Examining differential trajectories of engagement over the transition to secondary school: the role of perceived control

• Autor(a) principal: Lemos, Marina S.
• Data de Publicação: 2019
• Outros Autores: Gonçalves, Teresa, Cadima, Joana
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/20.500.11960/2994
• topic: Students’ engagement; Differential trajectories of engagemen; Perceptions of control; Motivation; Recovery paths

The present study was particularly interested in identifying resilient trajectories of engagement, and analyzing their association withstudent’s motivation, specifically, their perceived control. In alongitudinal study following 391 students across three measurementpoints, encompassing the transition from 9th to 10th grade (from basic to secondary school), students’ beliefs (control, effortcapacity, and ability capacity beliefs), engagement, and academic achievement were assessed. Consistentwith previous research, anoverall decline in levels of engagement was found over this time, associated with perceived control. To uncover alternative pathways,latent class growth analysis was used, and three groups of students were identified based on their distinct engagement trajectories:(1) students whose engagement started high but decreased (high-decreasing engagement), (2) students who started at average levels anddeclined (average-decreasing engagement), and (3) students whose engagement started low but then increased (low-increasingengagement). Comparison of the three groups demonstrated that control beliefs play a critical role in reducing the normative rate ofdecline in engagement. The recovery trajectory (low-increasing engagement), which is of particular interest, showed smaller declines incontrol beliefs. Findings also suggest that effort capacity beliefs seem to protect engagement in the face of the challenges this group oflower performing students are likely to encounter. The emergence of the three distinct engagement groups is of special interest as itshows positive, counter-normative changes in engagement trajectories. The observed changes in engagement, motivation, andachievement of the potentially at-risk students (low-increasing engagement group) suggest that these students may be especiallysensitive to a supportive and engaging academic environment.