Time of day shows no significant effect on students' situation-specific engagement once subject, teacher, and day of week are controlled¶

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

Subclaims¶

q2 i? Time of day did not significantly predict situation-specific engagement when teacher, subject, and day of week were taken into account. → 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

Within-students between-lessons analyses of the lesson-to-lesson ratings found no significant time-of-day effect on behavioral/cognitive engagement, emotional engagement, or disaffection; equivalence was not tested. This null ran contrary to the authors' expectations.

"The results did not indicate significant effects for the time of day on students' situation-specific engagement when the effects of the teacher, the subject being studied, and day of the week had been taken into account."

Discussion¶

Related Claims¶

• Lower secondary students' situation-specific engagement varies most strongly between lessons within students, with smaller between-student variation — related
• Class conditions—period, term, class size and subject—systematically shift grades, largely through attendance — related
• Academic achievement predicts disaffection but not behavioral/cognitive or emotional engagement at the between-student level — related