Assessing the Relation Between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

被引：5

作者：

Lein, Amy E. ^{[1
]}

Jitendra, Asha K. ^{[2
]}

Starosta, Kristin M. ^{[3
]}

Dupuis, Danielle N. ^{[1
]}

Hughes-Reid, Cheyenne L. ^{[4
]}

Star, Jon R. ^{[5
]}

机构：

[1] Univ Minnesota, Dept Educ Psychol, Educ Sci Bldg,56 East River Rd, Minneapolis, MN 55455 USA

[2] Univ Minnesota, Dept Educ Psychol, Adv Teaching & Learning, Minneapolis, MN 55455 USA

[3] Colonial Intermediate Unit 20, Easton, PA USA

[4] Nemours Alfred I duPont Hosp Children, Wilmington, DE USA

[5] Harvard Univ, Grad Sch Educ, Human Dev & Educ, Cambridge, MA 02138 USA

来源：

PREVENTING SCHOOL FAILURE | 2016年 / 60卷 / 02期

关键词：

engagement; mathematics achievement; middle school; on-task behavior; problem solving;

D O I：

10.1080/1045988X.2015.1036392

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students' proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem-solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction.

引用

页码：117 / 123

页数：7

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