Lower secondary students' situation-specific engagement varies most strongly between lessons within students, with smaller between-student variation¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Behavioral/cognitive engagement, emotional engagement, and disaffection varied most strongly between lessons and somewhat between students. → Pöysä 2018
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
Preliminary intra-class correlation analysis of the one-week lesson-to-lesson data (57 students, 1,328 ratings) in a two-level hierarchical structure, showing "varied most strongly between lessons and somewhat between students." Days within week showed only small ICCs.
"Thus, these results showed that students' behavioral/cognitive engagement, emotional engagement, and disaffection varied most strongly between lessons and somewhat between students."
Discussion¶
Learner Variables¶
- Domain Context — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Academic achievement predicts disaffection but not behavioral/cognitive or emotional engagement at the between-student level — related
- Students report higher engagement and lower disaffection in non-academic subjects (home economics, physical education) than in academic subjects — related
- Time of day shows no significant effect on students' situation-specific engagement once subject, teacher, and day of week are controlled — related
- Mathematics shows the lowest student ratings of situational engagement among school subjects — related
- Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability. — related
- Repeated measures of invested mental effort, perceived task difficulty, interest, and self-assessed understanding differ significantly across measurement points within complex learning tasks and are not adequately represented by their mean — related
- Most variance in state achievement goals and emotions is situational (within-person) rather than between-person — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
engagement-varies-most-between-lessons-within-students |
title |
Lower secondary students' situation-specific engagement varies most strongly between lessons within students, with smaller between-student variation |
description |
Lower secondary students' situation-specific engagement varies most strongly between lessons within students, with smaller between-student variation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pöysä-2018 |
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