The determinants of engagement in learning physics

Petričević, Ema. (2019). The determinants of engagement in learning physics. PhD Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
(PDS psihologija) [mentor Pavlin-Bernardić, Nina].

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Abstract

Engagement is a concept from the field of motivation, although it is about different but related constructs: while motivation is a private, psychological, neural and biological process that precedes engagement, it could be said that engagement is an objectively perceived manifestation of motivation (Reeve, 2012). It is generally accepted that both motivation and engagement are influenced by the context, that there are individual differences in the way pupils respond to the environment, and that these constructs are associated with important student outcomes (Reschly & Christenson, 2012). the aim of this research was to examine the determinants of engagement in classroom and learning activities in physics on a sample of 7th -grade elementary school pupils. The specific objectives were: (1) to investigate the predictors of different aspects (behavioral, cognitive, emotional) of engagement in classroom and learning activities in physics; (2) to examine the role of engagement in classroom and learning activities in physics as a mediator in the relationship between the perception of the context (the teacher's motivational style and relationship with peers) and personal characteristics (personality traits and motivation for learning physics) on one hand, and grades in physics and satisfaction in school on other; and (3) in a person-centered approach, to identify the profiles of engagement in learning physics and to examine whether these profiles differ in the subjective value of physics, self-efficacy in physics, grades in physics, and satisfaction in school. As a theoretical framework, three theories of motivation were used: the theory of social cognition (Bandura, 1986); the self-determination theory (Deci & Ryan, 1985); the expectancy– value theory of achievement motivation (Wigfield & Eccles, 2000); and the concept of engagement (Connell & Wellborn, 1991; Fredrics et al., 2004; Reeve, 2012; Skinner & Pitzer, 2012).

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