A future time perspective of secondary school students' academic engagement and disengagement: A longitudinal investigation

Burns, Emma; Martin, Andrew J.; Collie, Rebecca J.

doi:10.1016/j.jsp.2020.12.003

Cited by 19 publications

(10 citation statements)

References 53 publications

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“…For ample practice (principle #3), mental rehearsal and deliberate practice have been identified (e.g., Ginns, 2005; Nandagopal & Ericsson, 2012; Purdie & Ellis, 2005; Sweller, 2012). For feedback-feedforward (principle #4), corrective and improvement-oriented information has been proposed, as has the possibility of personal best goal-setting that is focused on self-improvement (e.g., Basso & Olivetti Belardinelli, 2006; Burns et al, 2019; Hattie, 2009; Martin & Liem, 2010). For independence (principle #5), guided discovery learning has been identified (e.g., Mayer, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Considering engagement from a tripartite perspective is helpful in providing specific direction for educators. Thus, for example, enhancing students’ participation in tasks and activities in science is a means of boosting behavioral engagement; having students develop positive future plans and goals for science will assist their cognitive engagement; and, looking for opportunities to develop tasks and activities that are interesting, fun (where appropriate), and arouse curiosity may foster greater emotional engagement in science (Burns et al, 2019; Martin & Liem, 2010; Nagro, Fraser, & Hooks, 2019). Indeed, science is well placed to activate each of these elements of engagement (Office of the Chief Scientist, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…It is thus noteworthy that many psycho-educational researchers identify engagement as an important means by which learning occurs, as well as being a desirable outcome in itself. In terms of the tripartite engagement framework, for example, researchers would suggest that participating in class helps students acquire better understanding of a subject area (Credé, Roch, & Kieszczynka, 2010; Green, Liem, Martin, Colmar, Marsh, & McInerney, 2012; Lysakowski & Walberg, 1982); enjoyment reflects an immersion in and connection with subject matter that optimizes its acquisition (Martin & Jackson, 2008; Nakamura & Csikszentmihalyi, 2009); and students’ conceptions of their academic futures impact their present learning (e.g., Burns, Martin, & Collie, 2019; de Bilde, Vansteenkiste, & Lens, 2011; Kauffman & Husman, 2004). We therefore hypothesize that engagement in science will be positively associated with science achievement.…”

Section: Load Reduction Instruction and Academic Outcomesmentioning

confidence: 99%

“…We therefore test the extent to which the effect of LRI on achievement is predominantly mediated by engagement. Indeed, engagement has been identified as a desirable educational end in itself (not only a means to other educational ends; e.g., Burns et al, 2019; Fredricks et al, 2004) and thus understanding the role of LRI in engagement has educational importance. Notwithstanding this, we leave open the possibility that LRI will also be directly associated with achievement by first testing a “fully forward” model in which LRI indirectly (via engagement) and directly is linked to achievement.…”

Section: Load Reduction Instruction and Academic Outcomesmentioning

confidence: 99%

See 3 more Smart Citations

Load reduction instruction in science and students’ science engagement and science achievement.

Martin¹,

Ginns²,

Burns³

et al. 2021

Journal of Educational Psychology

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Among a sample of 2,071 Australian high school students nested within 188 science classrooms, the present study explored the role of science teachers’ “load reduction instruction” (LRI; instruction that seeks to reduce cognitive load by appropriately balancing explicit instruction with guided autonomy) in student- and classroom-level science engagement and the role of engagement in student- and classroom-level science achievement. Using doubly latent multilevel structural equation modeling, results showed that, at the student- and classroom-level, student reports of their teacher’s LRI was significantly and positively associated with self-reported engagement, and engagement was significantly and positively associated with achievement. Thus, (a) LRI was associated with greater individual student engagement, that in turn was associated with greater individual student achievement in science, and (b) beyond student-level effects, LRI was associated with greater classroom engagement that in turn was associated with greater classroom achievement. We also found that the association between LRI and achievement was mediated by engagement. Implications for educational practice in science are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Load Reduction Instruction and Academic Outcomesmentioning

confidence: 99%

Section: Load Reduction Instruction and Academic Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

Load reduction instruction in science and students’ science engagement and science achievement.

Martin¹,

Ginns²,

Burns³

et al. 2021

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

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“…Adolescents suffering from burnout are usually more exposed to depressive disorders, which lead to poor academic achievement, difficulties at school, and behavioral problems. Previous studies provide strong evidence for the influence of students' mental representation of their academic future on their present classroom behaviors, motivations, and decisions [37]. School burnout becomes more prevalent in adolescents and teachers and is associated with social support [38].…”

Section: Discussionmentioning

confidence: 99%

Students’ Depression and School Burnout in the Context of Family Network Acceptance and Deviation from Balanced Time Perspective

Macałka¹,

Tomaszek

Kossewska

2022

Education Sciences

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Nowadays, a growing increase in depression and school burnout is being observed in students. The research aim is to test the mediating effect deviation from balanced time perspective, gender, and subjective sense of family network acceptance on the relationship between depression and school burnout. The sample consisted of 355 students (61.6% girls, 48.4% boys) from the third grade of high school in the south of Poland (mean age 18.5). The student school burnout scale for youth, Time Perspective Inventory, and Depression Scale for youth were used in the survey. Results showed significant relationships between the time perspective indicators, depression, and school burnout as well as a mediation effect of the past time perspective and the fatalistic present time perspective towards depression through school burnout. The findings confirmed that the focus of a person on immediate hedonistic goals becomes significant for the severity of depression only after accounting for the level of school burnout. Conclusions comprised the design of psychological interventions aimed at the group of young people experiencing depression and school burnout considering the time perspective development.

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Positive, complicated, distant, and negative: How different teacher‐student relationship profiles relate to students’ science motivation

Burns

Bergen

Leonard

et al. 2022

Journal of Adolescence

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Introduction: Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-emotional support, instrumental help, and conflict. Such research is needed to better understand the diversity of relationships that exist within a science classroom and their impact on science motivation. Methods: This study examined N = 2669 Australian high school students (66% girls; M age = 15.11 years; SD = 0.69). Data were collected via online sampling in the final quarter of 2020. The data are cross-sectional. Latent profile analysis was used to (1) determine if distinct student profiles based on the three dimensions of TSRs existed and (2) the extent to which these profiles were associated with varying levels of science motivation: self-efficacy, intrinsic value, utility value, and cost. Results: Four distinct profiles were identified: Positive, Complicated, Distant, and Negative. Students in the Negative TSR profile reported the lowest adaptive motivation and highest cost. The associations between profile membership and motivation were more varied for the Positive, Complicated, and Distant TSR profiles. Conclusions: Findings indicate that dichotomous perspectives (positive vs. negative) may be insufficient to describe the diversity of relationships within science classrooms. Results also suggest that concurrent attendance to all dimensions of TSRs is needed to improve relationships.

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A future time perspective of secondary school students' academic engagement and disengagement: A longitudinal investigation

Cited by 19 publications

References 53 publications

Load reduction instruction in science and students’ science engagement and science achievement.

Load reduction instruction in science and students’ science engagement and science achievement.

Students’ Depression and School Burnout in the Context of Family Network Acceptance and Deviation from Balanced Time Perspective

Positive, complicated, distant, and negative: How different teacher‐student relationship profiles relate to students’ science motivation

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