Students' classroom engagement produces longitudinal changes in classroom motivation

Journal article

Reeve, Johnmarshall and Lee, Woogul. (2014). Students' classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology. 106(2), pp. 527 - 540. https://doi.org/10.1037/a0034934
AuthorsReeve, Johnmarshall and Lee, Woogul
Abstract

Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students’ classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students’ course-specific motivation (psychological need satisfaction, self-efficacy, and mastery goals) and engagement (behavioral, emotional, cognitive, and agentic aspects) were collected from 313 (213 females, 100 males) Korean high school students using a 3-wave longitudinal research design. Two key findings emerged from a multilevel structural equation modeling analysis: (a) Students’ initial classroom engagement predicted corresponding longitudinal changes in all 3 midsemester motivations, and (b) early semester changes in engagement predicted corresponding longitudinal changes in end-of-semester psychological need satisfaction and self-efficacy, but not mastery goals. Changes in engagement also predicted course achievement. These findings reveal the underappreciated benefits that high-quality classroom engagement contributes to the understanding, prediction, and potential facilitation of constructive changes in students’ in-course motivation.

Keywordsengagement; longitudinal; mastery goals; psychological need satisfaction; self-efficacy; classroom engagement
Year2014
JournalJournal of Educational Psychology
Journal citation106 (2), pp. 527 - 540
PublisherAmerican Psychological Association
ISSN0022-0663
Digital Object Identifier (DOI)https://doi.org/10.1037/a0034934
Scopus EID2-s2.0-84920286584
Page range527 - 540
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
EditorsS. Graham
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