2026/04/16 by Jussi Järvinen, Lauri Hietajärvi, Lars-Erik Malmberg +2
Social Sciences · Psychology · #Science Education and Pedagogy #Competency Development and Evaluation #Innovative Education and Learning Practices
paper · doi:10.1016/j.lindif.2026.102919
This study examined the intraindividual processes related to perceived competence, task value and engagement during science lessons. Using dynamic structural equation models, we analysed 5303 momentary responses from 361 upper secondary school students. Three measurement occasions per lesson were assessed during a two-week science module using the experience sampling method. The results showed significant carry-over (i.e. autoregression) for the variables from moment to moment during lessons. Engagement was predicted by task values from the previous moment, whereas behavioural and cognitive engagement predicted subsequent emotional engagement and competence perceptions. Additionally, three dynamic patterns of interindividual differences were identified: positive associations between an autoregression and cross-lagged effect as well as both positive and negative associations between cross-lagged effects. The patterns suggest that the influence of each variable within the momentary processes vary between students. The findings provide insights into the dynamics of and individual differences in students' engagement during a lesson. Educational relevance and implications statement The results of this study indicate that on average, task values (i.e. subjective importance and utility of a task) facilitated students' behavioural and cognitive engagement (i.e. persistent concentration and effort) and emotional engagement (i.e. positive emotions) in the subsequent moment during a science lesson, while their behavioural and cognitive engagement predicted emotional engagement and a sense of competence from one moment to the next. The findings highlight the importance of helping students link the learning activities to what they value as important and meaningful. Further, interventions targeting students' active, persistent and concentrated efforts in academic tasks could yield benefits by keeping the engagement cycle going throughout the lesson and promoting positive affective experiences related to learning. However, we also found that students differed from each other in such a way that the influence of each part of the process varied between students. Instructors should thus be mindful of individual differences in engagement processes and focus on supporting different aspects of motivation and engagement depending on the individual student.