A Motivational Perspective on Engagement and Disaffection
2008/11/14 by Ellen A. Skinner, Thomas A. Kindermann, Carrie J. Furrer +1 · 62 citations
Social Sciences · Psychology · #Early Childhood Education and Development #Motivation and Self-Concept in Sports #Parental Involvement in Education
paper · doi:10.1177/0013164408323233
Abstract
This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined using data from 1,018 third through sixth graders. Structural analyses of the four indicators confirm that a multidimensional structure fits the data better than do bipolar or unidimensional models. Validity of scores is supported by findings that teacher reports are correlated with student reports, with in vivo observations in the classroom, and with markers of self-system and social contextual processes. As such, these measures capture important features of engagement and disaffection in the classroom, and any comprehensive assessment should include markers of each. Additional dimensions are identified, pointing the way to future research.
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