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Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches
ARTICLE

, , University of Helsinki, Finland ; , , Michigan State University, United States ; , University of Helsinki, Finland

Learning and Instruction Volume 43, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study contributes to the research on student engagement in three ways: 1) by combining questionnaire and situational measures of engagement using the Experience Sampling Method (ESM), 2) by applying a demands-resources model to describe the positive and negative aspects of student engagement, and 3) by adopting a person-oriented approach to describe subgroups of students with different profiles of engagement and burnout symptoms. Two studies were conducted: sample one comprised 255 US high school students (45.5% female, 9th – 12th grade), and sample two 188 Finnish comprehensive and high school students (59.6% female, 9th to 10th grade). Latent profile analyses (LPA) of person-level measures of schoolwork engagement and burnout in the US and Finland revealed four profiles: 1) engaged, 2) engaged-exhausted, 3) moderately burned out (risk for burnout) and 4) burned out. These four groups were identified in both samples, but differed in their prevalence. The groups differed in their state experiences of situational demands, resources and engagement at school. Engagement is not wholly an experience of ‘flourishing’: some students experienced elevated levels of both engagement and burnout. Thus, positive and negative aspects of engagement should be studied and modeled together.

Citation

Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J. & Lavonen, J. (2016). Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learning and Instruction, 43(1), 61-70. Elsevier Ltd. Retrieved February 21, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.01.001

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