DYNAMICS OF ENGAGEMENT AND DISAFFECTION IN A SOCIAL STUDIES CLASSROOM CONTEXT

In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish‐speaking) student population. We tested dimensions of the self‐system model of motivati...

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Bibliographic Details
Published inPsychology in the schools Vol. 54; no. 7; pp. 736 - 755
Main Authors Taboada Barber, Ana M., Buehl, Michelle M., Beck, Jori S.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley-Blackwell 01.08.2017
Wiley Subscription Services, Inc
Subjects
Adolescents
Alienation
Behavior change
Classrooms
Elementary school students
English (Second Language)
Grade 6
Grade 7
Learner Engagement
Middle School Students
Perceptions
Second Language Learning
Self Concept
Self Efficacy
Social Studies
Student Attitudes
Teachers
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Summary:In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish‐speaking) student population. We tested dimensions of the self‐system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. The classroom context and students’ self‐perceptions predicted changes in engagement and disaffection. Students’ self‐perceptions also mediated the relation between teacher support and engagement and disaffection. None of these relations were moderated by language status.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22027