cedpsych.2010.08.001
   Web of Science ®Google Scholar
• Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using M plus. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 329–341. https://doi.org/https://doi.org/10.1080/10705511.2014.915181
   Web of Science ®Google Scholar
• Capraro, R. M., & Corlu, S. W. (2013). Why PBL? Why STEM? Why now? An introduction to STEM project-based learning. In R. M. Capraro, M. M. Capraro, & J. R. Morgan (Eds.), STEM project-based learning (pp. 1–5). SensePublishers.
   Google Scholar
• Celeux, G, & Soromenho, G (1996). An entropy criterion for assessing the number of clusters in a mixture model. Journal of Classification, 13(2), 195–212. https://doi.org/https://doi.org/10.1007/BF01246098
   Google Scholar
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper Perennial.
   Google Scholar
• Dietrich, J., Moeller, J., Guo, J., Viljaranta, J., & Kracke, B. (2019). In-the-moment profiles of expectancies, task values, and costs. Frontiers in Psychology, 10, 1662. https://doi.org/https://doi.org/10.3389/fpsyg.2019.01662
   PubMed Web of Science ®Google Scholar
• Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B. (2017). Situational expectancies and task values: Associations with students’ effort. Learning and Instruction, 47, 53–64. https://doi.org/https://doi.org/10.1016/j.learninstruc.2016.10.009
   Web of Science ®Google Scholar
• Eccles (Parsons), J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivations (pp. 75–121). W. H. Freeman & Co.
   Google Scholar
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/https://doi.org/10.1146/annurev.psych.53.100901.135153
   PubMed Web of Science ®Google Scholar
• Elpidorou, A. (2018). The good of boredom. Philosophical Psychology, 31(3), 323–351. https://doi.org/https://doi.org/10.1080/09515089.2017.1346240
   Web of Science ®Google Scholar
• Engeser, S., & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32(3), 158–172. https://doi.org/https://doi.org/10.1007/s11031-008-9102-4
   Web of Science ®Google Scholar
• Ford, M. J. (2015). Educational implications of choosing “practice” to describe science in the next generation science standards. Science Education, 99(6), 1041–1048. https://doi.org/https://doi.org/10.1002/sce.21188
   Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/https://doi.org/10.1007/s10763-014-9526-0
   Web of Science ®Google Scholar
• Han, S., Capraro, R. M., & Capraro, M. M. (2016). How science, technology, engineering, and mathematics project based learning affects high-need students in the US. Learning and Individual Differences, 51, 157–166. https://doi.org/https://doi.org/10.1016/j.lindif.2016.08.045
   Web of Science ®Google Scholar
• Harris, C. J., Penuel, W. R., D’Angelo, C. M., DeBarger, A. H., Gallagher, L. P., Kennedy, C. A., Haugen Chen, B., & Krajcik, J. S. (2015). Impact of project‐based curriculum materials on student learning in science: Results of a randomized controlled trial. Journal of Research in Science Teaching, 52(10), 1362–1385. https://doi.org/https://doi.org/10.1002/tea.21263
   Web of Science ®Google Scholar
• Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method. Measuring the quality of everyday life. Sage Publications.
   Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/https://doi.org/10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895. https://doi.org/https://doi.org/10.1037/a0019506
   Web of Science ®Google Scholar
• Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science (New York, N.Y.), 326(5958), 1410–1412. https://doi.org/https://doi.org/10.1126/science.1177067
   PubMed Web of Science ®Google Scholar
• Inkinen, J., Klager, C., Juuti, K., Schneider, B., Salmela-Aro, K., Krajcik, J., & Lavonen, J. (2019). Science classroom activities and student situational engagement. International Journal of Science Education, 41(3), 316–329. https://doi.org/https://doi.org/10.1080/09500693.2018.1549372
   Web of Science ®Google Scholar
• Inkinen, J., Klager, C., Juuti, K., Schneider, B., Salmela, ‐Aro, K., Krajcik, J., & Lavonen, J. (2020). High school students’ situational engagement associated with scientific practices in designed science learning situations. Science Education, 104(4), 667–692. https://doi.org/https://doi.org/10.1002/sce.21570
   Web of Science ®Google Scholar
• Jack, B. M., & Lin, H. S. (2017). Making learning interesting and its application to the science classroom. Studies in Science Education, 53(2), 137–164. https://doi.org/https://doi.org/10.1080/03057267.2017.1305543
   Web of Science ®Google Scholar
• Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment, 8(2), 139–162. https://doi.org/https://doi.org/10.1207/S15326977EA0802_04
   Google Scholar
• Linnansaari, J., Viljaranta, J., Lavonen, J., Schneider, B., & Salmela-Aro, K. (2015). Finnish students’ engagement in science lessons. Nordic Studies in Science Education, 11(2), 192–206. https://doi.org/https://doi.org/10.5617/nordina.2047
   Google Scholar
• Linnenbrink‐Garcia, L., Patall, E. A., & Messersmith, E. E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83(4), 591–614. https://doi.org/https://doi.org/10.1111/j.2044-8279.2012.02080.x
   PubMed Web of Science ®Google Scholar
• Martin, A. J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?Learning and Individual Differences, 55, 150–162. https://doi.org/https://doi.org/10.1016/j.lindif.2017.03.013
   Web of Science ®Google Scholar
• Mostafa, T., Echazarra, A., & Guillou, H. (2018). The science of teaching science: An exploration of science teaching practices in PISA 2015. OECD Education Working Papers, No. 188, OECD Publishing. https://doi.org/https://doi.org/10.1787/f5bd9e57-en.
   Google Scholar
• Mulligan, C. B., Schneider, B., & Wolfe, R. (2005). Non-response and population representation in studies of adolescent time use. Electronic International Journal of Time Use Research, 2(1), 33–53. https://doi.org/https://doi.org/10.13085/eIJTUR.2.1.33-53
   Google Scholar
• Muthén, L., & Muthén, B. O. (1998–2020). Mplus. User’s guide. Muthén & Muthén.
   Google Scholar
• Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In M. Csikszentmihalyi (Ed.), Flow and the foundations of positive psychology (pp. 239–263). Springer.
   Google Scholar
• National Research Council. (2012a). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
   Google Scholar
• National Research Council. (2012b). Education for life and work: Developing transferable knowledge and skills in the 21st century. https://www.nap.edu/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills
   Google Scholar
• Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/https://doi.org/10.1080/00220671.2016.1220359
   Web of Science ®Google Scholar
• OECD. (2007). PISA 2006: Science competencies for tomorrow’s world – volume 1- analysis. OECD Publishing.
   Google Scholar
• OECD. (2015). Draft science framework. http://www.oecd.org/pisa/pisaproducts/DraftPISA2015ScienceFramework.pdf.
   Google Scholar
• OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing. https://doi.org/https://doi.org/10.1787/9789264266490-en
   Google Scholar
• OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/https://doi.org/10.1787/5f07c754-en
   Google Scholar
• Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177–196. https://doi.org/https://doi.org/10.1007/s10972-014-9384-1
   Google Scholar
• Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. The Nuffield Foundation.
   Google Scholar
• Penuel, W. R., & Fishman, B. J. (2012). Large‐scale science education intervention research we can use. Journal of Research in Science Teaching, 49(3), 281–304. https://doi.org/https://doi.org/10.1002/tea.21001
   Web of Science ®Google Scholar
• Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2019). Teacher–student interaction and lower secondary school students’ situational engagement. British Journal of Educational Psychology, 89(2), 374–392. https://doi.org/https://doi.org/10.1111/bjep.12244
   PubMed Web of Science ®Google Scholar
• Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R., Muller, C., Walton, G., Duckworth, A., & Yeager, D. S. (2020). How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries. American Psychologist. https://doi.org/https://doi.org/10.1037/amp0000647
   PubMed Web of Science ®Google Scholar
• Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 58–67. https://doi.org/https://doi.org/10.1016/j.learninstruc.2009.11.001
   Web of Science ®Google Scholar
• Rubie‐Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship?British Journal of Educational Psychology, 80(1), 121–135. https://doi.org/https://doi.org/10.1348/000709909X466334
   PubMed Web of Science ®Google Scholar
• Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J., & Lavonen, J. (2016). Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learning and Instruction, 43, 61–70. https://doi.org/https://doi.org/10.1016/j.learninstruc.2016.01.001
   Web of Science ®Google Scholar
• Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2018). A person‐in‐context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19–43. https://doi.org/https://doi.org/10.1002/tea.21409
   Web of Science ®Google Scholar
• Schneider, B., Krajcik, J., Lavonen, J., Salmela‐Aro, K., Broda, M., Spicer, J., Bruner, J., Moeller, J., Linnansaari, J., Juuti, K., & Viljaranta, J. (2016). Investigating optimal learning moments in US and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400–421. https://doi.org/https://doi.org/10.1002/tea.21306
   Web of Science ®Google Scholar
• Schnitzler, K., Holzberger, D., & Seidel, T. (2020). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 1–26. https://doi.org/https://doi.org/10.1007/s10212-020-00500-6
   Web of Science ®Google Scholar
• Shernoff, D. J., & Csikszentmihalyi, M. (2008). Flow in schools. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools. (pp. 131–145). Routledge.
   Google Scholar
• Shernoff, D. J., & Csikszentmihalyi, M. (2009). Cultivating engaged learners and optimal learning environments. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 131–145). Routledge.
   Google Scholar
• Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In M. Csikszentmihalyi (Ed.), Applications of flow in human development and education (pp. 475–494). Springer. https://doi.org/https://doi.org/10.1521/scpq.18.2.158.21860
   Google Scholar
• Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/https://doi.org/10.1080/00461520.2014.1002924
   Web of Science ®Google Scholar
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332. https://doi.org/https://doi.org/10.1080/00220670209596607
   Web of Science ®Google Scholar
• Stephan, Y., Caudroit, J., Boiché, J., & Sarrazin, P. (2011). Predictors of situational disengagement in the academic setting: The contribution of grades, perceived competence, and academic motivation. British Journal of Educational Psychology, 81(3), 441–455. https://doi.org/https://doi.org/10.1348/000709910X522285
   PubMed Web of Science ®Google Scholar
• Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31(4), 557–577. https://doi.org/https://doi.org/10.1007/s10212-016-0303-z
   Web of Science ®Google Scholar
• Torsney, B. M., & Symonds, J. E. (2019). The professional student program for educational resilience: Enhancing momentary engagement in classwork. The Journal of Educational Research, 112(6), 676–692. https://doi.org/https://doi.org/10.1080/00220671.2019.1687414
   Web of Science ®Google Scholar
• Tsai, Y. M., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100(2), 460–472. https://doi.org/https://doi.org/10.1037/0022-0663.100.2.460
   Web of Science ®Google Scholar
• Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. Fraser, K. Tobin, C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). Springer.
   Google Scholar
• Valla, J. M., & Williams, W. (2012). Increasing achievement and higher-education representation of under-represented groups in science, technology, engineering, and mathematics fields: A review of current K-12 intervention programs. Journal of Women and Minorities in Science and Engineering, 18(1), 21–53. https://doi.org/https://doi.org/10.1615/JWomenMinorScienEng.2012002908
   PubMedGoogle Scholar
• von Eye, A., & Bogat, G. A. (2006). Person-oriented and variable-oriented research: Concepts, results, and development. Merrill-Palmer Quarterly, 52, 390–420.
   Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/https://doi.org/10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield, J. S. Eccles & The Institute for Research on Women and Gender (Eds.), Development of achievement motivation (91–120). Academic Press.
   Google Scholar
• Winberg, T. M., Hellgren, J. M., & Palm, T. (2014). Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors. European Journal of Psychology of Education, 29(4), 673–691. https://doi.org/https://doi.org/10.1007/s10212-014-0220-y
   Web of Science ®Google Scholar
• Zeyer, A., Çetin‐Dindar, A., Md Zain, N., Juriševič, A., Devetak, M., & Odermatt, I., F. (2013). Systemizing: A cross‐cultural constant for motivation to learn science. Journal of Research in Science Teaching, 50(9), 1047–1067. https://doi.org/https://doi.org/10.1002/tea.21101
   Web of Science ®Google Scholar