Academic achievement predicts disaffection but not behavioral/cognitive or emotional engagement at the between-student level¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students with higher academic achievement reported less disaffection than students with lower achievement (β = -.304, p = .000). → Pöysä 2018 q2 i? Academic achievement did not predict behavioral/cognitive engagement or emotional engagement after controlling for gender. → Pöysä 2018 (2)

Evidence¶

Pöysä 2018¶

Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2018). Variation in situation-specific engagement among lower secondary school students. Learning and Instruction, 53, 64-73. https://doi.org/10.1016/j.learninstruc.2017.07.007

q2 · i? · associational · r2

Between-students level of the two-level multivariate model (N = 57; GPA from Grade 7 school registers, gender controlled) found achievement significantly related to disaffection, "students with higher academic achievement reported disaffection to a lesser extent." Explained variance at this level was 26.7% for disaffection.

"However, students' academic achievement was statistically significantly related to disaffection (β = - .304, p = .000): students with higher academic achievement reported disaffection to a lesser extent than did students with lower academic achievement."

Pöysä 2018 (2)¶

Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2018). Variation in situation-specific engagement among lower secondary school students. Learning and Instruction, 53, 64-73. https://doi.org/10.1016/j.learninstruc.2017.07.007

q2 · i? · associational · r2

Same two-level multivariate model: no statistically significant prediction of behavioral/cognitive or emotional engagement by achievement at the between-students level; equivalence was not tested. Explained variances were 3.4% and 1.0% respectively.

"The results at the between-students level showed that students' academic achievement did not predict their ratings of behavioral/cognitive engagement or emotional engagement (after student gender was controlled for)."

Discussion¶

Related Claims¶

• Students report higher engagement and lower disaffection in non-academic subjects (home economics, physical education) than in academic subjects — related
• Lower secondary students' situation-specific engagement varies most strongly between lessons within students, with smaller between-student variation — related
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related
• Bullying involvement is associated with lower cognitive-motivational factors, especially engagement, motivation and self-esteem — related
• Time of day shows no significant effect on students' situation-specific engagement once subject, teacher, and day of week are controlled — related