Student engagement in high school classrooms from the perspective of flow theory.

Abstract

We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work versus listening to lectures, watching videos, or taking exams. Suggestions to increase engagement, such as focusing on learning activities that support students' autonomy and provide an appropriate level of challenge for students' skills, conclude the article.School psychologists are rightfully concerned with some of the more stubborn and persistent educational problems facing students today. Such problems include underachievement as well as learning, behavioral, and emotional difficulties that eventually lead to school dropout for many students (Battin-Pearson et al., 2000). Dropping out of school is theorized to be a gradual process of student disengagement and alienation, marked by a chronic cycle of tardiness, absen-158

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“…Esto es relevante para los docentes, pues sustenta la idea de que es posible aumentar la motivación intrínseca de los estudiantes y por lo tanto el goce del estudio mediante el énfasis en la utilidad de la matemática (Csikszentmihalyi, 2014;Middleton, 1995;Shernoff, Csikszentmihalyi, Schnieider, & Shernoff, 2003); ello a su vez redunda en un menor sufrimiento asociado al estudio. El logro, sin embargo, está negativamente asociado al costo, es decir, se percibe un mayor sufrimiento por parte de aquellos con mayor deseo de obtener buenos resultados.…”

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“…"Flow tends to occur when a person faces a clear set of goals that require appropriate responses" (Csikszentmihalyi, 1997, p. 2 These findings suggest that the ability to achieve flow and maximize student understanding is reliant upon creating educational opportunities that encourage, test, and motivate the student to remain an active participant in his own learning. Shernoff, Schneider, and Csikszentmihalyi (2003) confirmed this concept, stating, "Providing instruction that engages students is a challenge worth achieving, and with the necessary instructional skills, can become a rewarding and flow-inducing experience that produces positive educational outcomes for future learners" (p. 174).…”

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“…However, there is also a different view. Shernoff et al (2003) claim that "concentration, interest and enjoyment must Global Journal of Educational Studies ISSN 2377-3936 2017 be experienced simultaneously in order for flow to occur" (Shernoff et al, 2003, p. 161). This implies that enjoyment is antecedent of flow, which is the opposite claim of Lumby (2011) and Csikszentmihalyi (1977).…”