Internally divergent momentary engagement profiles occur within a single task, with students attentive yet emotionally and cognitively disengaged¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three profiles showed high behavioral engagement with lower emotional and/or cognitive engagement (attentive amotivated, attentive disinterested, attentive disaffected), and one showed the reverse pattern (distracted but motivated). → Symonds 2021 q2 i? Nearly all classrooms contained instances of every profile, so divergent profiles co-occurred within the same classroom during the same task. → Symonds 2021 (2)

Evidence¶

Symonds 2021¶

Symonds, J. E., Schreiber, J. B., & Torsney, B. M. (2021). Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task. Journal of Educational Psychology. https://doi.org/10.1037/edu0000605

q2 · i? · associational · r2

Descriptive statistics from the seven-profile latent profile solution for the same 196-student single-task sample show internally divergent profiles: "the attentive disinterested (n = 62, 32%) profile had moderate levels of emotional and cognitive engagement" despite high behavioral engagement; the distracted motivated profile (n = 12, 6%) showed the reverse pattern.

"the attentive amotivated (n = 18, 9%) profile also had low lower levels of emotional engagement, the attentive disinterested (n = 62, 32%) profile had moderate levels of emotional and cognitive engagement, and the attentive disaffected (n = 12, 6%) profile had low emotional and cognitive engagement."

Symonds 2021 (2)¶

Symonds, J. E., Schreiber, J. B., & Torsney, B. M. (2021). Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task. Journal of Educational Psychology. https://doi.org/10.1037/edu0000605

q2 · i? · associational · r2

A simple cross-tabulation of profile membership by classroom (Table 7) in the same sample showed "nearly all classrooms had at least some instances of every profile", meaning students in each profile sat alongside students in other profiles during the task.

"Visual examination of the statistics indicated that nearly all classrooms had at least some instances of every profile."

Discussion¶

Related Claims¶

• Classmate cognitive engagement, but not classmate behavioral or emotional engagement, predicts individual momentary engagement profile membership — related
• Seven profiles of momentary (dis)engagement emerge among adolescents completing the same ten-minute literacy task — a broader claim this one bears on
• Female gender and Irish ethnicity predict membership of less positively engaged momentary profiles relative to the engaged profile — related
• Lower academic self-efficacy is associated with membership of three less engaged momentary-engagement profiles and lower peer support with two, while educational goals and family support do not differ across the four profiles tested — related
• Adult L2 learners' momentary emotions cluster into five profiles, dominated by a low-arousal 'Routine but Pleasant' state (57.8% of episodes), challenging anxiety-centred paradigms — related
• Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes — related