TY - JOUR AU - Heemskerk, Christina Hubertina Helena Maria AU - Malmberg, Lars-Erik PY - 2020/09/16 Y2 - 2024/03/28 TI - Students’ observed engagement in lessons, instructional activities, and learning experiences JF - Frontline Learning Research JA - FLR VL - 8 IS - 6 SE - Articles DO - 10.14786/flr.v8i6.613 UR - https://journals.sfu.ca/flr/index.php/journal/article/view/613 SP - 38 - 58 AB - <div><p class="AbstractText"><span lang="EN-GB"><span lang="EN-US">In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and ”other”), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. Eighteen fourth and fifth grade target students (M<sub>age</sub>=10.1, SD=0.44) were observed every 30 sec during two to four lessons each day for five school days (engagement and instructional activities), on average 66.05 times per lesson (SD=19.16, Range=15-80, n<sub>obs</sub>=14,994) between 9-18 lessons during a week. Simultaneously, students provided 1-3 electronic questionnaire self-reports per lesson (M<sub>self_report</sub>=35.1, SD=12.6, Range=19-52, n<sub>self_report</sub>=631). We regressed observed engagement (0 = off-task, 1 = on-task) on self-reported learning experiences using 3-level (time-points nested in lessons, nested in students) Bayesian logistic regression models in </span><span lang="EN-US">brms</span><span lang="EN-US">. Observed engagement diminished during lessons, and was predicted by higher cognitive engagement, and instructional activities. As compared to teacher-led instruction, engagement was higher during indiv</span><span lang="EN-US">idual tasks, teacher-supported tasks, and assessments. Overall self-reported and observed engagement within lessons converged, supporting their use in intraindividual research.</span></span></p></div> ER -