Real-time motivation and engagement during a month at school: Every moment of every day for every student matters

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior

“…Case studies are quite frequent in the emerging field of intensive longitudinal data due to the large time investment needed to collect, code, and analyze the data. However, we agree that the preeminent value of physiological and moment-to-moment data lies in their explanatory value of higherlevel outcomes in a larger sample (Hamaker & Wichers, 2017;Martin et al, 2015). These multilevel models are ultimately needed to check our current speculation about the relation between moment-to-moment dynamics of physiology and interpersonal behavior and general-level teacher emotional outcomes.…”

Teacher–student interaction and lower secondary school students’ situational engagement

“…The present study examined the relation between the of teacher–student interactions in lower secondary school, which were assessed using a widely used observational instrument, CLASS‐S, and students’ self‐ratings of situational engagement at the end of the same lessons. The relevance of this line of research can be justified based on the notion of malleability and situational variability of student engagement (Martin et al ., ; Pöysä et al ., ; Vasalampi et al ., ). Because students’ engagement can fluctuate from one lesson to another, each lesson is also a new opportunity for students to become engaged in learning and for teachers to support such engagement.…”

“…In line with propositions concerning situational variations and the malleability of engagement (e.g., Martin et al ., ; Vasalampi et al ., ), the TTI framework acknowledges that the teacher–student interaction may vary from one lesson to another (Curby et al ., ; Pianta, Hamre, & Mintz, ). However, the vast majority of previous research examining links between engagement and teacher–student interactions has employed student ratings of overall or general student engagement, and very few studies have contained parallel assessments of teacher–student interactions and students’ engagement in a particular lesson.…”

“…According to Fredricks et al . (), engagement is presumed to be malleable, and recent research has indicated that student engagement varies situationally from one learning situation to another (e.g., Martin et al ., ; Pöysä et al ., ; Shernoff et al ., ; Vasalampi et al ., ). Thus, in everyday learning at school, this fluctuating engagement can be shaped by factors such as structural features of the classroom and factors related to the interactions between teachers and students (Fredricks et al ., ).…”

Student engagement in post-soviet higher education: coping with academic quality problems.

“…This same study indicated that motivation and engagement have a cyclical relationship, with one perpetuating the other (Martin et al, 2017). Additionally, there are many opportunities to optimize motivation and engagement, every moment of every day for every student with activity-and person-centered approaches promoting positive student outcomes through quality pedagogy (Martin et al, 2015).…”