A Motivational Perspective on Engagement and Disaffection: Conceptualization and Assessment of Children's Behavioral and Emotional Participation in Academic Activities in the Classroom

This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features...

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Bibliographic Details
Published in:Educational and psychological measurement 2009-06, Vol.69 (3), p.493-525
Main Authors: Skinner, Ellen A., Kindermann, Thomas A., Furrer, Carrie J.
Format: Article
Language:English
Subjects:
Achievement Need
Biological and medical sciences
Children & youth
Class Activities
Classroom discussion
Classroom observation
Classrooms
Comparative Analysis
Correlation
Educational psychology
Elementary School Students
Fundamental and applied biological sciences. Psychology
Grade 6
Learner Engagement
Learning
Measurement Techniques
Motivation
Observation
Psychological Patterns
Psychological tests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Pupil and student. Academic achievement and failure
Student Behavior
Student Motivation
Student Participation
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Summary:This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined using data from 1,018 third through sixth graders. Structural analyses of the four indicators confirm that a multidimensional structure fits the data better than do bipolar or unidimensional models. Validity of scores is supported by findings that teacher reports are correlated with student reports, with in vivo observations in the classroom, and with markers of self-system and social contextual processes. As such, these measures capture important features of engagement and disaffection in the classroom, and any comprehensive assessment should include markers of each. Additional dimensions are identified, pointing the way to future research.
ISSN:0013-1644
1552-3888
DOI:10.1177/0013164408323233