Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 44, 2024 - Issue 1
377
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Students’ interest, engagement, and achievement in online high school science courses

ORCID Icon & ORCID Icon
Pages 1-19 | Received 22 Dec 2022, Accepted 22 Dec 2023, Published online: 29 Dec 2023

References

  • Ainley, M. (2012). Students’ interest and engagement in classroom activities. In S. J. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283–302). Springer. https://doi.org/10.1007/978-1-4614-2018-7_13
  • Akcaoglu, M., Rosenberg, J. M., Ranellucci, J., Schwarz, C. V. (2018). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science. International Journal of Educational Research, 87, 67–77. https://doi.org/10.1016/j.ijer.2017.12.001
  • Allen, I. E., & Seaman, J. (2010). Learning on demand, online education in the United States. Sloan Consortium. https://files.eric.ed.gov/fulltext/ED529931.pdf
  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
  • Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84–94. https://doi.org/10.1080/00461520.2015.1004069
  • Barraza, J. A., Hu, X., Terris, E. T., Wang, C., & Zak, P. J. (2021). Oxytocin increases perceived competence and social-emotional engagement with brands. PloS One, 16(11), e0260589. https://doi.org/10.1371/journal.pone.0260589
  • Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87–105. https://doi.org/10.1016/j.cedpsych.2018.01.002
  • Beymer, P. N., & Robinson, K. A. (2022). Motivating by measuring motivation? Examining reactivity in a diary study on student motivation. Contemporary Educational Psychology, 70, 102072. Article 102072. https://doi.org/10.1016/j.cedpsych.2022.102072
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
  • Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don’t preach it: The differential effects of directly communicated and self-generated utility–value information. Motivation Science, 1(1), 47–71. https://doi.org/10.1037/mot0000015
  • Eccles, J. S., Vida, M. N., & Barber, B. (2004). The relation of early adolescents’ college plans and both academic ability and task-value beliefs to subsequent college enrollment. The Journal of Early Adolescence, 24(1), 63–77. https://doi.org/10.1177/0272431603260919
  • Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
  • 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/10.3102/00346543074001059
  • Fredricks, J. A., Hofkens, T., Wang, M.-T., Mortenson, E., & Scott, P. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298. https://doi.org/10.1002/tea.21419
  • Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763–782). Springer. https://doi.org/10.1007/978-1-4614-2018-7
  • Gladstone, J. R., Wigfield, A., & Eccles, J. S. (2022). Situated expectancy-value theory, dimensions of engagement, and academic outcomes. In A. L. Reschly, & S. L. Christenson (Eds.), Handbook of research on student engagement (pp. 57–76). Springer. https://doi.org/10.1007/978-3-031-07853-8
  • Gobert, J. D., Baker, R. S., & Wixon, M. B. (2015). Operationalizing and detecting disengagement within online science microworlds. Educational Psychologist, 50(1), 43–57. https://doi.org/10.1080/00461520.2014.999919
  • Greene, B. A. (2015). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 50(1), 14–30. https://doi.org/10.1080/00461520.2014.989230
  • Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131–147. https://doi.org/10.1080/00461520.2022.2090364
  • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122. https://doi.org/10.1037/0022-0663.100.1.105
  • Hidi, S., & Renninger, K. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
  • Hughes, J. N., Wu, J.-Y., Kwok, O.-M., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of teacher–student relationship on achievement. Journal of Educational Psychology, 104(2), 350–365. https://doi.org/10.1037/a0026339
  • 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/10.1037/a0019506
  • Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116–127. https://doi.org/10.1016/j.cedpsych.2016.05.004
  • Jordan, K. N., Sterling, J., Pennebaker, J. W., & Boyd, R. L. (2018). Examining long-term trends in politics and culture through language of political leaders and cultural institutions. Proceedings of the National Academy of Sciences of the United States of America, 116(9), 3476–3481. https://doi.org/10.1073/pnas.1811987116
  • Jun, J. (2005). Understanding e-dropout? International Journal on E-Learning, 4(2), 229–240.
  • Kim, M. K., Wang, Y., & Ketenci, T. (2020). Who are online learning leaders? Piloting a leader identification method (LIM). Computers in Human Behavior, 105, 106205. Article 106205. https://doi.org/10.1016/j.chb.2019.106205
  • Koller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448–470. https://doi.org/10.2307/749801
  • Lee, W., Lee, M.-J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86–99. https://doi.org/10.1016/j.cedpsych.2014.02.002
  • Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
  • Li, S., Zheng, J., & Zheng, Y. (2021). Towards a new approach to managing teacher online learning: Learning communities as activity systems. The Social Science Journal, 58(3), 383–395. https://doi.org/10.1016/j.soscij.2019.04.008
  • LIWC. (2022). LIWC analysis. https://www.liwc.app/help/liwc
  • Loo, R., & Loewen, P. (2004). Confirmatory factor analyses of scores from full and short versions of the Marlowe-Crowne Social Desirability Scale. Journal of Applied Social Psychology, 34(11), 2343–2352. https://doi.org/10.1111/j.1559-1816.2004.tb01980.x
  • Marchand, G. C., & Gutierrez, A. P. (2017). Processes involving perceived instructional support, task value, and engagement in graduate education. The Journal of Experimental Education, 85(1), 87–106. https://doi.org/10.1080/00220973.2015.1107522
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416. https://doi.org/10.1111/j.1467-8624.2005.00853.x
  • Martin, F., & Borup, J. (2022). Online learner engagement: Conceptual, definitions, research themes, and supportive practices. Educational Psychologist, 57(3), 162–177. https://doi.org/10.1080/00461520.2022.2089147
  • Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. Article 104009. https://doi.org/10.1016/j.compedu.2020.104009
  • Martin, F., Xie, K., & Bolliger, D. U. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S1–S13. https://doi.org/10.1080/15391523.2021.1991703
  • Morgan, S. L., Gelbgiser, D., & Weeden, K. A. (2013). Feeding the pipeline: Gender, occupational plans, and college major selection. Social Science Research, 42(4), 989–1005. https://doi.org/10.1016/j.ssresearch.2013.03.008
  • National Center for Education Statistics [NCES]. (2020). Student enrollment: What is the percent of students enrolled in distance education courses in postsecondary institutions in the fall?. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/ipeds/TrendGenerator/app/answer/2/42
  • Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. S., & Pituch, K. A. (2016). Daily interest, engagement, autonomy support in the high school science classroom. Contemporary Educational Psychology, 46, 180–194. https://doi.org/10.1016/j.cedpsych.2016.06.002
  • Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. University of Texas at Austin. https://repositories.lib.utexas.edu/bitstream/handle/2152/31333/LIWC2015_LanguageManual.pdf
  • Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401–426. https://doi.org/10.2307/3250989
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. The Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
  • Reeve, J., & Tseng, C. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  • Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58–69. https://doi.org/10.1080/00461520.2014.999920
  • Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184. https://doi.org/10.1080/00461520.2011.587723
  • Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. J. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer. https://doi.org/10.1007/978-1-4614-2018-7
  • Rodriguez, F., Lee, H. R., Rutherford, T., Fischer, C., Potma, E., & Warschauer, M. (2021)., April). Using clickstream data mining techniques to understand and support first-generation college students in an online chemistry course [Paper presentation]. LAK21: 11th International Learning Analytics and Knowledge Conference (pp. 313–322). Association for Computing Machinery. https://doi.org/10.1145/3448139.3448169
  • Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacher-student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3
  • Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183–212). Lawrence Erlbaum Associates.
  • Schmidt, J. A., Beymer, P. N., Rosenberg, J. M., Naftzger, N. N., & Shumow, L. (2020). Experiences, activities, and personal characteristics as predictors of engagement in STEM-focused summer programs. Journal of Research in Science Teaching, 57(8), 1281–1309. https://doi.org/10.1002/tea.21630
  • 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/10.1002/tea.21409
  • Serwatka, J. A. (2003). Assessment in on-line CIS courses. Journal of Computer Information Systems, 44(1), 16–20.
  • 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/10.1080/00461520.2014.1002924
  • Sinatra, G. M., Mukhopadhyay, A., Allbright, T. N., Marsh, J. A., & Polikoff, M. S. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110(3), 308–316. https://doi.org/10.1080/00220671.2016.1273178
  • Smart, K. L., & Cappel, J. J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education: Research, 5, 201–219.
  • Stark, E. (2019). Examining the role of motivation and learning strategies in the success of online vs. face-to-face students. Online Learning, 23(3), 234–251. https://doi.org/10.24059/olj.v23i3.1556
  • Sun, J. C., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  • Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
  • Wang, M., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using multidimensional perspective. Learning and Instruction, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47(3), 633–662. https://doi.org/10.3102/0002831209361209
  • Watson, J., Pape, L., Murin, A., Gemin, B., & Vashaw, L. (2015). Keeping pace with K-12 digital learning: An annual review of policy and practice. Evergreen Education Group. https://files.eric.ed.gov/fulltext/ED570125.pdf
  • Woolley, M. E., Kol, K. L., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29(1), 43–70. https://doi.org/10.1177/0272431608324478
  • Zandberg, I., & Lewis, L. (2008). Technology-based distance education courses for public elementary and secondary school students: 2002-03 and 2004-05. Statistical analysis report. National Center for Education Statistics. https://nces.ed.gov/pubs2008/2008008.pdf
  • Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
  • Zweig, J., Stafford, E., Clements, M., & Pazzaglia, A. M. (2015). Professional experiences of online teachers: Training and challenges. Institute of Education Sciences. http://eric.ed.gov/?id=ED561235

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.