TY - JOUR AU - Malmberg, Lars-Erik AU - Lim, Wee H. T. AU - Tolvanen, Asko AU - Nurmi, Jari-Erik PY - 2017/01/11 Y2 - 2024/03/28 TI - Within-student variability in learning experiences, and teachers’ perceptions of students’ task-focus JF - Frontline Learning Research JA - FLR VL - 4 IS - 5 SE - Articles DO - 10.14786/flr.v4i5.227 UR - https://journals.sfu.ca/flr/index.php/journal/article/view/227 SP - 62-82 AB - In order to advance models of educational processes (intraindividual, intensive longitudinal), we propose a model in which we specify state and trait constructs, and an intraindividual variability construct. In our ecological momentary assessment study, we investigated how trait-level and intraindividual variability of students’ learning experiences (intrinsic and extrinsic motivation, task difficulty, effort exertion, help-seeking and competence evaluations) converged with teacher-reported student task-focus. 285 primary school students’ (Years 5 and 6) completed the Learning Experience Questionnaire using handheld computers, on average 13.6 learning episodes during one week (SD = 4.6; Range = 5-29; n<sub>episodes</sub> = 3,433), and these were linked with teacher-reports. We defined mean squared successive differences (MSSD) for each indicator. We specified uni- and multivariate models of state, trait and intraindividual variability constructs of students’ learning experiences using multilevel structural equation models (MSEM). Teacher reported task-focus converged with trait constructs (from |r| = .22 to .42), and with intrapersonal variability constructs (from r = -.12 to r = -.36), higher task-focus being associated with less variability. Intraindividual variability formed a higher-order construct, and teachers’ negative wording bias was also associated with variability. Overall, our study provides support for intraindividual variability as a construct in its own right, which has the potential to provide novel insight into students’ learning processes. ER -