What Factors Influence Students' Real-Time Motivation and Engagement? An Experience Sampling Study of High School Students Using Mobile Technology

Autor/inn/en	Martin, Andrew J.; Mansour, Marianne; Malmberg, Lars-Erik
Titel	What Factors Influence Students' Real-Time Motivation and Engagement? An Experience Sampling Study of High School Students Using Mobile Technology
Quelle	In: Educational Psychology, 40 (2020) 9, S.1113-1135 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1545997
Schlagwörter	Student Motivation; Learner Engagement; Computer Use; Behavior Patterns; Data Collection; Handheld Devices; Achievement Need; Academic Achievement; Gender Differences; Socioeconomic Status; Grade 7; Junior High School Students; Single Sex Schools; Catholic Schools; Early Adolescents; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schulische Motivation; Data capture; Datensammlung; Schulleistung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; School year 07; 7. Schuljahr; Schuljahr 07; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Katholische Schule; Ausland; Australien
Abstract	Using mobile technology and experience sampling in junior high school, real-time motivation and engagement were explored at four-levels: between lessons (up to 2 lessons per day; Level 1), between days (5 days per week; L2), between weeks (4 weeks; L3), and between students (113 students; L4). Findings for a 'random effects' model revealed substantial variance between students (M = 67%), followed by variance between lessons (M = 29%), with little variance between days and between weeks (M = 2%). In a 'fixed and random effects' model, we explored the roles of prior general academic motivation and engagement as well as ability and socio-demographics. Findings revealed that prior general academic motivation and engagement played a significant role in students' real-time motivation and engagement in mathematics and English and reduced between-student variance by about half. Gender (females), ability (high), and socioeconomic status (high) were also associated with higher real-time motivation and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01