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10ii Engagement (75% of achievement) - Coggle Diagram
10ii Engagement
(75% of achievement)
Affective
"
feelings about homework
"
interest in schoolwork
enthusiasm for learning
Behavioural
"
what children do about their homework
"
Participating in classroom activities
Putting in effort in schoolwork
Cognitive
planning and monitoring
study progress
paying attention in class
"
mental processes, children's
thinking in relation to homework
"
Changes
over time
Result
Kids' self-reports were similar to
observer reports of behaviour
Overall engagement declines as children
progress through school system
Longitudinal study that looked at 3500 children across different schooling levels
Procedure
Studied children at elementary school (
P5
),
middle school (
S2
) and high school (
S4
)
Measured engagement in
math
and
social studies
measured 3 aspects
of engagement
Reasons
School Environment
Greater emphasis on
evaluation with age
more focus on
social comparisons
Disengage when children
realise they are not top in school
Children have less control
Teachers may take on tone of disciplinarian when children reach adolescence
Enforcing rules to
regulate student behaviour
Disengage when they
feel
lack of autonomy
Teachers make more decisions on content and classroom dynamics in Upper Primary
Children
increasingly concerned with evaluation
due to :chart_with_upwards_trend: self-consciousness
ensuing anxiety can
interfere with engagement
Desire for autonomy
American teens individuate from
parents and identify more with peers
Do not want to pursue goals
set by parents or teachers
Social notion of an emerging adult
Competing interests
compete with school
for attention
Determinants
Individual
Theories
Dweck's model
Dweck's Experiment
Procedure
expose children to failure by
giving them unsolvable problems
giving them solvable
problems subsequently
Debriefing and
giving easy problems
Result
Two types of
responses
Mastery (
70%
)
largely made
effort attributions
attributed failure
to
lack of effort
sustained or enhanced
performance later in the experiment
had a
positive affect
enjoyment
pride
remained engaged and did
not focus on failure
persistent and made
solution-oriented self instructions
Helpless (
30%
)
Disengaged and stopped
focusing on the task
Made
ability attributions
attributed failure
to
low ability
Displayed
negative affect
Shame
Anger
Performance deteriorated
despite previous successes
Gave up easily and
stopped attempting solutions
Entity Theory
believing intelligence
cannot be changed
leads to
performance goals
aim to display
intelligence
Easy
mastery high
engagement
doing well > learning
Examples
taking a course
because of easy A
wanting to do
well in Math
Difficult
more likely to give up to avoid feeling threatened
helpless low
engagement
Incremental Theory
believing that intelligence can
be changed through effort
leads to
mastery goals
Easy / Difficult
Mastery high
engagement
see challenges as
learning experiences
more likely to persist
when faced with challenges
aim to improve skills and
attain knowledge
Examples
learning math for math's sake
taking course out
of genuine interest
"
differences in individual theories
of how changeable ability is
"
Factors
Role of Praise
Procedure
Part 1
Children given easy task and praised regardless of actual performance
Conditions
Effort praise
Ability praise
No praise
Part 2
Children given difficult task and all failed and were told they performed a lot worse
Part 3
Children given
easy task again
Part 4
Children asked what they thought about incremental theories
1 more item...
Results
children praised for
effort
did better
encouraged them to sustain motivation, performance and self esteem
endorsed more incremental theories, had more mastery goals and higher engagement
children praised for
ability
did worse
makes them
vulnerable to setbacks
encouraged self-defeating behaviour such as avoiding risk and worrying about failure
studied 5th graders
(Primary 5 graders)
Parenting
Autonomy
Supportive
allowing children to
initiate own behaviour
develops initiative
encouraging children to
solve problems on their own
assisting children
with homework
allow children to have input on rules
for when homework should be completed
allowing them to develop own
strategies for solving difficult problems
Outcomes
develop mastery goals instead
of performance goals
highly engaged in school
particularly when challenged
get better grades
Reasons
focuses child on learning
rather than outcome
grants child autonomy
to engage in tasks
helps children practice doing things
independently
which develops skills
Controlling
giving children pressure to meet external demands
regulate children's behaviour
assisting children
with homework
parents create rules for when homework should be completed without input from children
insist children use parent's
strategies for doing homework
Ability to delay
gratification
"ability to put off immediate rewards for better rewards in the future"
Marshmallow Task
able to predict achievement
10 years later
takes self control to remain
engaged with distractions
making the choice to stay engaged even
when engagement is unpleasant
Determinants
Authoritative
Parenting
involving
high autonomy
high structure
positive affect
promotes sense of
agency in children
assists in regulation
of distress
provides practice for
meeting demands