A Motivational Perspective on Engagement and Disaffection

@article{Skinner2009AMP,
  title={A Motivational Perspective on Engagement and Disaffection},
  author={Ellen A. Skinner and Thomas A. Kindermann and Carrie J. Furrer},
  journal={Educational and Psychological Measurement},
  year={2009},
  volume={69},
  pages={493 - 525}
}
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… 

Figures and Tables from this paper

Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes

Previous research has shown that perceived control, task value, behavioral engagement and disaffection are personal determinants of academic performance. However, little research has simultaneously

Validation of the School Engagement Questionnaire Engagement Versus Disaffection With Learning: Teacher Report in Swedish 6th Graders

The factor structure of the measure of school engagement ‘Engagement Versus Disaffection with Learning: Teacher Report’ was investigated in the sample of 360 Swedish 6th graders. Confirmatory factor

Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

This study examined the mediating roles of prospective teachers’ boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in

A conditional process model of children's behavioral engagement and behavioral disaffection in sport based on self-determination theory.

Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes' basic psychological need satisfaction.

Conceptualization and Assessment of Adolescents’ Engagement and Disengagement in School

Abstract. Increasing school engagement is critical for improving academic achievement and reducing dropout rates. In order to increase student engagement and identify those students who are most

Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators.

Motivation research is central to understanding why certain students exhibit high levels of behavioral, cognitive, and emotional engagement with learning, and why others lack interest, display

Joint trajectories of behavioral, affective, and cognitive engagement in elementary school

ABSTRACT The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers

Self-Determination, Behavioral Engagement, Disaffection, and Academic Performance: a Mediational Analysis

Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement and disaffection and were progressively more adaptive the higher the autonomy.

Indicators and Facilitators of Engagement: Going Beyond Linear Thinking

This chapter provides a brief review of current research models on learning engagement, highlighting the distinction between indicators and facilitators of engagement. In relation to engagement

Behavioural Engagement and Disaffection in Sport

The potential benefits of children’s engagement in sport for their psychological, social, and 3 physical health are well established. Yet children may also experience psychological and 4 social
...

Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?

A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and

Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.

On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5)

School Engagement: Potential of the Concept, State of the Evidence

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable,

Toward an Understanding of Definitions and Measures of School Engagement and Related Terms

This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and

Studying Early Adolescents' Academic Motivation, Social-Emotional Functioning, and Engagement in Learning: Variable- and Person-Centered Approaches

This study used variable- and person-centered data analytic techniques to examine how early adolescents' academic motivation and social-emotional functioning were associated with their self-reported

What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain.

This study examined the contribution of perceived control and autonomy to children's self-reported behavior and emotion in the classroom and revealed unique effects of autonomy over and above the strong effects of perceivedControl.

Sense of Relatedness as a Factor in Children's Academic Engagement and Performance.

Children’s sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children’s (n 641) reports of relatedness predicted changes in classroom engagement over the school year

Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years

Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have

Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice

This article discusses the school engagement literature and offers a conceptual framework with the intention of developing a common terminology to more efficiently organize research and practice.

Educational risk and resilience in African-American youth: context, self, action, and outcomes in school.

The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action.
...