Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education

By H. Watt, C. Carmichael, Rosemary Callingham. 2017

50 citations recorded by the source corpus.

The Best Practice in Mathematics Education project was funded by the Australian Office of the Chief Scientist, to examine promotion of students’ learning, engagement and aspirations in this core learning domain. We draw upon cross-sectional survey data from 551 students in grades three to nine to examine how students’ mathematics engagement relates to key dimensions of their learning climate (mastery or performance focused classrooms), teacher enthusiasm, and school caring. Engagement is known to be associated with positive school outcomes and influenced by environmental factors. Less known is whether, and the extent to which, students have different profiles of engagement across component dimensions (Fredricks, Blumenfeld, & Paris, 2004); and, how profiles may differ according to experienced environment dimensions. We first develop profiles of adolescents’ behavioral, emotional, and cognitive engagement using multilevel latent class analysis, educing three profiles of ‘engaged’, ‘compliant’, and ‘disengaged’ students, who systematically differed on experienced environmental factors. Mastery focused classrooms, enthusiastic teachers and caring school environment were experienced most by engaged, and least by disengaged students; performance focused classrooms were unrelated to engagement profiles. Identified patterns will be of particular use to teachers in understanding how class, teacher, and school influences together shape students’ own engagement in mathematics.

View Paper: https://www.semanticscholar.org/paper/c02cb6bb925208c1d9eac705abfa5d74f0f669bd

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Citations in the corpus

• All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “Initial research on engagement patterns provides support for differentiation of student engagement in various patterns (Bae and DeBusk-Lane 2019; Conner and Pope 2013; Schmidt et al. 2018; Wang and Peck 2013; Watt et al. 2017).”