Characteristics of different forms of student engagement in teaching and learning physics

Milić, Ana. (2016). Characteristics of different forms of student engagement in teaching and learning physics. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Pavlin-Bernardić, Nina].

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Abstract

The aim of this study was to examine the relationship between achievement goals, student engagement, subjective value and reinforcement sensitivity in high school students. It was also examined whether there are different forms of student engagement in teaching and learning physics. 299 second and third grade students from two high schools participated in study. The Reinforcement Sensitivity Theory Personality Questionnaire, Achievement Goals Scale, Subjective Value Scale and Engagement Scale were used as instruments in the study. The results showed that subjective value is positively correlated to student engagement, mastery goals and performance approach goal and negatively correlated to work avoidance goal. Performance approach goal is positively correlated to BAS system while BIS system is in positive correlation with mastery avoidance goal. Mastery approach goal and performance approach goal are positively correlated to student engagement while work avoidance goal and BIS system are negatively correlated to student engagement. Results of cluster analysis revealed three groups of students that differ from one another in the patterns of engagement in physics. It was also tested whether these three groups of students differ in terms of achievement goals, subjective values and reinforcement sensitivity. The results show that students who have high results on all three forms of engagement are the most prone to high estimates of subjective values and selecting mastery approach goal, while students who have high results on only emotional engagement are at least prone to it. Students who have high results on emotional engagement are the most prone to choosing the work avoidance goal, while it is at least selected by students who have high result on all three forms of engagements. Students who have high results on cognitive engagement usually elect mastery avoidance goal and performance avoidance goal. Students who have high results on all three forms of engagement and students who have high only cognitive engagement mostly elect performance approach goal. Students who have high cognitive engagement are more prone to BIS system inhibition of behavior, BAS system activation behavior and FFFS system behavior than students who have high all three forms engagement and student who have high only emotional engagement.

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