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The determinants of engagement in learning physics


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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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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).

Item Type: PhD Thesis
Uncontrolled Keywords: engagement in learning, motivation, physics, teacher's motivating style, classroom peer context, personality traits, self-efficacy, subjective task value, student's grades in physics, school satisfaction
Subjects: Psychology > Školska psihologija
Departments: Department of Psychology
Supervisor: Pavlin-Bernardić, Nina
Additional Information: PDS psihologija
Date Deposited: 01 Oct 2019 03:36
Last Modified: 01 Oct 2019 03:36

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