Student engagement and mathematics achievement: Unraveling main and interactive effects

Fung, Francis; Tan, Carol; Chen, Gaowei

doi:10.1002/pits.22139

Cited by 70 publications

(46 citation statements)

References 57 publications

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“…The conceptualization of learning outcomes in this model comprises both short-and longterm achievement outcomes (e.g., standardized achievement, class achievement). Consistently, prior variable-centred work has shown that higher engagement is predictive of better math achievement (Fung, Tan, & Chen, 2018;Wang et al, 2016). For engaged students, the investment of cognitive and affective resources in math activities may serve as critical self-regulative and affective resources that maximize task performance.…”

Section: Outcomes Of Math Engagement Profile Membershipmentioning

confidence: 53%

Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective

Miller

Perera

Maghsoudlou

2020

Brit J of Edu Psychol

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Background. Math engagement research has been largely limited to examining the unique and additive relations of engagement dimensions with outcomes. However, an emerging perspective is that students may simultaneously invest varying degrees of their distinct energetic resources (e.g., cognitive vs. emotional) in their interactions with the math learning environment. Aims. Adopting a person-centred perspective, we examined unique latent subpopulations of adolescents' multidimensional math engagement. Importantly, we did so while accounting for generality and specificity in engagement data, including general engagement and specific cognitive, emotional, and social engagement dimensions. Additionally, we examined students' math self-efficacy, outcome expectations, and gender as predictors, and math achievement indices as outcomes, of profile membership. Sample. The sample comprised 400 Australian school students taking mandatory math classes. Methods. Data on students' multidimensional engagement, math self-efficacy, math outcome expectations, and demographic characteristics were collected at the beginning of the academic semester. Standardized test scores and class grades were retrieved at the end of the semester. Results. Latent profile analyses, based on preliminary bifactor exploratory structural equation models intended to tease apart generality from specificity in engagement data, revealed 'Minimally Engaged', 'Emotionally Disengaged', and 'Moderately-to-Highly Engaged' profiles. Additionally, math self-efficacy, outcome expectations, and gender were found to predict the likelihood of profile membership. Finally, class grades, but not standardized test scores, were found to significantly differ across the profiles, accounting for prior achievement, gender, and grade level. Conclusions. The findings replicate previous work that has shown profiles of student engagement and extend this work by (1) accounting for known generality and specificity in engagement data and (2) obtaining evidence for relations of profile membership with gender, self-beliefs, and achievement.

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Section: Outcomes Of Math Engagement Profile Membershipmentioning

confidence: 53%

Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective

Miller

Perera

Maghsoudlou

2020

Brit J of Edu Psychol

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“…Tutors benefit as they reinforce their knowledge by answering the tutees' questions. These interactions between tutors and tutees promote active learning and foster student inclusion, as all students participate in the process [39,40].…”

Section: Peer Tutoringmentioning

confidence: 99%

Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet

Alegre

2020

PLoS ONE

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The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.

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“…Whereas, feedback has significant increase in cognitive engagement of both average achievers and low achievers cognitive engagement (e.g. Fung, Tan & Chen, 2018;Fielding-Wells & Makar, 2008;Kong & Hoare, 2011). There is less literature on relationship of components of engagement on different ability groups separately.…”

Section: Discussionmentioning

confidence: 99%

Feedback Impact in High, Average and Low Achievers’ Mathematics Engagement in High Schools’ Classrooms

Batool

2020

READS

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The present study has interrogated the effect of feedback on different ability groups’ engagement in mathematics. The sample of this quasi-experimental research study was consisted of 87 grade nine students. The control group was consisted of 43 students whereas experimental group has total 44 students. Some feedback techniques and strategies were used in teaching during intervention. Students’ engagement (cognitive, affective and behavioral) was measured by administering a questionnaire at the start and end of the intervention. Results has shown that intervention has a noteworthy effect on average and low achievers cognitive engagement but it has no significant effect in case of high achievers cognitive engagement. Results also have shown that intervention has significant effect on high, average and low achievers’ affective engagement. Similarly, intervention has a noteworthy effect on of high achievers, average achievers and low achievers’ behavioral engagement. Students in experimental group who were more engaged and spent more time on homework and extra work. These results highlighted the importance of feedback in mathematics classroom therefore further research on components of engagement is required.

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Student engagement and mathematics achievement: Unraveling main and interactive effects

Cited by 70 publications

References 57 publications

Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective

Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective

Effects of peer tutoring on middle school students’ mathematics self-concepts

Feedback Impact in High, Average and Low Achievers’ Mathematics Engagement in High Schools’ Classrooms

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